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Evaluating educational preparation for a health education role in practice: The case of medication education

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Evaluating educational preparation for a health education role in practice : The case of medication education. / Latter, Sue; Rycroft-Malone, Jo; Yerrell, Paul et al.

In: Journal of Advanced Nursing, Vol. 32, No. 5, 11.2000, p. 1282-1290.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Latter S, Rycroft-Malone J, Yerrell P, Shaw D. Evaluating educational preparation for a health education role in practice: The case of medication education. Journal of Advanced Nursing. 2000 Nov;32(5):1282-1290. doi: 10.1046/j.1365-2648.2000.01599.x

Author

Latter, Sue ; Rycroft-Malone, Jo ; Yerrell, Paul et al. / Evaluating educational preparation for a health education role in practice : The case of medication education. In: Journal of Advanced Nursing. 2000 ; Vol. 32, No. 5. pp. 1282-1290.

Bibtex

@article{5e69ffd671f3460cbd5075889547ea91,
title = "Evaluating educational preparation for a health education role in practice: The case of medication education",
abstract = "Current health care policy and practice contexts in the UK point to the importance of nurses' ability to make an effective contribution to educating patients about medication, as part of their role in health education and health promotion. Nurses' potential contribution to this important activity will inevitably be dependent on knowledge and skills acquired during preregistration and postregistration programmes of education. Against this backdrop, changes in pre and postregistration nurse education in the UK in the past decade highlight the importance and timeliness of evaluating the adequacy of educational preparation for a medication role. This paper reports on the findings from an evaluation of UK educational preparation for a medication education role in practice. A case study design was used to investigate current educational preparation at three education institutions. Multiple methods of data collection at each site involved focus group discussions with lecturers and practitioners, individual interviews with key personnel, nonparticipant observation of teaching sessions, postobservation interviews with students and curriculum analysis. Findings highlighted the importance of a number of dimensions of preparation for practice of such a role: the need for sufficient taught pharmacology; opportunities for application and integration of prerequisite knowledge and skills; the importance of practice-based learning; the need for an evidence-based curriculum, and the importance of clarifying outcomes and competencies required for a medication education role within pre and postregistration curricula. The paper concludes with a discussion and implications of the findings.",
keywords = "Health education, Health policy, Medication education, Pre and postregistration nurse education, UK",
author = "Sue Latter and Jo Rycroft-Malone and Paul Yerrell and David Shaw",
year = "2000",
month = nov,
doi = "10.1046/j.1365-2648.2000.01599.x",
language = "English",
volume = "32",
pages = "1282--1290",
journal = "Journal of Advanced Nursing",
issn = "0309-2402",
publisher = "Blackwell Publishing Ltd",
number = "5",

}

RIS

TY - JOUR

T1 - Evaluating educational preparation for a health education role in practice

T2 - The case of medication education

AU - Latter, Sue

AU - Rycroft-Malone, Jo

AU - Yerrell, Paul

AU - Shaw, David

PY - 2000/11

Y1 - 2000/11

N2 - Current health care policy and practice contexts in the UK point to the importance of nurses' ability to make an effective contribution to educating patients about medication, as part of their role in health education and health promotion. Nurses' potential contribution to this important activity will inevitably be dependent on knowledge and skills acquired during preregistration and postregistration programmes of education. Against this backdrop, changes in pre and postregistration nurse education in the UK in the past decade highlight the importance and timeliness of evaluating the adequacy of educational preparation for a medication role. This paper reports on the findings from an evaluation of UK educational preparation for a medication education role in practice. A case study design was used to investigate current educational preparation at three education institutions. Multiple methods of data collection at each site involved focus group discussions with lecturers and practitioners, individual interviews with key personnel, nonparticipant observation of teaching sessions, postobservation interviews with students and curriculum analysis. Findings highlighted the importance of a number of dimensions of preparation for practice of such a role: the need for sufficient taught pharmacology; opportunities for application and integration of prerequisite knowledge and skills; the importance of practice-based learning; the need for an evidence-based curriculum, and the importance of clarifying outcomes and competencies required for a medication education role within pre and postregistration curricula. The paper concludes with a discussion and implications of the findings.

AB - Current health care policy and practice contexts in the UK point to the importance of nurses' ability to make an effective contribution to educating patients about medication, as part of their role in health education and health promotion. Nurses' potential contribution to this important activity will inevitably be dependent on knowledge and skills acquired during preregistration and postregistration programmes of education. Against this backdrop, changes in pre and postregistration nurse education in the UK in the past decade highlight the importance and timeliness of evaluating the adequacy of educational preparation for a medication role. This paper reports on the findings from an evaluation of UK educational preparation for a medication education role in practice. A case study design was used to investigate current educational preparation at three education institutions. Multiple methods of data collection at each site involved focus group discussions with lecturers and practitioners, individual interviews with key personnel, nonparticipant observation of teaching sessions, postobservation interviews with students and curriculum analysis. Findings highlighted the importance of a number of dimensions of preparation for practice of such a role: the need for sufficient taught pharmacology; opportunities for application and integration of prerequisite knowledge and skills; the importance of practice-based learning; the need for an evidence-based curriculum, and the importance of clarifying outcomes and competencies required for a medication education role within pre and postregistration curricula. The paper concludes with a discussion and implications of the findings.

KW - Health education

KW - Health policy

KW - Medication education

KW - Pre and postregistration nurse education

KW - UK

U2 - 10.1046/j.1365-2648.2000.01599.x

DO - 10.1046/j.1365-2648.2000.01599.x

M3 - Journal article

C2 - 11115014

AN - SCOPUS:0034320179

VL - 32

SP - 1282

EP - 1290

JO - Journal of Advanced Nursing

JF - Journal of Advanced Nursing

SN - 0309-2402

IS - 5

ER -