Browsing by Author "Waterfield, Jon"
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Item Metadata only ACE inhibitors: use, actions and prescribing rationale.(MA Healthcare, 2008) Waterfield, JonItem Metadata only Antihistamines: mode of action, prescribing rationale and uses.(MA Healthcare, 2009) Waterfield, JonItem Metadata only The community pharmacist's role in the management of older people and their medicines.(Blackwell, 2007) Waterfield, JonItem Metadata only Community pharmacy handbook(Pharmaceutical Press, 2008) Waterfield, JonItem Metadata only Cough medicines: action uses and prescribing rationale.(MA Healthcare, 2008) Waterfield, JonItem Open Access An evaluation of a reflective writing assessment within the MPharm programme(Pharmacy Education, 2015) Root, Helen; Waterfield, JonItem Open Access Exploring the prevalence of and factors associated with advice on prescription medicines: A survey of community pharmacies in an English city(Wiley, 2017-05-09) Rivers, Peter; Waterfield, Jon; Grootveld, Martin; Raynor, D. K.Service users rely upon pharmacy staff to provide advice on prescription medicines. The purpose of this study was to compare the prevalence of advice-giving in pharmacies located across different areas within an inner-city population. A questionnaire was administered with service users outside 29 community pharmacies in an English Midlands city between February and July 2014. The primary outcome measure was the percentage who had received information or advice when collecting a prescription medicine. A total of 1206 service users took part, of whom 49.1% were female and 50.9% were of minority ethnicity (48.8% white British). The age ranges were: 17–30 years (21.0%), 31–60 years (55.0%) and 61–80+ years (24.1%). Sixty-nine per cent of participants had collected a prescription for themselves, and the proportions of new and repeat prescriptions were 22.1% and 77.6% respectively. A subset of 141 participants had requested advice, of whom 94% confirmed that they had received it. Overall, 28.6% of 1065 participants received unsolicited information or advice. The overall prevalence of unsolicited advice-giving varied per pharmacy from 14% to 63% and for new and repeat prescriptions was 41.9% and 25.5% respectively (p < .001, new vs repeat). In areas of greater deprivation, a higher proportion of service users of minority ethnicity received unsolicited repeat prescription advice, compared to that of white British (33.0% vs 17.3% respectively; p < .001). Thus, the low incidence and contrasting patterns of prescription advice-giving suggests that the training and expertise of pharmacy staff may not always be used effectively within the UK NHS. Therefore, the current challenge is how community pharmacies can work in partnership with colleagues across the wider healthcare system when optimising the use of medicines and reducing health inequalities. The research performed here provides new insights reflecting the low prevalence of advice-giving and potential inequity associated with delivery of this pharmacy service.Item Open Access Fundamental Aspects of Medicines(MA Healthcare, 2012-08) Waterfield, Jon; Rivers, PeterThis highly practical guide is an essential reference and training resource for all individuals involved in the delivery of care. Covering a wide range of common topics associated with medicines and their administration in the care sector, it will be useful for all care assistants and individuals caring for others in the community. From why medicines are formulated in different ways, to the types of home remedies typically used in a residential home, this title has the answer. Clear examples and training exercises contextualise the safe use of medicine within the care sector and test the reader's understanding. This resource will ensure technical information on medication becomes more accessible for the care worker.Item Metadata only How is the term ‘competence’ defined by the pharmacy educator? A qualitative study of science-based and practice-based pharmacy educators(Pharmacy Education, 2017-12-15) Waterfield, JonBackground: A simple definition of ‘competence’ has resulted in a concept that is mainly related to tasks and outcomes. A more detailed knowledge of how pharmacy educators define competence can support future development of teaching and assessment of pharmacy undergraduates. Aim: The overall aim of this research was to gain some insight into the views of different pharmacy educators and their perception of the term ‘competence’. Method: A thematic analysis of a total of 12 semi-structured, one hour interviews with four academic members of staff from three different Schools of Pharmacy in England. Results: Both science-based and practice-based respondents defined competence in terms of a construct defined by a group of peers. Practitioners were more hesitant about the use of competence-based assessment compared to scientists. Conclusion: There are indications from the interview narratives that there is a need for a deeper dialogue about competence and more emphasis on the development of ongoing, individual competence.Item Metadata only Hypnotics: prescribing issues and mechanism of action.(MA Healthcare, 2010) Waterfield, JonItem Open Access An investigation of pharmacy student perception of competence-based learning using the individual Skills Evaluation and Development program, iSED(FIP, 2016) Allen, Susan; Waterfield, Jon; Rivers, PeterThe Objective Structured Clinical Exercise (OSCE) is the mainstay of clinical competence evaluation of healthcare professionals. The iSED® (individualised Skills Evaluation and Development) program, developed by Leicester School of Pharmacy, embraces various learning theories and was conceived to enhance the OSCE experience and facilitate students’ self-regulation in developing clinical competence. Aim: To explore pharmacy students’ experience of using iSED® to develop clinical competence. Method: Data were collected using a mixed methods study comprising an attitudinal Likert-style questionnaire, completed by second year MPharm students at Leicester School of Pharmacy, and focus groups with second year and third year students. Results: Students expressed a positive perception towards iSED®, characterised by three emergent themes: ‘Visualisation and nature of feedback’, ‘Self-regulation and cyclical learning’, ‘Seeing yourself as others see you’. Conclusion: Experience of iSED® supports clinical skills development through objective self-observation against a gold standard and facilitates understanding of individual learner identity.Item Metadata only Is pharmacy a knowledge based profession?(American Association of Colleges of Pharmacy, 2010) Waterfield, JonItem Metadata only Laxatives: choice, mode of action and prescribing issues.(MA Healthcare, 2007) Waterfield, JonItem Metadata only Monitoring hypertension: how and why.(Pharmaceutical Press, 2010) Waterfield, JonItem Metadata only Non-opioid analgesics: prescribing rationale and uses.(MA Healthcare, 2008) Waterfield, JonItem Metadata only Overview of hypertension treatment.(Pharmaceutical Press, 2010) Waterfield, JonItem Metadata only Prescribing anti-obesity preparations.(MA Healthcare, 2010) Waterfield, JonItem Metadata only Prescribing for acute diarrhoea.(MA Healthcare, 2010) Waterfield, JonItem Metadata only Prescribing for incontinence and nocturnal enuresis.(MA Healthcare, 2009) Waterfield, JonItem Metadata only Two approaches to vocational education and training. A view from pharmacy education.(Routledge, 2011) Waterfield, Jon