An evaluation of the Designated Medical Practitioner (DMP) role

Grimwood, Tom and Snell, Laura (2019) An evaluation of the Designated Medical Practitioner (DMP) role. Health and Social Care Evaluations (HASCE). (Unpublished)

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Abstract

Context: Health and Social Care Evaluations (HASCE) were commissioned by Health Education England (HEE) to evaluate the role of the Designated Medical Practitioner (DMP) in Non-Medical Prescribing (NMP) training programmes. The aim of this project was to provide an independent evaluation of the DMP role in NMP training programmes across the North of England. The landscape of mentorship and practice-based education in non-medical prescribing has changed, and the traditional DMP role is replaced, this provides an ideal opportunity to evaluate DMPs’ experience of mentorship, including their preparation for the role and the support provided to enable them to carry out the mentoring role in practice. The timing of this project presented the opportunity to examine the complexities of the DMP role in order to inform the development of future roles and support provision. This can then inform the future development of mentorship and supervision in NMP training.

Methodology: The evaluation consisted of: - a literature review, which provided an overview of non-medical prescribing practice in the UK and specifically, the training of non-medical prescribers and the role of DMPs within this process; - an online survey, designed to explore the experiences of DMPs across the north of England. This was completed by 69 DMPs. Due to a precise figure of current mentors not being available, analysis of findings was exploratory rather than representative. By following a realist approach, the research identified key contexts, mechanisms and outcomes which arose from participants’ experience.

Findings: The literature demonstrated a number of key points:
* NMP has impacted positively on patient care by improving access to medicines.
* There is an abundance of research into nurse prescribers, although it is evident that NMP is expanding across other medical fields.
* The practice of NMP can be affected by a range of factors such as the prescriber’s confidence and knowledge, and the support provided by other professionals.
* Peer support is a common mechanism for updating knowledge, but more access to formal CPD opportunities would be beneficial for non-medical prescribers in practice.
* The period of learning in practice is an integral part of NMP training and can be a valuable learning experience for both the student and their DMP.
* Key issues experienced during the period of learning in practice include: differences in how DMPs understand the NMP competencies and a lack of protected time for DMPs to mentor their students.
* HEIs provide various support for DMPs working with NMP students, but there is currently no standardised guidance for this mentoring role.

Item Type: Report
Publisher: Health and Social Care Evaluations (HASCE)
Departments: Health and Social Care Evaluations (HASCE)
Additional Information: This evaluation was commissioned by Health Education England (HEE). The report was authored by Dr Tom Grimwood and Dr Laura Snell at Health and Social Care Evaluations (HASCE), University of Cumbria.
Depositing User: Tom Grimwood
Date Deposited: 14 Nov 2019 11:27
Last Modified: 14 Nov 2019 11:31
URI: http://insight.cumbria.ac.uk/id/eprint/5244

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