Abstract

This article discusses the challenging question of facilitating the educational requirements of students who enter the extended/supplementary prescribing programmes from diverse clinical backgrounds. Data emerging from a survey of mental health nurses (MHNs) by one of the authors (S.H.) and specifically what they perceive as the educational providers role in helping them develop as prescribers is presented. Secondly, the second author (J.D.) then discusses the implications of responding to student's expectations and importantly facilitating competence for the student for the differing contexts of where they will prescribe.

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