References
Prescribing intravenous fluids: a review
Abstract
This article highlights the multitude of considerations when prescribing intravenous fluids from the perspective of a trainee advanced practitioner, and emphasises that reassessment of the patient is key to safe fluid administration. Having identified that the practice of prescribing intravenous fluids is commonplace in acute care, this article will explore the level of training and education provided to clinicians, and highlights the importance of undertaking a systematic approach in assessing and decision making. In addition, this article will discuss the complexities of prescribing fluids and examine the considerations required for the assessment of fluid status, methods of determining the most appropriate fluid regime and selection of fluid for the patient, and the available evidence and guidance to aid decision making.
For many clinicians, the prescribing of intravenous fluids can be a complex and controversial issue due to different approaches to assessment and rationale for use. This could be a result of differing methods and thought processes, learnt historical practices, lack of clear guidance or personal preference of particular intravenous fluid solutions over others. Teaching and education around the topic of intravenous fluid prescriptions is often limited and of poor quality (McDougall et al, 2022).
Having recently undertaken the non-medical prescribing module, the author, a trainee advanced clinical practitioner (tACP), identified that there had been no specific teaching in relation to the prescribing of fluids during the module. This could be due to the programme being aimed at both primary care and secondary care clinicians. The non-medical prescribing module aims to deliver generic prescribing content, with the understanding that clinicians from specialist backgrounds will have an element of knowledge of prescribing within that area of practice (Royal Pharmaceutical Society, 2021). It is also expected that students on this module use their 90 hours of supervised practice to further tailor their learning needs.
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