Background A limited number of registered nurses (RNs) on a hospice in-patient unit, and increased complexity of symptom management (Henson, Maddocks, Evans, et al. J Clin Oncol. 2020;38(9):905–914), resulted in frustration, and potential delays to the timely delivery of medication to patients (Nursing and Midwifery Council. The Code. [internet] 2018). Training healthcare assistants (HCA) to second-check controlled drugs with an RN is one solution. However, there is no national guidance on what to include, and how to structure this training. All of the HCAs noted feeling apprehensive, particularly about performing drug calculations. Therefore, a supportive and comprehensive programme needed to be devised to enable the HCAs to achieve competence and confidence.

Aims For HCAs to be given consistent, well-paced and tailored education to prepare them to be safe and competent second checkers.

Methods An education programme was devised using a scaffolding approach (Fitzgerald, Bastable, Evans. Teaching methods and settings. In: Bastable (ed). Nurse as educator: principles of teaching and learning for nursing practice. Jones & Bartlett Learning, 6th ed; 2023). This involved breaking down the process of administering controlled drug medication and providing information from each stage, incrementally building the HCAs knowledge and skill in a supportive way (Fitzgerald, Bastable, Evans. 2023). One-to-one or small group teaching sessions were provided over weeks or months, as felt necessary for each individual, to cover all aspects of the process. Pace, teaching methods and volume of information were modified, acknowledging learning styles and educational needs (Fleming, Mills. To Improve the Academy: A Journal of Educational Development. 1992; 246). Emphasis was on kinaesthetic learning, with role play and simulation, to meet all learners’ needs. The HCAs then completed an assessment with a Practice Educator, to assess their ability to safely perform this new role.

Results All of the HCAs achieved competence in checking controlled drugs, following the education programme. Being able to perform this role to support patients and RNs has given them increased job satisfaction, and improved patient care.

Conclusions Providing education using a supportive, interactive, person-centred and appropriately paced framework, prepares individuals to take on new roles, and contributes to their individual development. Above all, it has improved the timely administration of controlled medications.