Assessment of Practice: NursingDiploma, Diploma with Advanced Studies and Degree programmes

NMC Proficiencies

Nursing programme

Assessment of practiceName

University ID number

Group/intake

Academic tutor

Telephone

Email

Programme DiplomaDiploma with

Advanced StudiesDegree

ConfidentialityEntries made in the portfolio must ensure the service users’ right to confidentiality is respected at all times.

ContentsWelcome to your assessment of practice documentation 1

Guidance for students 2

Guidance for mentors 8

Guidance for students and mentors 11

Incidents in practice 12

Academic integrity 12

Demonstrating achievement 20

Trouble shooting 23

Student nurse/midwife practice induction 24

Year 1: Common Foundation Programme

Framework for assessment 27

Practice experience 1 36Checklist of responsibilities to be completed by mentor 36

Mentor signature sheet 37

Record of additional activities and visits 38

Absence record 39

Professional development: self assessment by student at commencement of practice experience 40

Initial interview 41

Proficiency achievement 42

Interim interview 51

Professional development: self assessment by student at formative assessment point 53

Final interview 54

Suggested action plan for proficiency achievement at level 1 55

Practice experience 2 56Checklist of responsibilities to be completed by mentor 56

Mentor signature sheet 57

Record of additional activities and visits 58

Absence record 59

Professional development: self assessment by student at commencement of practice experience 60

Initial interview 61

Interim interview 62

Professional development: self assessment by student at summative assessment point 64

Summary of practice experience used in Principles of Nursing Practice assignment 65

Final interview 66

Suggested action plan for proficiency / skills development 67

Retrieval documentation 69

Year 2 Branch programme 71

Framework for assessment 72

Practice experience 3 81Checklist of responsibilities to be completed by mentor 81

Mentor signature sheet 82

Record of additional activities and visits 83

Absence record 84

Professional development: self assessment by student at commencement of practice experience 85

Initial interview 86

Proficiency achievement 87

Interim interview 96

Professional development: self assessment by student at formative assessment point 98

Final interview 99

Suggested action plan for proficiency achievement at level 2 100

Practice experience 4 101Checklist of responsibilities to be completed by mentor 101

Mentor signature sheet 102

Record of additional activities and visits 103

Absence record 104

Professional development: self assessment by student at commencement of practice experience 105

Initial interview 106

Interim interview 107

Service user / carer involvement 109

Summary of practice experience used in Contemporary Nursing Practice assignment 110

Professional development: self assessment by student at summative assessment point 111

Suggested action plan for proficiency / skills development 112

Final interview 113

Retrieval documentation 115

Year 3 Branch programme 117

Practice experience 5 117Checklist of responsibilities to be completed by mentor 117

Mentor signature sheet 118

Record of additional activities and visits 119

Absence record 120

Professional development: self assessment by student at commencement of practice experience 121

Initial interview 122

Proficiency achievement 123

Interim interview 132

Professional development: self assessment by student at formative assessment point 134

Final interview 135

Suggested action plan for proficiency achievement at level 1 136

Practice experience 6 137Checklist of responsibilities to be completed by mentor 137

Mentor signature sheet 138

Record of additional activities and visits 139

Absence record 140

Professional development: self assessment by student at commencement of practice experience 141

Initial interview 142

Interim interview 143

Service user / carer involvement 145

Summary of practice experience used in Leadership and Management assignment 146

Professional development: self assessment by student at summative assessment point 147

Final interview 148

Retrieval documentation 151

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Welcome to your Assessment of Practice Documentation

This guide has been developed to help students and mentors to complete the documentation for the Assessment of Practice (AOP)

The introductory pages have been divided into three sections:

Section 1: Guidance for students – page 2

Section 2: Guidance for mentors – page 8

Section 3: Guidance for students and mentors – page 11

Please read and become familiar with these pages. We recommend they are read in conjunction with the student handbook. Questions arising should be discussed with the academic tutor or University link.

Assessment of practice represents 50% of the pre-registration nursing programme assessment requirements. In keeping with NMC requirements, your Assessment of Practice document acts as your proforma to enter the register at the end of training.

The assessment of the NMC Proficiencies will be tested in the following units:Year 1: Principles of Nursing Practice

Year 2: Contemporary Nursing Practice

Year 3: Leadership & Management

The mentor’s assessment of your practice is fundamental to maintaining professional standards in nursing so please remind your mentor to read these pages.

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Section 1: Guidance for StudentsRemember, this is YOUR assessment and you must accept responsibility to ensure accurate completion:

• priortothestartofthefirstpracticeexperience,completetherecommendedinitialactivities including a Professional Development Plan

• priortothestartofeachpracticeexperiencemakeaninitialidentificationofyourlearningneeds

• activelyparticipateininitial,interimandfinalinterviewswithmentor

• identifyandaffirmlearningneedswithmentor

• agreeanactionplanwithyourmentorforeverypracticeexperience

• takeadvantageofeveryopportunitytoworkwithmentor/supervisingpractitioner

• takeadvantageofallthelearningopportunitiesavailable

• maintainyourassessmentofpracticedocument

• providementorwithexamplesandevidencefrompracticetodemonstratehowtheoutcomes / proficiencies have been achieved.

• co-operatewithmentortoensuretheassessmentiscompletedbythedate(s)specified

• maketheassessmentofpracticedocumentavailabletomentorsoracademicstaffonrequest

• submittheassessmentofpracticedocumentationtoregistrybythedatespecified This applies to practice experiences 2, 4 and 6 only

• completetheon-lineevaluationofeachpracticeexperience

Nursing proficiencies – guiding principles• Fitnessforpractice

• Fitnessforpurpose

• Fitnessforaward

• Fitnessforprofessionalstanding

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These guiding principles establish the philosophy and values underpinning the NMC’s requirements for programmes leading to entry to the register as a nurse. These principles provide the foundation for the outcomes and proficiencies for entry to the branch programmes and to the register and are reflected in all pre-registration nursing programmes. The guiding principles relate to professional proficiency and fitness for practice. As practice takes place in the real world of health care delivery, it is inextricably linked to other aspects of fitness: fitness for purpose, professional academic awards and professional standing.

Practice ProficiencyAs a student you are deemed to be proficient when you have successfully met the NMC standards for nursing at the end of an NMC approved programme. Practice proficiency may only be signed off by a mentor who has met the NMC additional criteria (NMC 2006)

Graduate Key Skills and employability are the generic, transferable skills which all students develop during the course of their academic studies.

They include oral and written communication, study skills and wider areas such as self-awareness and reflection on learning.

Employers are increasingly seeking evidence of skills development within graduate degree programmes. Mapping these skills in the assessment of practice document enables you to develop and demonstrate transferable skills that are useful not only in improving your studies but which can also help you to make the transition to employment after University. These skills include:

• Managingyourownlearning

• Informationtechnology

• Workingwithothers

• Communicationskills

• Numeracy

• Problemsolving

The assessment of practice document has two key areas:1) NMC proficiencies

2) Essential Skills Clusters.

Part one of the document: NMC ProficienciesThis part of the document has been developed around the NMC Outcomes for Branch Entry Common Foundation Programme and Proficiencies for Entry to the Register (Branch). These statements are divided into four domains,

This part of the document contains the proficiencies that are essential and need to be achieved in every practice experience.

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• Professional&EthicalPractice,

• CareDelivery,

• CareManagement

• PersonalandProfessionalDevelopment.

Part twoPart two contains the Essential Skills Clusters (ESC) which shape the skills log and which must be completed by the end of the Common Foundation Programme (CFP) and Branch programmes.

You must work towards both parts of your assessment of practice document during each practice experience.

The following stages have been designed to meet the requirements for progression during the programme.

Stage 1 = CFP: Participate (beginning to understand the role of the nurse and participate in service user care under the supervision of your mentor)

Stage 2 = First year of branch: Initiate (able to deliver care to service user & family/carer, non-complex cases)

Stage 3 = Second/ final year of branch Manage (able to plan, deliver, evaluate and alter as appropriate care to group of service users & families/carers for complex cases, case load manage, lead care teams, work in multi-disciplinary teams)

Assessment of ProficiencyThe programme is designed around three sequential levels of Outcome and Proficiency that you have to achieve at different stages of the programme. The levels and criteria for judging achievement are:

Proficiency Level 1 Participates• Participates,orassistsinskillandcaredeliveryunderthedirectsupervisionofasupervising

practitioner

• Actsappropriatelywhenassistingsupervisingpractitioners

• Hasaknowledgebaseandanunderstandingoftheemotionalneedsoftheserviceuser(s)that accompanies the delivery of ‘hands on’ skills

• Needssupervisionwhenperformingskillsorcaredelivery

• Alwaysensuresthesafetyandwellbeingoftheserviceuser(s)

• Managesandprioritisesanappropriatepersonalworkload,seekinghelpwhennecessary

• Neverundertakesanythingbeyondownstageofproficiencywithoutinstructionfrom,orreferring to a supervising practitioner

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Proficiency Level 2 Initiates• Isabletomakeanassessmentofserviceuser(s)needsandinitiatecaredelivery

• Hasasoundknowledgebaseandanabilitytomeettheemotionalneedsoftheserviceuser(s) that accompanies the delivery of ‘hands on’ skills

• Afterinstructionandsupervisedpracticecanbetrustedtopracticesafelyinsimilar,uncomplicated situations

• Needsguidanceandsupporttoperformskillsanddelivercareinunfamiliarorcomplexsituations

• Alwaysensuresthesafetyandwellbeingoftheserviceuser(s)

• Managesandprioritisespersonalworkloadseffectively

• Neverundertakesanythingbeyondownstageofproficiencywithoutinstructionfrom,orconsulting, a supervising practitioner

• Takesresponsibilityfor,andcanjustify,ownactions

Proficiency Level 3 Manages• PracticesinaccordancewiththeNMCCodeofProfessionalConduct[2004]

• Hastheskillsandabilitytopracticesafelyandeffectivelywithouttheneedfordirectsupervision

• Managescareinordertoensurethesafetyandwellbeingofserviceuser(s)atalltimes

• Abletoplan,deliver,evaluateandalterasappropriatecaretogroupofserviceusers&families/carers for complex cases.

• Leadcareteams,workinmulti-disciplinaryteams

Howareyouassessedinpractice?The assessment process involves you and your named mentor agreeing an action plan at the initial interview outlining the learning experiences available in your area, which will meet some, or all of the proficiencies required to be completed in that practice experience. This will then be outlined in the action plan agreed with your mentor for that part of the programme.

The interim interview provides an opportunity for you and your mentor to agree the items which have been successfully completed, and action plan to complete those remaining.

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Distinguishing Between Summative and Formative AssessmentWe believe that assessment should be more than merely a test of how you perform at given points; rather, it should be an integral part of your learning and growing as a nurse. Assessment should not merely be done to you; rather, it should also be done with you, to guide and enhance your learning. You therefore have summative assessment at key progression points. At all other stages you will be given feedback that will enable you to enhance your learning through the progressive stages

Formative assessment evaluates your progress and provides feedback on your development of knowledge, skills and abilities without passing any formal and final judgement. In practice experiences 1, 3, and 5 the final interview is a formative point at which your mentor assesses if you are successfully completing all of the proficiencies and skills required to pass the stage of your programme. An action plan for future development on your next practice experience will be agreed which you will take to the initial interview at your next practice experience.

Summative assessment is the process of evaluating your learning at key progression points in the programme. This will be undertaken at the final interview in practice experiences 2, 4 and 6 when your mentor will assess and make judgements regarding your ability to practice at the required level to progress to the next year of your programme or to enter the register.

Safeguarding children and young people.Nurses and midwives have a statutory duty to safeguard and promote the welfare of children and young people. This includes an awareness of how to recognise, and respond to, concerns about children who are at risk of, or suffering from, significant harm. This duty is reflected in The Nursing and Midwifery Council code of professional conduct: standards for conduct, performance and ethics (NMC, 2004) that recognises the need to act to protect service users and others from significant harm. The code specifically states that:

5.4: Where there is an issue of child protection, you must act at all times in accordance with national and local policies.

WithinthecountyofHampshireandtheIsleofWighttherearefour‘LocalSafeguardingChildren Boards’ collectively known as the 4LSCB. They have responsibility for the development of procedures/protocols in relation to safeguarding children.

All practice experiences for students should have access to these procedures as well as local policiesandprotocolsdependentuponthesetting.ForexampleinHampshirePartnershipNHSTrustallstaffshouldbeawareofthe4LSCBprocedures,andinadditionhaveaninternalprotocol of child protection arrangements as well as specific policies for Child and Adolescence MentalHealthteamsorAdultPsychiatricInpatientservices.

It is important to be aware that safeguarding children procedures are available in all areas that come into contact with children and families, not only those providing direct care for children. See useful websites below

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www.nspcc.org.uk www.childrenssociety.org.uk www.everychildmatters.gov.uk

Safeguarding vulnerable adults.Section1.2NMCCodeofConduct(2002)requiresthatallNurses,MidwivesandHealthVisitors act to protect and support the health of individual service users and to support the health of the wider community. Some service users may be considered especially vulnerable. A vulnerable adult is defined as a person “who is or may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation”. (WhoDecides?,LordChancellor’sOffice1997)

In effect all nurses in all practice settings could be required to act to protect any adult but should pay particular attention to the protection of the vulnerable adult. Nurses. Midwives andHealthVisitorsarerequiredtofollowlocallyagreedmulti-agencyproceduresinordertoachievethis(NoSecrets,DepartmentofHealth&HomeOffice2000)

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Section 2: Guidance for mentors

Introduction:Students will normally acquire knowledge, initially in discrete areas (Participates) then, with guidance, start to make connections between these areas (Initiates) to finally be able to draw on knowledge gained from a variety of sources and apply to the situation at hand (Manages). Use of reflection helps guide the student in linking theory and practice. It also helps the student to identify areas where their knowledge is lacking and further research/reading is required.

Skill development is fostered through observation in the first instance, as you guide the student through the stages of skill acquisition, highlighting the knowledge underpinning the skill. The student will then practice with your direct supervision. Once you and the student agree they understand what is required, the student should then be offered the opportunity to undertake the skill under indirect supervision, but that you check the completed work. Once confident that the student can perform the skill competently and demonstrates the required knowledge, which underpins the skill, the student is deemed competent. Further practice will facilitate proficiency in that skill.

All team members, mentors, and associate mentors may be involved in facilitating the student’s learning.Howeveritisyouthementorwhoisaccountableforthefinalassessmentandcompletion of the assessment documentation.

A fundamental role of every registered nurse is to support and facilitate students in meeting their learning needs during practice experiences. In some cases, students will require clear guidance and support in developing those aspects of their practice that have been identified to them as being below the required standard. Involvement of the University link at an early stage will ensure appropriate support is available for the student and mentor to facilitate the student in improving their practice to achieve the proficiencies. An action plan will be agreed which clearly identifies areas for improvement. The mentor should inform the student and the University link of the student’s progress in meeting the requirements of the action plan so that failing to achieve proficiencies is not an unexpected event for any of the parties involved.

You must remember that as the registered practitioner you are responsible for the assessment process and you need to have confidence in your judgement. Please be certain that the student has achieved a proficiency level, before awarding a pass. If you are concerned that the student may not be able to achieve the required level, you must alert the University link so that appropriate support can be offered to both the student and you. It is important that the student is not given ‘the benefit of the doubt’ when assessing proficiency.

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What is meant by ‘supernumerary’ and how importantisattendanceandhours?The NMC states the required number of hours within a nursing programme that must be worked in practice. Each programme will ensure that opportunities to meet these requirements hours are given. It is vital that the student’s attendance is monitored and recorded accurately to ensure these hours are completed. The NMC requires that students are “supernumerary” which means they cannot be counted as part of the workforce. This ensures the student is free to utilise all learning opportunities (e.g. accompany a service user to theatre or to an out patient appointment).

TomeettherequirementsofboththeNMCandDHcriteriaforproficiencythestudentmustexperience care provision throughout the 24 hour cycle which means they must be available to work shifts, night duty and weekends.

When making your decision regarding the student’s level of proficiency, you should reflect on the student’s performance, consider feedback from colleagues and University links and think of any further evidence you have to inform your decision. Refer to the student’s self-assessment of their performance and the evidence they are presenting to meet the assignment linked to the practice experience. Please refer to the framework for assessment and review the details of the initial and interim reviews, and the achievement of any goals / developments in the student’s practice already identified. Remember it is important that the student is given feedback at regular intervals and opportunities to discuss progress throughout the practice experience. Failure to achieve the required proficiency level must never be an unexpected event for any of the parties involved.

Questions that you may want to consider when making an assessment:• Hasyourstudentmettheperformancecriteriaforachievingapass?

• Canthestudentdiscusstheevidencetheyhaveprovidedfortheirlinkedassignmentanddemonstratetheirunderstandingofthisevidence?

• Doestheirevidence/selfassessmentaccuratelyreflecttheirperformancewhendeliveringcaretoserviceusers?

A Framework of assessment has been developed to help you understand what is required of the student at each stage of the programme – page 27 for the Common Foundation Programme and page 71 for the branch programme

The following diagram has also been developed to help in your decision making

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Practice assessment decision

Criteria

PASSThe student has consistently demonstrated achievement of all the performance criteria relating to each of the NMC proficiencies and ESC’s as set out in the framework for assessment

REFER

The student has failed to consistently demonstrate achievement of all the performance criteria relating to each of the NMC proficiencies and ESC’s as set out in the framework for assessment

To pass the related academic unit and practice experience, the student must:• Satisfactorilypassalltheunitlearningoutcomes• Completesatisfactorilyallpracticeassessmentdocumentationincludingrecording

assessment dates, performance evidence and signatures for each practice experience• Submittheircompletedassessmentofpracticedocumentandassignmentonorbefore

the required submission dates.

* Students who fail to achieve the required standard to pass one or more of the proficiencies or ESC’s will be given a second assessment opportunity to achieve these following the first four weeks of their next practice experience. A subsequent referral will mean the student will be subject to withdrawal from the programme.

Achieving and maintaining proficiency and skillsStudents must achieve and maintain each stage of proficiency and skill in order to:

• ensurestandardsofserviceusercarearemaintained

• progressfromCFPtoBranch–endofyear1

• preparefortheresponsibilitiesofregistration–endofyear2

• entertheregister–endofyear3

Proficiency - removing ‘achieved status’Once a proficiency or skill has been achieved it does not have to be formally re-assessed. However, if the proficiency or skill is not maintained ‘achieved’ status must be removed. This can be done by any mentor or the link lecturer.

If this happens:

• thestandardofproficiencymustbere-achievedbeforethenextsummativeassessmentpoint and before progression is ratified

• If proficiencies and/or skills are not re-achieved, the student will be referred in the assessment of practice.

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Section 3: Guidance for students and mentors

Demonstrating achievementFormative assessment of practice on completion of experiences- 1, 3 and 5At the formative assessment you should be able to demonstrate that satisfactory progress is being made in relation to achieving the proficiencies and essential skills that must be achieved by the end of the year. This decision would be based on the:

i. proficiencies and skills achieved

ii. documented reasons for non-achievement in any area

iii. the mentor’s evaluation of the student’s progress stated in the final formative written report

iv. recommendations of the mentor, University link and / or academic tutor

v. record of hours of practice completed and verified by the mentor

Summative assessment of practice on completion of experiences- 2, 4 and 6At the summative assessment you should be able to demonstrate achievement of the proficiencies and essential skills required by the end of year progression point. This decision would be based on the following criteria:

i. all the proficiencies/skills are achieved at the minimum level required

ii. you have presented evidence from practice to demonstrate to your mentor that all proficiencies have been achieved

iii. you have completed the appropriate Essential Skills Log by the end of the year

iv. you have submitted and passed the related theoretical assessments

v. your final written reports are satisfactory

vi. the required number of hours of practice have been completed and verified by mentors

vii. the Portfolio of learning is submitted to Registry by the date(s) specified

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Incidents in PracticeTo be read in conjunction with the University of Southampton guidelines for reporting concerns for students safety.

(www.soton.ac.uk/studentservices/wellbeing/studentwellbeing.html)

andtheUniversityofSouthamptonHealthandSafetyPolicy

(www.resource1.soton.ac.uk/hr/healthandsafety/policy/index.html)

Whilst engaged in practice experiences, students may become involved in incidents or accidents. Should this happen, it is important that personnel at the School of Nursing and Midwifery are informed, not only to enable the monitoring of health and safety issues but also to offer support and guidance should this be required. The link lecturer or academic teacher must be contacted by the student or their mentor and they will advise the student and mentor of the appropriate action to take.

Definitions of what constitutes an “accident” and an “incident” or a “near miss” are available in the student handbook.

If there is uncertainty regarding appropriate action to take, Derek Boden, who is the health and safety officer at the School of Nursing and Midwifery can be consulted by e mailing rdb@soton.ac.uk.

In the event of such an occurrence, a form S24 should be completed by the student with help from their link lecturer or academic teacher, and guidelines for completion are included in the document. The form should be returned to Derek Boden.

Form S24 can be found at: www.socscinet.soton.ac.uk/safety/S24Form20040317.doc

Whenever students are involved in an accident or incident or a near miss and a practice organization “Incident Form” is completed, the student or mentor must contact the link lecturer or academic teacher and report this, even if they have only witnessed but were not directly involved in the situation. The link lecturer or academic teacher will then inform the award leader, the Locality Liaison Lead and the Learning Environment Facilitator. Follow up action will be agreed and a record will be made in the student’s file. Ideally a copy of the incident form will be forwarded to the award leader or academic teacher who will ensure safe storage in the student file.

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Academic integrityAll members of the University are expected to maintain high standards of academic conduct and professional relationships based on courtesy, honesty, and mutual respect.

Breaches of academic integrityIf you work with academic integrity there are a number of practices you must avoid which are explained in the academic integrity statement for students within your pre-registration student handbook.

You are responsible for your own work and conduct, and for ensuring you neither fall accidentally into poor academic practice in your written work nor engage in practices which breach academic integrity.

Falsification or incorrect completion of any elements of this document – in connection with programmes leading to a professional qualification, falsely claiming to have completed non-academic requirements such as hours of practice or achievement of professional competencies or falsification of signatures are seen to be a breach of academic integrity and will result in disciplinary action.

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Undertaking and completing a practice experienceStudent commences practice experience and is allocated a mentor

Within 2 days of commencing practice experience• Completionofpracticeinduction• Completionofinitialinterview• Reviewofstudentselfassessmentof

professional development• Reviewofactionplanfromprevious

practice experience (except practice experience 1)

• Identificationoflearningneeds/actionplan

Review of progress practice experience interim formative point• Reviewofprogressandlearningneeds

undertaken by student and mentor• Reviewofproficiencyachievementusing

assessment framework• Learningneedshavebeenre-explored• Actionplanhasbeenre-negotiated/

developed• Ifonsplitexperiencetakesthistonext

practice experience• Academictutor/Universitylinkhas

been contacted if required• Proposeddateforfinalreviewisagreed

Final formative review of progress end of PI, P3 and P5• Reviewofprogressandlearningneeds

undertaken by student and mentor• Studentcompletesselfassessmentof

professional development• Allproficienciesarecompletedatthe

required level• Actionplanagreedtotakeintonext

practice experience• Allpaperworkiscompletedandsigned• Academic/linktutorcontactedifrequired

Summative assessment – progression point end of P2, P4 and P6• Reviewofprogressandlearningneeds

undertaken by student and mentor• Studentcompletesselfassessmentof

professional development• Allproficienciesarecompletedatthe

required level• Actionplanagreedtotakeintonext

practice experience• Allpaperworkiscompleted• Mentorsignsstudentasfittoenterbranch

programme / year 3 or to enter register• Studentsignsstatementofacademic

integrity • Academic/Universitylinkcontactedif

required

Student receives refer for any part of portfolio at end of 2nd or 4th or 6th practice experience

Within 2 days of commencing the next practice experience 3• CompletionofPracticeInduction• Reviewofstudentselfassessmentof

professional development• ReviewofActionplanfromprevious

practice experience• Identificationoflearningneeds/action

plan agreed with Academic tutor / University link

Following the first four weeks in practice a further summative assessment occurs of those proficiencies / skills not achieved on previous practice experience

• Ifproficienciesareachievedattherequired level the student progresses to the next practice experience

• Asubsequentreferralwillmeanthestudent will be subject to withdrawal from the programme

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Completion of AOP documentation for Common Foundation Programme – Green Pages

Commence Practice Experience 1

Initial Interview - Within first two days of commencing experience induction to practice completed

You complete your self assessment of professional development and discuss this with your mentor and complete an action plan based on your identified learning needs

Interim interview – of proficiency achievement and documentation for interim review of progress and re-negotiation of action plan undertaken

Final Interview – You complete a self assessment of your professional development and with your mentor complete the achievements for the practice experience and complete an action plan for proficiency achievement by summative assessment point at end of practice experience 2

Learning group attendance

Discuss domain achievement in relation to nursing practice assignment with your mentor

Achievement of skills log is initiated (ivory sheets)

Record of practice hours completed

Meeting with academic tutor where your AOP and progress is reviewed

Page 24

Page 41

Page 51

Page 54

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Commence Practice Experience 2

Initial Interview – Within first two days of commencing experience induction to practice completed

You complete your self assessment of professional development and discuss this with your mentor and complete an action plan base on your identified learning needs

Interim interview – of proficiency achievement and documentation for interim review of progress and re-negotiation of action plan undertaken

Final Summative Interview – You complete a self assessment of your professional development and with your mentor complete the achievements for the next practice experience and complete an action plan

If required additional 4 week retrieval experience is arranged

Learning group attendance

Discuss and complete summary of domain achievement in relation to nursing practice assignment with your mentor (Page 72)

Achievement of skills log completed (ivory sheets)

Record of practice hours completed

Mentor signs statement of proficiency completion for CFP if all proficiencies and skills met

Meeting with academic tutor where your AOP is verified and progress is reviewed

Page 24

Page 61

Page 62

Page 66

Page 67

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Evidence – criteria for assembling and presenting evidence of practiceUnderstanding and application of the proficiencies and skills will be demonstrated at the level that is congruent with the current programme that the student is undertaking and will be demonstrated through successful completion of the following units and their assignments:

Year 1 - Principles of Nursing Practice

Year 2 - Contemporary Nursing Practice

Year 3 – Leadership and Management

The learning outcomes for these assignments are directly linked to the assessment of practice document and the student will demonstrate through the achievement of these learning outcomes that they have explored the underlying theory of the NMC Proficiencies as indicated in the following tables:

Evidence – reasons why it must be collected and presentedAs a student you are required to present evidence to demonstrate that proficiencies and skills have been achieved. The reason for doing this is to help you develop the knowledge and skills needed to justify your practice.

The purpose of collecting evidence is to demonstrate,

• theproficienciesandskillsarebeingachievedattheminimumlevelrequired

• anunderstandingof,andability,toadheretoprinciplesoftheNMCCodeofProfessionalConduct

• thedevelopmentoftheskillsneededtobeabletosupportone’sownpractice

Student evidence: the role of the mentorYour mentor is not expected to make a formal assessment of your academic assignment as it isgradedandmarkedasacademicwork.However,youmustbeabletojustifywhy,anddiscusshow each outcome has been achieved in practice.

Your mentor can expect you to provide a concise outline of how you will meet the proficiencies in the linked unit assignment.

Year 1 - Principles of Nursing Practice – page 20

Year 2 - Contemporary Nursing Practice – page 21

Year 3 – Leadership and Management – page 22

Use of a model of reflection is essential – see Southampton model on following page 18

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Model of Enquiry Based Learning using principles adapted from Reflective and Problem-Solving cycles (Gibbs 1988:39, Woods 1994:22), the nursing process and processes that link theory and practice (Eraut et al 1995)

IMPLEMENT EVALUATE

PLAN ASSESS

DescriptionWhathappened?

FeelingsWhat were you

thinkingandfeeling?

Prioritise learning, set goals, allocate tasks, timeframes,

expectations and resources

Action planIf it arose again, what

wouldyoudo?

Identify what you do not know and need to know

Identify what new learning has been achieved and what

remains to be achieved

ConclusionWhat else could you

havedone?

AnalysisWhat sense can you makeofthesituation?

Explore the scenario, identify what is

happening EvaluationWhatwasgoodandbad?

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Discussing the linked academic assignments and reflectionThe purpose of the linked assignments is to help you improve your practice by exploring the theory, knowledge, skills, beliefs and values in relation to your practice. Reflection will help you to identify situations which illustrate achievement of the outcomes of the assignment and the NMC Proficiencies. There are many suggestions about how this is done, but reflection generally includes the consideration of:

• yourroleinanactivityorevent

• whatotherhealthcareprofessionalsweredoingatthetime

• theneedsof,andtheresponsesoftheserviceuser(s)

• whyactionwastakeninthewayitwas

• possiblealternativeactions

• whathasbeenlearnedaboutselfandnursingpractice

• shouldasimilarsituationoccuragain,howwoulditbehandled

Examples of what is selected as a subject for reflection can be:

• ‘everyday’fornurses,probablynotfortheserviceuser,forexampleadmittingaserviceuser,and considering ‘did I help the service user, relatives or parents feel confident in the care theyreceived?’

• ‘dramatic’,ifaserviceuserhasacardiacarrestwhilstinthebath

• ‘self-questioning’,afterobservingpoorcommunicationskillsinacolleagueasking,‘howgoodamIatcommunicatingwithserviceusers?’

• ‘self-evaluating’,askinghowwelldidIhandleasituationthatwasnewtome?

• ‘personalinsightandanalysis”,toconsideringreaterdepthone’sunderstandingandattitudes. For example, exploring own attitude towards termination of pregnancy or electroconvulsive therapy

« 20 »

Demonstrating achievementTo help you ensure that the proficiencies have been achieved the assignment learning outcomes and where they link to the proficiencies is given in the following tables:

Year1PrinciplesofNursingPractice-LevelHE1Learning outcomes NMC Domains (Please refer to the

Framework for Assessment for NMC proficiencies)

1 Demonstrate a basic understanding and application of the nurses role in the administration of medicines and therapeutic products

N.B. This Outcome is not met within the linked assignment. It is assessed within ESC Medicines Management in the CFP skills log

2 Apply a basic understanding of how the nurse may promote a service user’s wellbeing

Domain 1 – Professional and ethical practice: P1.1 P1.2 P1.3

Domain 2 – Care delivery: P2.2 P2.3 P2.4 P2.8

Domain 3 – Care management: P3.1 P3.2

3 Discuss how health policies influence care delivery

Domain 1 – Professional and ethical practice: P1.3

Domain 3 – Care management: P3.1 P3.2

4 Demonstrate an understanding of the evidence base which underpins nursing and service user care

Domain 2 – Care delivery: P2.3 P2.4 P2.7

5 Use the principles of reflection to explore nursing practice

Domain 1 – Professional and ethical practice: P1.3

Domain 2 – Care delivery: P2.1 P2.5 P2.7 P2.8

Domain 4 – Personal and professional development: P4.1 P4.2

6 Develop an awareness of how the principles of holistic care underpin nursing practice

Domain 1 – Professional and ethical practice: P1.5

Domain 2 – Care delivery: P2.1 P2.2 P2.3 P2.4 P2.5 P2.6 P2.7 P2.8

« 21 »

Year2ContemporaryNursingPractice-LevelHE2

Learning outcomes NMC Domains (Please refer to the Framework for assessment for NMC proficiencies)

1 Demonstrate an understanding of the significance of ethical and legal principles in the delivery of health care.

Domain 1 – Professional and ethical practice: P1.1 P1.2 P1.3

Domain 2 – Care delivery: P2.1 P2.2 P2.8

2 Examine evidence based practice and how it informs care delivery.

Domain 1 – Professional and ethical practice: P1.1

Domain 2 – Care delivery: P2.2 P2.4 P2.5 P2.6 P2.8

Domain 3 – Care management: P3.1Domain 4 – Personal and professional

development: P4.

3 Explore how health policy, social policy and the principles of clinical governance impact on the management of care.

Domain 1 – Professional and ethical practice: P1.1 P1.2

Domain 2 – Care delivery: P2.5 P2.7 P2.8Domain 3 – Care management: P3.1

4 Examine the knowledge and skills required for effective professionalism and leadership in clinical practice.

Domain 1 – Professional and ethical practice: P1.1 P1.3

Domain 2 – Care delivery: P2.4 P2.5 P2.7Domain 3 – Care management: P3.2 P3.3Domain 4 – Personal and professional

development: P4.1 P4.2

5 Explore the development of nursing roles in relation to the modernisation agenda.

Domain 1 – Professional and ethical practice: P1.1

Domain 2 – Care delivery: P2.8Domain 3 – Care management: P3.2 P3.3Domain 4 – Personal and professional

development: P4.1 P4.2

6 Develop and enhance clinical skills and therapeutic interventions to support contemporary nursing practice.

Domain 2 – Care delivery: P2.1 P2.2 P2.4 P2.5 P2.7

Domain 3 – Care management: P3.2 P3.3Domain 4 – Personal and professional

development : P4.1

« 22 »

Year3LeadershipandManagement-LevelHE2(Diplomaprogramme)Learning outcomes NMC Domains (Please refer to the

Framework for assessment for NMC proficiencies)

1 Demonstrate an understanding of the wider health and social care context influencing leadership and management

Domain 1 – Professional and ethical practice: P1.1 P1.2

Domain 2 – Care delivery: P2.6 P2.8Domain 3 – Care management: P3.1 P3.2

2 Describe and discuss the relevant underpinning theories of leadership and management that may influence or direct their role as a qualified practitioner

Domain 1 – Professional and ethical practice: P1.3

Domain 2 – Care delivery: P2.3 P2.5 P2.7Domain 3 – Care management: P3.2 P3.3

3 Evaluate the range of qualities required to effectively lead and manage people within a health and social care setting

Domain 2 – Care delivery: P2.2 P2.4Domain 3 – Care management: P3.2Domain 3 – Personal and professional

development: P4.2:

4 Discuss their role in supporting innovative strategies for service development to enhance service user care

Domain 2 – Care delivery: P2.1 P2.3 P2.5 P2.8

Domain 4 – Personal and professional development: P4.1 P4.2

Year3LeadershipandManagement-LevelHE3AdDiploma/BN(Hons)Learning outcomes NMC Domains (Please refer to the

Framework for assessment for NMC proficiencies)

1 Demonstrate a comprehensive understanding of the wider context influencing leadership and management within the health and social care environment

Domain 1 – Professional and ethical practice: P1.1 P1.2

Domain 2 – Care delivery: P2.6 P2.8Domain 3 – Care management: P3.1 P3.2

2 Critically appraise the relevant underpinning theories of leadership and management that may influence or direct their role as a qualified practitioner

Domain 1 – Professional and ethical practice: P1.3

Domain 2 – Care delivery: P2.3 P2.5 P2.7Domain 3 – Care management: P3.2 P3.3

3 Critically evaluate the range of qualities required to effectively influence, lead and manage people and services within a health and social care setting

Domain 2 – Care delivery: P2.2 P2.4Domain 3 – Care management: P3.2Domain 3 – Personal and professional

development: P4.2:

4 Critically discuss their role in supporting innovative strategies for service development to enhance service user care

Domain 2 – Care delivery: P2.1 P2.3 P2.5 P2.8

Domain 4 – Personal and professional development: P4.1 P4.2

« 23 »

Trouble shootingDifficulties – what action should be takenIf you are experiencing difficulties in fulfilling the requirements of the assessment of practice, please address your concerns promptly.

In the first instance queries should be addressed to the mentor or nurse in charge. If this does not resolve concerns contact the University link (first point of call), academic tutor, award leader or locality liaison lead.

Mentors who have concerns about fulfilling the requirements for the assessment of practice, or the adequacy of the student’s progress should address their concerns to the student in the first instance and then if necessary another experienced colleague, and/or the University link. If this does not resolve concerns, contact the student’s academic tutor (first point of call), the duty tutor, the award leader or locality liaison lead.

(Please refer to the “Managing Student Issues in Practice” Poster which should be displayed in your practice area)

Experience not availableThe outcomes /proficiencies and the skills log have been designed for use in all practice settings. (Please contact your University link if difficulty in achieving proficiencies or skills occurs)

Referred:whathappensnext?If you do not complete all aspects of the summative assessment of practice at the first attempt you will be referred. Students are normally allowed a further attempt to complete their assessment of practice. The proficiencies and/or skills not achieved at the required level at the progression point will need to be achieved following the first 4 weeks of your next practice experience.

Students who do not achieve the requirements of the assessment of practice at the second attempt are awarded a fail and are subject to discontinuation from the programme.

« 24 »

Student Nurse/Midwife Practice InductionDesignedinpartnershipwithlocalitieswithinHampshireandtheIsleofWight

Induction Programme for ALL Pre-Registration Nursing & Midwifery Students

Topics to be covered(Mentor initials and date when completed)

Practice experience

1 2 3 4 5 6

Personal issues: Discuss any adjustments re health or learning needs e.g. latex free gloves, dyslexia

Introduction to staff Include all staff working within the practice area

Orientation to practice area

Include:• Stafftoilets• Staffrestroom/canteen• Wheretokeeppersonalbelongings• Mealbreaks• Relevantlinkareasandwhotocontactfor

visits• InformationofUniversitylink–nameand

contact details

Professional Conduct and Appearance

Discuss• Dresscode• Professionalconductspecifictothepractice

e.g. working guidelines, etiquette in service users homes, use of mobile phones

ID Badge Explain policy for ID badges

Confidentiality Discuss importance of maintaining confidentiality and data protection

Fire Policy/Procedure Discuss• localpolicy&emergencynumbers• Locationoffirepoints,exits,fire

extinguishers, fire blankets & Fire Policy• Explainprocedureforevacuation&alarm

tones• Awarenessofrisksassociatedwithpractice

areas

Moving&Handling Discuss local policy and relation to practice areaLocation of local moving & handling equipment

« 25 »

Topics to be covered(Mentor initials and date when completed)

Practice experience

1 2 3 4 5 6

Organisational Policy Folders

Student should be aware of the following policies/procedures• Health&Safety• InfectionControl• ProfessionalBehaviour• HumanResourcese.g.Harassment,Equal

Opportunities, Complaints etc• OccupationalHealth• Otherpoliciesspecifictopracticearea• Smoking• Security

Accident & Clinical Incidents

Explain• Procedureforreportingaccidents/near

misses• Procedureforreportingadverseincidents/

near misses• Policyfornotbeingabletogainaccesstoa

service users home (Community)

Resuscitation Explain• Procedureineventofanemergencye.g.

cardiac arrest• Emergencycontactnumbers

Duty Rota Discuss• Location,distanceandif/whenloneworking,

any travel issues• Requests• Mentors• Numberofstudentsonshifts• Finishingattheendoftheday• Nights/weekends/evenings(unsocialhours)• Followingcurrentguidancefromthe

University of Southampton School of Nursing and Midwifery

Sickness & Absence Explain policy for reporting in the event of sickness or absence including notification to Allocations department (School of Nursing & Midwifery)

Transport Issues Discuss issues related to car parking, hospital transport across sites, public transport

« 26 »

Topics to be covered(Mentor initials and date when completed)

Practice experience

1 2 3 4 5 6

Telephone Discuss• ContactdetailsforSeniornurseonduty,

team members mobiles• Studentcontactdetails• Bleep/pagersystem

Equipment Explain• Basicfunctionofappropriateequipment

and where and how to access

Infection Control The student should be made aware of policies with specific reference to:• Needlestickinjury• MRSA• Handwashing

« 27 »

Year 1 Common Foundation Programme

Nursing professional regulationsIn order to enter the register, the NMC requires students to demonstrate achievement of specific outcomes by the end of their period of training. The practice learning outcomes in the Common Foundation Programmes (CFP) of the Diploma, Diploma with Advanced Studies andtheDegree(BNHons)programmesaredirectlyrelatedtotheNMCproficienciestobe achieved for entry to the branch programme in year 2. To guide students, mentors and academic tutors, the NMC standards have been coded and mapped to practice learning outcomes including the KSF. The CFP has therefore been assimilated to Agenda for Change usingagenericJobDescriptionforBand3usingNationalOccupationalStandardsforHealthand Social Care in the following Framework for Assessment. The corresponding proficiency code numbers are found against each learning outcome in the CFP practice assessment documentation.

For a more substantive list of linked skills please go to: www.skillsforhealth.org.uk

Framework for assessmentAs a first year student you should be assessed using the Framework on the following pages:This chart indicates the expectations of a Year 1 student nurse in relation to the proficiencies set by the NMC. These have been mapped against suggested activities and KSF outlines related to professional practice behaviours and related essential skills.

« 28 »

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: c, d

& e

•

Refl

ect

ona

ttitu

des,

valu

esa

ndb

ehav

iour

san

dth

inks

thr

ough

exp

erie

nces

insig

htfu

lly•

Isbe

ginn

ing

tod

evel

opin

sight

into

the

way

the

yth

ink

and

beha

vet

owar

dso

ther

pe

ople

and

que

stio

ns w

heth

er s

uch

view

s an

d be

havi

ours

are

fair

•C

anp

rovi

dek

now

ledg

e/su

ppor

ting

evid

ence

for

care

giv

en/o

ffere

d•

Rec

ogni

ses

the

nurs

esr

ole

asa

ser

vice

use

rad

voca

te

Do

mai

n 2

: Car

e d

eliv

ery

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

1 2

3 5

6 7

8

Org

anisa

tiona

l Asp

ects

of C

are

9

12

Nut

ritio

n an

d Fl

uid

Man

agem

ent

28

29

Med

icin

es M

anag

emen

t

40

P2.

1 En

gage

in, d

evel

op a

nd d

iseng

age

from

ther

apeu

tic re

latio

nshi

ps th

roug

h th

e us

e of

app

ropr

iate

com

mun

icatio

n an

d in

terp

erso

nal s

kills

Dis

cuss

met

hods

of,

barr

iers

to,

and

the

bou

ndar

ies

of,

effe

ctiv

e co

mm

unic

atio

n an

d in

terp

erso

nal r

elat

ions

hips

D

emo

nst

rate

sen

siti

vity

wh

en in

tera

ctin

g w

ith

an

d

pro

vid

ing

info

rmat

ion

to

ser

vice

use

rs.

•R

ecog

nise

the

effe

cto

fone

’sow

nva

lues

on

inte

ract

ions

w

ith s

ervi

ce u

sers

and

the

ir ca

rers

, fam

ilies

and

frie

nds

•U

tilise

app

ropr

iate

com

mun

icat

ion

skill

sw

iths

ervi

ceu

sers

•A

ckno

wle

dge

the

boun

darie

sof

ap

rofe

ssio

nalc

arin

gre

latio

nshi

p.

KS

F: C

ore

Dim

ensi

on

1: C

om

mu

nic

atio

n -

Lev

el 2

: c &

f D

imen

sio

n H

WB

5:

Pro

visi

on

of

care

to

mee

t h

ealt

h a

nd

wel

lbei

ng

nee

ds

Lev

el 2

: a,

c &

g

•U

nder

take

sre

flect

ive

prac

tice

with

reg

ard

tot

heir

inpu

tw

iths

ervi

ceu

sers

and

car

ers

•R

espe

cts

othe

rsv

iew

s

•C

omm

unic

ates

ver

bally

and

cle

arly

to

all

•C

ompl

etes

bas

ico

bser

vatio

nsw

iths

uper

visio

n•

Iden

tifies

som

eno

n-ve

rbal

ski

lls•

List

ens

too

ther

s

•Kn

ows

limita

tions

inp

ract

ice

•En

gage

san

ddi

seng

ages

app

ropr

iate

lyw

iths

ervi

ceu

sers

and

car

ers

« 31 »

Do

mai

n 2

: Car

e d

eliv

ery

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

2 6

Org

anisa

tiona

l Asp

ects

of C

are

9

14 1

6 17

Infe

ctio

n Pr

even

tion

and

Con

trol

21 N

utrit

ion

and

Flui

d M

anag

emen

t

28 2

9

Med

icin

es M

anag

emen

t

35

P2.

2 Cr

eate

and

util

ise o

ppor

tuni

ties

to p

rom

ote

the

heal

th a

nd w

ell-b

eing

of s

ervic

e us

ers

and

grou

ps

Co

ntr

ibu

te t

o e

nh

anci

ng

the

hea

lth

an

d s

oci

al w

ell-

bei

ng

of

serv

ice

use

rs b

y u

nd

erst

and

ing

how

, un

der

th

e su

per

visi

on

of

a re

gist

ered

pra

ctit

ion

er, t

o:

•C

ontr

ibut

eto

the

ass

essm

ent

ofh

ealth

nee

d

•Id

entif

yop

port

uniti

esfo

rhe

alth

pro

mot

ion

•Id

entif

yne

twor

kso

fhea

ltha

nds

ocia

lcar

ese

rvic

es

KS

F: D

imen

sio

n H

WB

5: P

rovi

sio

n o

f ca

re t

o m

eet

hea

lth

an

d w

ellb

ein

g n

eed

s –

HW

B5

Lev

el 1

: b,

d &

e

KS

F: C

ore

Dim

ensi

on

1: C

om

mu

nic

atio

n -

Lev

el 2

: d

•R

ecog

nise

sth

ese

rvic

eus

er’s

phys

ical

,psy

chol

ogic

al,e

mot

iona

l,soc

iala

nds

pirit

ual

need

s•

Res

pect

sse

rvic

eus

ers

right

to

part

icip

ate

ind

ecisi

ons

abou

tth

eir

care

•U

nder

stan

dsa

ndr

ecog

nise

sth

elim

itso

fas

ervi

ceu

sers

cap

abili

tyt

oco

-ope

rate

and

re

spon

d ac

cord

ingl

y•

Res

pons

ive

tot

hec

hang

ing

need

sof

the

ser

vice

use

rs•

Isaw

are

and

asa

ppro

pria

ter

efer

to

othe

rar

eas

ofe

xper

tise

•Is

flexi

ble

inm

eetin

gth

ede

man

dso

fCar

ede

liver

y

•D

emon

stra

tes

ana

war

enes

sof

hea

lthp

rom

otio

nre

sour

ces

and

how

to

obta

int

hem

•Pr

ovid

esa

ppro

pria

tein

form

atio

nto

ser

vice

use

rsa

ndc

arer

sin

am

anne

rw

hich

fa

cilit

ates

the

ir un

ders

tand

ing

and

ackn

owle

dges

cho

ice

and

indi

vidu

al p

refe

renc

e

•Es

tabl

ishes

and

mai

ntai

nsc

olla

bora

tive

wor

king

rel

atio

nshi

psw

ithm

embe

rso

fthe

he

alth

and

war

d/co

mm

unity

tea

ms

•R

ecog

nise

san

dw

orks

with

inr

ole

asp

art

oft

hem

ultid

iscip

linar

yte

am•

Isaw

are

oft

het

eam

sw

ayo

fwor

king

•Kn

ows

how

the

tea

mfu

nctio

ns

Do

mai

n 2

: Car

e d

eliv

ery

Link

s w

ith E

SC:

Org

anisa

tiona

l Asp

ects

of C

are

9

10 1

6 19

Infe

ctio

n Pr

even

tion

and

Con

trol

25 N

utrit

ion

and

Flui

d M

anag

emen

t

28 2

9 30

31

Med

icin

es M

anag

emen

t

38

P2.

3 U

nder

take

and

doc

umen

t a c

ompr

ehen

sive,

syst

emat

ic an

d ac

cura

te n

ursin

g as

sess

men

t of t

he p

hysic

al, p

sych

olog

ical, s

ocia

l and

spi

ritua

l nee

ds o

f ser

vice

user

s an

d co

mm

uniti

es

Con

trib

ute

to t

he d

evel

opm

ent

and

docu

men

tati

on o

f nu

rsin

g as

sess

men

ts b

y pa

rtic

ipat

ing

in c

ompr

ehen

sive

an

d sy

stem

atic

nur

sing

ass

essm

ent

of t

he p

hysi

cal,

psyc

holo

gica

l, so

cial

and

spi

ritu

al n

eeds

of s

ervi

ce u

sers

•Be

aw

are

ofa

sses

smen

tst

rate

gies

to

guid

eth

eco

llect

ion

of d

ata

for

asse

ssin

g se

rvic

e us

ers

and

use

asse

ssm

ent

tool

s un

der

guid

ance

disc

uss

the

prio

ritisa

tion

of c

are

need

s

•Be

aw

are

oft

hen

eed

tor

eass

ess

serv

ice

user

sas

to

thei

rne

eds

for

nurs

ing

care

.

KS

F: D

imen

sio

n H

WB

5: P

rovi

sio

n o

f ca

re t

o m

eet

hea

lth

an

d w

ellb

ein

g n

eed

s –

HW

B5

Lev

el 1

: a,

b &

c

KS

F: C

ore

Dim

ensi

on

1: C

om

mu

nic

atio

n L

evel

3: e

& f

•U

nder

stan

dsp

rinci

ples

ofn

ursin

gpr

actic

e•

Can

dem

onst

rate

kno

wle

dge

rela

ted

tot

hep

ract

ice

unde

rtak

en•

Con

trib

utes

to

aw

ritte

npl

ano

fcar

ein

col

labo

ratio

nw

itht

hes

ervi

ceu

ser,

care

ran

dth

e m

ultid

iscip

linar

y te

am a

s ap

prop

riate

to

the

need

s of

the

indi

vidu

al s

ervi

ce u

ser,

base

d on

ass

essm

ent

and

curr

ent

nurs

ing

know

ledg

e

•Im

plem

ent

and

eval

uate

sth

ew

ritte

npl

ana

ndfr

omt

hein

form

atio

nga

ther

edm

akes

de

cisio

ns a

bout

futu

re c

are

« 32 »

P2.

4 Fo

rmul

ate

and

docu

men

t a p

lan

of n

ursin

g ca

re, w

here

pos

sible

, in p

artn

ersh

ip w

ith s

ervic

e us

ers,

thei

r car

ers

and

fam

ily a

nd fr

iend

s, w

ithin

a fr

amew

ork

of

info

rmed

con

sent

Co

ntr

ibu

te t

o t

he

pla

nn

ing

of

nurs

ing

care

, inv

olv

ing

serv

ice

use

rs a

nd

, wh

ere

po

ssib

le, t

hei

r ca

rers

; d

emo

nst

rati

ng

an u

nd

erst

and

ing

of

hel

pin

g se

rvic

e u

sers

to

mak

e in

form

ed d

ecis

ion

s

•Id

entif

yca

ren

eeds

bas

edo

nth

eas

sess

men

tof

as

ervi

ce

user

•Pa

rtic

ipat

ein

the

nego

tiatio

nan

dag

reem

ento

fthe

car

epl

an

with

the

serv

ice

user

and

with

thei

r ca

rer, f

amily

or

frien

ds,

as a

ppro

pria

te, u

nder

the

supe

rvisi

on o

f a r

egist

ered

nur

se

info

rm s

ervi

ce u

sers

abo

ut in

tend

ed n

ursin

g ac

tions

, res

pect

ing

thei

r rig

ht to

par

ticip

ate

in d

ecisi

ons

abou

t the

ir ca

re

KS

F: D

imen

sio

n H

WB

5: P

rovi

sio

n o

f ca

re t

o m

eet

hea

lth

an

d w

ellb

ein

g n

eed

s –

HW

B5

Lev

el 1

: a,

b &

d

•U

ses

asse

ssm

ent

met

hods

and

pro

cess

eso

frea

soni

ngt

hat

are

base

don

ava

ilabl

eev

iden

ce a

nd a

re a

ppro

pria

te fo

r th

e pe

ople

con

cern

ed•

Obt

ains

suf

ficie

ntin

form

atio

nfo

rin

form

edd

ecisi

onm

akin

g

•D

evel

ops

and

reco

rds

care

pla

nst

hat

are

appr

opria

tet

oth

epe

ople

con

cern

eda

nd

are

cons

isten

t w

ith t

he o

utco

mes

of a

sses

sing

thei

r he

alth

and

wel

lbei

ng n

eeds

•Id

entifi

est

her

isks

that

nee

dto

be

man

aged

•C

ontr

ibut

est

oth

efo

rmul

atio

nof

car

epl

ans

that

hav

ecl

ear

goal

s•

Invo

lves

oth

erp

ract

ition

ers

and

agen

cies

whe

nth

isis

nece

ssar

yto

mee

tpe

ople

’she

alth

and

wel

lbei

ng n

eeds

Do

mai

n 2

: Car

e d

eliv

ery

Link

s w

ith E

SC:

Org

anisa

tiona

l Asp

ects

of C

are

9

10

P2.

5 Ba

sed

on th

e be

st a

vaila

ble

evid

ence

, app

ly kn

owle

dge

and

an a

ppro

pria

te re

pert

oire

of s

kills

indi

cativ

e of

saf

e an

d ef

fect

ive n

ursin

g pr

actic

e

Co

ntr

ibu

te t

o t

he

imp

lem

enta

tio

n o

f a

pro

gram

me

of

nurs

ing

care

, des

ign

ed a

nd

su

per

vise

d b

y re

gist

ered

pra

ctit

ion

ers

•U

nder

take

act

iviti

est

hat

are

cons

isten

tw

itht

hec

are

plan

an

d w

ithin

the

lim

its o

f one

’s ow

n ab

ilitie

s.

KS

F: D

imen

sio

n H

WB

5: P

rovi

sio

n o

f ca

re t

o m

eet

hea

lth

an

d w

ellb

ein

g n

eed

s -

Lev

el 1

a, b

& d

•C

orre

ctly

und

erta

kes

thos

eas

pect

sof

the

car

em

anag

emen

tof

the

ser

vice

use

rth

at

has

been

del

egat

ed t

o th

em fo

r th

e sp

ecifi

c pe

ople

con

cern

ed a

nd a

s ag

reed

by

the

care

tea

m

Dem

on

stra

te e

vid

ence

of

a d

evel

op

ing

know

led

ge

bas

e w

hic

h u

nd

erp

ins

safe

an

d e

ffec

tive

nu

rsin

g p

ract

ice

•A

cces

san

ddi

scus

sre

sear

cha

ndo

ther

evi

denc

ein

nur

sing

and

rela

ted

disc

iplin

es

•Id

entif

yex

ampl

eso

fthe

use

ofe

vide

nce

inp

lann

edn

ursin

gin

terv

entio

ns.

KS

F: C

ore

Dim

ensi

on

5 :

Co

ntr

ibu

te t

o im

pro

vin

g q

ual

ity

Lev

el 2

: aK

SF

: D

imen

sio

n H

WB

5: P

rovi

sio

n o

f ca

re t

o m

eet

hea

lth

an

d w

ellb

ein

g n

eed

s -

Lev

el 1

b &

d

•D

evel

opa

naw

aren

ess

oft

heor

etic

alm

odel

san

dpo

licie

s•

Dev

elop

sne

wk

now

ledg

ean

dsk

ills

requ

ired

with

inp

ract

ice

area

•M

akes

effe

ctiv

eus

eof

lear

ning

opp

ortu

nitie

sw

ithin

and

out

side

oft

hep

ract

ice,

ev

alua

ting

thei

r ef

fect

iven

ess

and

feed

ing

back

rel

evan

t in

form

atio

n

•Is

awar

eof

whe

ret

ofin

din

form

atio

nan

dre

sour

ces

•C

and

iscus

siss

ues

with

oth

ers

and

sugg

ests

sol

utio

ns•

Refl

ects

on

and

eval

uate

sho

ww

ells

/he

isap

plyi

ngk

now

ledg

ean

dsk

ills

tom

eet

curr

ent

and

futu

re p

ract

ice

requ

irem

ents

Dem

on

stra

te a

ran

ge o

f es

sen

tial

nu

rsin

g sk

ills,

u

nd

er t

he

sup

ervi

sio

n o

f a

regi

ster

ed n

urs

e, t

o m

eet

ind

ivid

ual

s’ n

eed

s.

•Re

fert

osk

illslo

g

« 33 »

Do

mai

n 2

: Car

e d

eliv

ery

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

2 4

5 6

7 8

Org

anisa

tiona

l Asp

ects

of C

are

9

10 1

3 14

18

Nut

ritio

n an

d Fl

uid

Man

agem

ent

27

28

29

Med

icin

es M

anag

emen

t

38 2

9 C

are

Com

pass

ion

and

Com

mun

icat

ion

1

2 5

8 9

10

Nut

ritio

n an

d Fl

uid

Man

agem

ent

31

P2.

7 Ev

alua

te a

nd d

ocum

ent t

he o

utco

mes

of n

ursin

g an

d ot

her i

nter

vent

ions

Co

ntr

ibu

te t

o t

he

eval

uat

ion

of

the

app

rop

riat

enes

s o

f nu

rsin

g ca

re d

eliv

ered

•D

emon

stra

tea

naw

aren

ess

oft

hen

eed

toa

sses

sre

gula

rly

a se

rvic

e us

ers

resp

onse

to

nurs

ing

inte

rven

tions

•Pr

ovid

efo

ra

supe

rvisi

ngr

egist

ered

pra

ctiti

oner

,eva

luat

ive

com

men

tary

and

info

rmat

ion

on n

ursin

g ca

re b

ased

on

pers

onal

obs

erva

tions

and

act

ions

•C

ontr

ibut

eto

the

doc

umen

tatio

nof

the

out

com

eso

fnu

rsin

g in

terv

entio

ns

KS

F: D

imen

sio

n H

WB

4: E

nab

lem

ent

to a

ddre

ss h

ealt

h a

nd

wel

lbei

ng

nee

ds

- L

evel

1: c

, f &

g

•U

ses

Obs

erva

tiona

l/refl

ectiv

epr

oces

ses

toe

valu

ate

apa

rtic

ular

nur

sing

inte

rven

tion

•G

ives

ver

balf

eedb

ack

too

ther

hea

lthc

are

prof

essio

nals

•A

ccur

atel

yre

cord

sin

form

atio

nw

ithin

the

app

ropr

iate

set

ting

•R

ecor

ded

info

rmat

ion

isle

gibl

ean

dun

ders

tand

able

by

othe

rs

P2.

8 D

emon

stra

te s

ound

clin

ical j

udge

men

t acr

oss

a ra

nge

of d

iffer

ing

prof

essio

nal a

nd c

are

deliv

ery

cont

exts

Rec

ogn

ise

situ

atio

ns

in w

hic

h a

gree

d p

lan

s o

f nu

rsin

g ca

re n

o lo

nge

r ap

pea

r ap

pro

pri

ate

and

ref

er t

hes

e to

an

ap

pro

pri

ate

acco

un

tabl

e p

ract

itio

ner

•D

emon

stra

tet

hea

bilit

yto

disc

uss

and

acce

ptc

are

deci

sions

•A

ccur

atel

yre

cord

obs

erva

tions

mad

ean

dco

mm

unic

ate

thes

e to

the

rel

evan

t m

embe

rs o

f the

hea

lth a

nd s

ocia

l car

e te

am.

KS

F: D

imen

sio

n H

WB

4: E

nab

lem

ent

to a

ddre

ss h

ealt

h a

nd

wel

lbei

ng

nee

ds

- L

evel

1: f

& g

KS

F: C

ore

Dim

ensi

on

1: C

om

mu

nic

atio

n -

Lev

el 2

: d, e

& f

•Id

entifi

esw

hen

the

exist

ing

nurs

ing

care

pla

nis

nolo

nger

rel

evan

tan

dre

port

sth

isto

an

acc

ount

able

pra

ctiti

oner

•R

eflec

tso

nan

dev

alua

tes

how

wel

ls/h

eis

appl

ying

kno

wle

dge

and

skill

sto

mee

tcu

rren

t an

d em

ergi

ng w

ork

dem

ands

•M

aint

ains

acc

urat

ere

cord

sof

obs

erva

tions

mad

e•

Rec

ogni

ses

whe

nin

form

atio

nne

eds

tob

esh

ared

with

ar

egist

ered

pra

ctiti

oner

usin

gbo

th v

erba

l and

writ

ten

repo

rts

•A

lway

sgi

ves

info

rmat

ion

tos

enio

rst

aff

Do

mai

n 3

: Car

e m

anag

emen

t

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n 4

6 7

8

Org

anisa

tiona

l Asp

ects

of C

are

9.11

15

17 1

8 19

20

Med

icin

es M

anag

emen

t 33

34

P3.

1 Co

ntrib

ute

to p

ublic

pro

tect

ion

by c

reat

ing

and

mai

ntai

ning

a s

afe

envir

onm

ent o

f car

e th

roug

h th

e us

e of

qua

lity

assu

ranc

e an

d ris

k m

anag

emen

t stra

tegi

es

P3.

1 C

on

trib

ute

to

th

e id

enti

fica

tio

n o

f ac

tual

an

d

po

ten

tial

ris

ks t

o s

ervi

ce u

sers

an

d t

hei

r ca

rers

, to

o

nes

elf

and

to

oth

ers,

an

d p

arti

cip

ate

in m

easu

res

to

pro

mo

te a

nd

en

sure

hea

lth

an

d s

afet

y

•U

nder

stan

dan

dim

plem

ent

heal

tha

nds

afet

ypr

inci

ples

and

po

licie

s

•R

ecog

nise

and

rep

ort

situa

tions

tha

tar

epo

tent

ially

uns

afe

for

serv

ice

user

s, on

esel

f and

oth

ers.

KS

F: D

imen

sio

n H

WB

3: P

rote

ctio

n o

f h

ealt

h a

nd

wel

lbei

ng

nee

ds:

Lev

el 1

: a,

b, &

c

Co

re D

imen

sio

n 2

: Hea

lth

, Saf

ety

and

Sec

uri

ty L

evel

3: a

, b, c

, d, &

e

•In

duct

ion

has

incl

uded

an

intr

oduc

tion

toh

ealth

and

saf

ety

inp

ract

ice

area

•M

onito

rsw

ork

area

san

dpr

actic

esa

nde

nsur

est

hey:

•ar

esa

fea

ndfr

eefr

omh

azar

ds•

conf

orm

toh

ealth

,saf

ety

and

secu

rity

legi

slatio

n,p

olic

ies,

proc

edur

esa

ndg

uide

lines

•Id

entifi

esp

oten

tialr

isks

toe

ach

oft

heb

elow

:•

Serv

ice

user

s•

Self

•O

ther

hea

lthw

orke

rs

« 34 »

Do

mai

n 3

: C

are

Man

agem

ent

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

1 7

9

Org

anisa

tiona

l Asp

ects

of C

are

12

13

14 1

5 16

17

Infe

ctio

n Pr

even

tion

and

Con

trol

22

Med

icin

es M

anag

emen

t

41

P3.

2 D

emon

stra

te k

now

ledg

e of

effe

ctive

inte

r-pro

fess

iona

l wor

king

pra

ctice

s w

hich

resp

ect a

nd u

tilise

the

cont

ribut

ions

of m

embe

rs o

f the

hea

lth a

nd s

ocia

l car

e te

am

Dem

on

stra

te a

n u

nd

erst

and

ing

of

the

role

of

oth

ers

by p

arti

cip

atin

g in

inte

r-p

rofe

ssio

nal

wo

rkin

g p

ract

ice

•Id

entif

yth

ero

les

oft

hem

embe

rso

fthe

hea

ltha

nds

ocia

lca

re t

eam

•W

ork

with

int

heh

ealth

and

soc

ialc

are

team

to

mai

ntai

nan

d en

hanc

e in

tegr

ate

care

.

KS

F: D

imen

sio

n H

WB

5: P

rovi

sio

n o

f ca

re t

o m

eet

hea

lth

an

d w

ellb

ein

g n

eed

s -

Lev

el 1

: b &

d

•Es

tabl

ishes

and

mai

ntai

nsc

olla

bora

tive

wor

king

rel

atio

nshi

psw

ithm

embe

rso

fthe

he

alth

and

pra

ctic

e ca

re t

eam

•R

ecog

nise

san

dw

orks

with

inr

ole

asp

art

oft

hem

ultid

iscip

linar

yte

am

•R

ecog

nise

sw

here

ass

istan

ceh

asb

een

requ

ired

from

oth

erh

ealth

pro

fess

iona

ls•

Take

sre

spon

sibili

tyfo

rqu

ality

ofc

are

bein

gde

liver

edb

yse

lfan

dot

hers

•D

emon

stra

tes

aw

illin

gnes

sto

sha

rea

ndd

iscus

spr

actic

ew

ithp

eers

and

col

leag

ues

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

7 Org

anisa

tiona

l Asp

ects

of C

are

9

10

Med

icin

es M

anag

emen

t

27 2

8 29

31

32 3

3 37

38

40 4

1 42

P3.

4 D

emon

stra

te k

ey s

kills

Dem

on

stra

te li

tera

cy, n

um

erac

y an

d c

om

pu

ter

skill

s n

eed

ed t

o r

eco

rd, e

nte

r, st

ore

, ret

riev

e an

d o

rgan

ise

dat

a es

sen

tial

for

Car

e d

eliv

ery

KS

F: C

ore

Dim

ensi

on

1: C

om

mu

nic

atio

n -

Lev

el 2

: b &

e

•Li

tera

cy -

han

d w

ritte

n no

tes

are

legi

ble

•C

anc

ontr

ibut

eap

prop

riate

lyt

oca

rep

lans

,cas

eno

tes

etc

•N

umer

acy

– de

mon

stra

tes

com

pete

ncy

in d

rug

calc

ulat

ions

•Co

mpu

ter s

kills

- ac

cess

es a

com

pute

r to

obt

ain

and

ente

r in

form

atio

n th

at w

ill

enha

nce

care

del

iver

y

« 35 »

Do

mai

n 4

: P

erso

nal

an

d

Pro

fess

ion

al d

evel

op

men

t

Link

s w

ith E

SC:

Org

anisa

tiona

l Asp

ects

of C

are

11

12

14 1

6 17

18

P4.

1 D

emon

stra

te a

com

mitm

ent t

o th

e ne

ed fo

r con

tinui

ng p

rofe

ssio

nal d

evel

opm

ent a

nd p

erso

nal s

uper

visio

n ac

tiviti

es in

ord

er to

enh

ance

kno

wle

dge,

skills

, va

lues

and

atti

tude

s ne

eded

for s

afe

and

effe

ctive

nur

sing

prac

tice

Dem

on

stra

te r

esp

on

sib

ility

for

on

e’s

own

lear

nin

g th

rou

gh t

he

dev

elo

pm

ent

of

a p

ort

folio

of

pra

ctic

e an

d r

ecog

nis

e w

hen

fu

rth

er le

arn

ing

is r

equ

ired

•Id

entif

ysp

ecifi

cle

arni

ngn

eeds

and

obj

ectiv

esb

egin

to

enga

ge w

ith, a

nd in

terp

ret,

the

evid

ence

bas

e w

hich

un

derp

ins

nurs

ing

prac

tice

KS

F: C

ore

Dim

ensi

on

2: D

evel

op

ow

n k

now

led

ge a

nd

ski

lls a

nd

pro

vid

e in

form

atio

n t

o o

ther

s to

hel

p d

evel

op

men

t.L

evel

2: a

, b, c

, d &

e

•A

sks

ques

tions

•G

ets

invo

lved

•U

ses

oppo

rtun

ities

•Is

will

ing

top

artic

ipat

e•

Isaw

are

ofle

arni

ngn

eeds

•Is

inte

rest

edin

wha

tis

happ

enin

g•

Req

uest

sha

nd-o

npr

actic

e•

Has

und

erta

ken

prep

arat

ory

read

ing

and

can

disc

uss

the

theo

retic

alu

nder

pinn

ing

of

inte

rven

tions

•U

nder

take

sse

lfdi

rect

eds

tudy

to

expa

ndk

now

ledg

eba

sea

nde

nhan

cele

arni

ng

expe

rienc

e

Ack

now

led

ge t

he

imp

ort

ance

of

seek

ing

sup

ervi

sio

n

to d

evel

op

saf

e an

d e

ffec

tive

nu

rsin

g p

ract

ice

KS

F: C

ore

Dim

ensi

on

2: D

evel

op

ow

n k

now

led

ge a

nd

ski

lls a

nd

pro

vid

e in

form

atio

n t

o o

ther

s to

hel

p d

evel

op

men

t.L

evel

2:c

& d

•Is

open

to

feed

back

•A

cts

onfe

edba

ck•

Wor

ksw

iths

uper

visio

n•

Seek

sad

vice

bef

ore

impl

emen

ting

nurs

ing

care

.•

Req

uest

she

lpa

ppro

pria

tely

•Kn

ows

limita

tions

inp

ract

ice

•R

ecog

nise

sar

eas

tod

evel

op•

Isaw

are

ofw

here

to

find

info

rmat

ion

« 36 »

Before commencing practice experience in year 1 the student must have obtained CRB and Occupational Health clearance verified by their academic tutor

Academic Tutor signature

Print name Date

Practice Experience 1Checklist of responsibilities to be completed by mentor: Practice Experience 1

Read the framework for assessment (page 27) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sign mentor signature sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign initial interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign practice induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign interim review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Review skills log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sign practice hours’ record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Formulate action plan with student (and tutor if student is referred) . . . . . . . . . . . . . .

« 37 »

Mentor signature sheet: practice experience 1All health care professionals signing student documentation should insert their details below, as indicated.

Name of Mentor (please print)

Work telephone number and email

Name of practice area

Signature Initials

Completing this grid is a requirement for any Mentor who is signing your portfolio

« 38 »

Record of additional activities and visits undertaken to support practice experience 1Dates Number

of hours completed

Type of experience / service user group visited

Name of Facilitator / practice contact

Signature of Facilitator / practice contact

Contact details (inc. phone no / email)

From To

« 39 »

Absence record Practice Experience 1Dates Number of

hours missed from practice

Type of absence (e.g. sickness, compassionate leave, medical/dental appointments, absence without authorisation)

Mentor signature

From To

Record of absences made upDates Number of hours

made up during this practice experience

Mentor signature

From To

Outstanding hours carried forward

Academic tutor signature

« 40 »

Professional Development: self assessment by student at commencement of practice experience 1

Self assessment based on previous practice experience(In first experience you may draw on life experience prior to commencing the course)

Strengths Weaknesses

Concerns Expectations

Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience

« 41 »

Initial interview of progress - to be completed within two days of the start of practice experience 1

Completion of practice induction Review of student self assessment

Identification of learning needs/action plan

This is done by the student in conjunction with the mentor, and is based upon the self assessment.

Learning needs Action plan

Mentor’s signature: Date:

Student’s signature: Date:

Proposed date for review of progress

« 42 »

Co

mm

on

Fo

un

dat

ion

P

rogr

amm

e Ye

ar 1

Pra

ctic

e E

xper

ien

ce 1

Pra

ctic

e E

xper

ien

ce 2

NM

C D

om

ain

1: P

rofe

ssio

nal

an

d e

thic

al p

ract

ice:

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

P1.1

Man

age

ones

elf,

one’

s pr

actic

e,

and

that

of o

ther

s, in

acc

orda

nce

with

the

NM

C c

ode

of p

rofe

ssio

nal

cond

uct:

stan

dard

s fo

r co

nduc

t, pe

rform

ance

and

eth

ics,

reco

gnisi

ng

one’

s ow

n ab

ilitie

s an

d lim

itatio

ns

P1.2

Pra

ctic

e in

acc

orda

nce

with

an

ethi

cal a

nd le

gal f

ram

ewor

k w

hich

en

sure

s th

e pr

ivac

y of

ser

vice

use

r an

d se

rvic

e us

er in

tere

st a

nd w

ell-

bein

g an

d re

spec

ts c

onfid

entia

lity

P1.3

Pra

ctic

e in

a fa

ir an

d an

ti-di

scrim

inat

ory

way

, ack

now

ledg

ing

the

diffe

renc

es in

bel

iefs

and

cul

tura

l pr

actic

es o

f ind

ivid

uals

or g

roup

s

« 43 »

NMC Domain 1: Professional and ethical practiceProficiencies met at Level 1 at end of Practice Experience 1

P1.1 Yes No P1.2 Yes No P1.3 Yes No

Mentor’s comments on evidence presented for NMC Domain 1 Professional and Ethical Practice:

Mentor signature Date

Proficiencies met at Level 1 at end of Practice Experience 2

P1.1 Yes No P1.2 Yes No P1.3 Yes No

Mentor’s comments on evidence presented for NMC Domain 1 Professional and Ethical Practice:

Mentor signature Date

« 44 »

Co

mm

on

Fo

un

dat

ion

P

rogr

amm

e Ye

ar 1

Pra

ctic

e E

xper

ien

ce 1

Pra

ctic

e E

xper

ien

ce 2

NM

C D

om

ain

2:

Car

e d

eliv

ery:

Fo

rmat

ive

asse

ssm

ent

po

int

Mid

-poi

nt o

r en

d of

firs

t pa

rt o

f sp

lit p

ract

ice

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

P2.1

Eng

age

in, d

evel

op a

nd

dise

ngag

e fr

om t

hera

peut

ic

rela

tions

hips

thr

ough

the

use

of

appr

opria

te c

omm

unic

atio

n an

d in

terp

erso

nal s

kills

P2.2

Cre

ate

and

utili

se o

ppor

tuni

ties

to p

rom

ote

the

heal

th a

nd w

ell-

bein

g of

ser

vice

use

rs a

nd g

roup

s

P2.3

Und

erta

ke a

nd d

ocum

ent

a co

mpr

ehen

sive,

sys

tem

atic

and

ac

cura

te n

ursin

g as

sess

men

t of

the

ph

ysic

al, p

sych

olog

ical

, soc

ial a

nd

spiri

tual

nee

ds o

f ser

vice

use

rs a

nd

com

mun

ities

P2.4

For

mul

ate

and

docu

men

t a

plan

of n

ursin

g ca

re, w

here

pos

sible

, in

par

tner

ship

with

ser

vice

use

rs,

thei

r ca

rers

and

fam

ily a

nd fr

iend

s, w

ithin

a fr

amew

ork

of in

form

ed

cons

ent

« 45 »

Co

mm

on

Fo

un

dat

ion

P

rogr

amm

e Ye

ar 1

Pra

ctic

e E

xper

ien

ce 1

Pra

ctic

e E

xper

ien

ce 2

NM

C D

om

ain

2:

Car

e d

eliv

ery:

Fo

rmat

ive

asse

ssm

ent

po

int

Mid

-poi

nt o

r en

d of

firs

t pa

rt o

f sp

lit p

ract

ice

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

P2.5

Bas

ed o

n th

e be

st a

vaila

ble

evid

ence

, app

ly k

now

ledg

e an

d an

app

ropr

iate

rep

erto

ire o

f ski

lls

indi

cativ

e of

saf

e an

d ef

fect

ive

nurs

ing

prac

tice

P2.6

Pro

vide

a r

atio

nale

for

the

nurs

ing

care

del

iver

ed w

hich

tak

es

acco

unt

of s

ocia

l, cul

tura

l, spi

ritua

l, le

gal, p

oliti

cal a

nd e

cono

mic

in

fluen

ces

Not

req

uire

d in

Com

mon

foun

datio

n pr

ogra

mm

e

P2.7

Eva

luat

e an

d do

cum

ent

the

outc

omes

of n

ursin

g an

d ot

her

inte

rven

tions

P2.8

Dem

onst

rate

sou

nd c

linic

al

judg

emen

t ac

ross

a r

ange

of

diffe

ring

prof

essio

nal a

nd c

are

deliv

ery

cont

exts

« 46 »

NMC Domain 2: Care deliveryProficiencies met at Level 1 at end of Practice Experience 1

P2.1 Yes No P2.2 Yes No P2.3 Yes No

P2.4 Yes No P2.5 Yes No P2.6 n/a n/a

P2.7 Yes No P2.8 Yes No

Mentor’s comments on evidence presented for NMC Domain 2: Care Delivery:

Mentor signature Date

Proficiencies met at Level 1 at end of Practice Experience 2

P2.1 Yes No P2.2 Yes No P2.3 Yes No

P2.4 Yes No P2.5 Yes No P2.6 n/a n/a

P2.7 Yes No P2.8 Yes No

Mentor’s comments on evidence presented for NMC Domain 2: Care Delivery:

Mentor signature Date

« 47 »

Co

mm

on

Fo

un

dat

ion

P

rogr

amm

e Ye

ar 1

Pra

ctic

e E

xper

ien

ce 1

Pra

ctic

e E

xper

ien

ce 2

NM

C D

om

ain

3 :

Car

e m

anag

emen

t: Fo

rmat

ive

asse

ssm

ent

po

int

Mid

-poi

nt o

r en

d of

firs

t pa

rt o

f sp

lit p

ract

ice

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

P3.1

Con

trib

ute

to p

ublic

pro

tect

ion

by c

reat

ing

and

mai

ntai

ning

a s

afe

envi

ronm

ent

of c

are

thro

ugh

the

use

of q

ualit

y as

sura

nce

and

risk

man

agem

ent

stra

tegi

es

P3.2

Dem

onst

rate

kno

wle

dge

of

effe

ctiv

e in

ter-

prof

essio

nal w

orki

ng

prac

tices

whi

ch r

espe

ct a

nd u

tilise

th

e co

ntrib

utio

ns o

f mem

bers

of

the

heal

th a

nd s

ocia

l car

e te

am

P3.3

Del

egat

e du

ties

to o

ther

s, as

ap

prop

riate

, ens

urin

g th

at t

hey

are

supe

rvise

d an

d m

onito

red

Not

req

uire

d in

Com

mon

foun

datio

n pr

ogra

mm

e

P3.4

Dem

onst

rate

key

ski

lls

« 48 »

NMC Domain 3: Care ManagementProficiencies met at Level 1 at end of Practice Experience 1

P3.1 Yes No P3.2 Yes No

P3.3 n/a n/a P3.4 Yes No

Mentor’s comments on evidence presented for NMC Domain 3: Care Management

Mentor signature Date

Proficiencies met at Level 1 at end of Practice Experience 2

P3.1 Yes No P3.2 Yes No

P3.3 n/a n/a P3.4 Yes No

Mentor’s comments on evidence presented for NMC Domain 3: Care Management

Mentor signature Date

« 49 »

Co

mm

on

Fo

un

dat

ion

P

rogr

amm

e Ye

ar 1

Pra

ctic

e E

xper

ien

ce 1

Pra

ctic

e E

xper

ien

ce 2

NM

C D

om

ain

4 :

Per

son

al

and

pro

fess

ion

al d

evel

op

men

t Fo

rmat

ive

asse

ssm

ent

po

int

Mid

-poi

nt o

r en

d of

firs

t pa

rt o

f sp

lit p

ract

ice

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

Men

tor

Initi

als

Dat

eLe

vel 1

P4.1

Dem

onst

rate

a c

omm

itmen

t to

th

e ne

ed fo

r co

ntin

uing

pro

fess

iona

l de

velo

pmen

t an

d pe

rson

al

supe

rvisi

on a

ctiv

ities

in o

rder

to

enha

nce

know

ledg

e, s

kills

, val

ues

and

attit

udes

nee

ded

for

safe

and

ef

fect

ive

nurs

ing

prac

tice

P4.2

Enh

ance

the

pro

fess

iona

l de

velo

pmen

t an

d sa

fe p

ract

ice

of o

ther

s th

roug

h pe

er s

uppo

rt,

lead

ersh

ip, s

uper

visio

n an

d te

achi

ng

Not

req

uire

d in

Com

mon

foun

datio

n pr

ogra

mm

e

« 50 »

NMC Domain 4: Personal & Professional DevelopmentProficiencies met at Level 1 at end of Practice Experience 1

P4.1 Yes No P4.2 n/a n/a

Mentor’s comments on evidence presented for NMC Domain 4: Personal & Professional Development

Mentor signature Date

Proficiencies met at Level 1 at end of Practice Experience 2

P4.1 Yes No P4.2 n/a n/a

Mentor’s comments on evidence presented for NMC Domain 4: Personal & Professional Development:

Mentor signature Date

« 51 »

Interim interview Practice Experience 1To be completed half way through experience or after 1st half of a split experience.

Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.

Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature. Date

Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature. Date

« 52 »

Following this review of progress and learning needs:

Yes No

Learning needs have been re-explored

Action plan has been re-negotiated/developed

Academic tutor has been contacted

Learning need Action plan

Signature Date

Proposed date for final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . at level 1

« 53 »

Professional development: self assessment by student at formative assessment – on completion of practice experience 1

Self assessment of practice experienceKey achievements identified during this practice experience

Key areas for development identified as a result of this practice experience

Key areas for further development to achieve proficiency standard during next practice experience

What is to be achieved during next experience

Which activities and experiences should lead to achievement

Please discuss the key points from this assessment with your mentor prior to your final assessment

Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.

« 54 »

Final interview – practice experience 1

Student’s formative assessmentAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature Date

Mentor’s formative assessmentAfter discussion with your student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature Date

« 55 »

Form

ativ

e as

sess

men

t at

fina

l int

ervi

ew:

Act

ion

plan

for

profi

cien

cy a

chie

vem

ent

at L

evel

1A

sses

smen

t of

pro

gres

s an

d ar

eas

for

furt

her

deve

lopm

ent

to a

chie

ve/m

aint

ain

profi

cien

cy s

tand

ard

by S

umm

ativ

e as

sess

men

t po

int:

Wha

t is

to b

e ac

hiev

edW

hich

act

iviti

es a

nd e

xper

ienc

es s

houl

d le

ad t

o ac

hiev

emen

tW

hen

is pr

ogre

ss

to b

e re

view

edSu

mm

ary

of e

vide

nce

to d

emon

stra

te t

hat

profi

cien

cies

hav

e be

en a

chie

ved

Stud

ent

signa

ture

Dat

e

Men

tor

signa

ture

Dat

e

Link

or

acad

emic

tut

orD

ate

« 56 »

Practice Experience 2Checklist of responsibilities to be completed by mentor: Practice Experience 2

Read the framework for assessment (page 27) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sign mentor signature sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign initial interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign practice induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Review record of previous practice experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign interim review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Review skills log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sign practice hours’ record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Formulate action plan with student (and tutor if student is referred) . . . . . . . . . . . . . .

« 57 »

Mentor signature sheet: practice experience 2All health care professionals signing student documentation should insert their details below, as indicated.

Name of Mentor (please print)

Work telephone number and email

Name of practice area

Signature Initials

Completing this grid is a requirement for any Mentor who is signing your portfolio

« 58 »

Record of additional activities and visits undertaken to support practice experience 2Dates Number

of hours completed

Type of experience / service user group visited

Name of Facilitator / practice contact

Signature of Facilitator / practice contact

Contact details (inc. phone no / email)

From To

« 59 »

Absence record Practice Experience 2Outstanding hours brought forward

Dates Number of hours missed from practice

Type of absence (e.g. sickness, compassionate leave, medical/dental appointments, absence without authorisation)

Mentor signature

From To

Record of absences made upDates Number of hours

made up during this practice experience

Mentor signature

From To

Outstanding hours carried forward

Academic tutor signature

« 60 »

Professional Development: self assessment by student at commencement of practice experience 2

Self assessment based on previous practice experienceStrengths Weaknesses

Concerns Expectations

Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience

« 61 »

Initial interview of progress - to be completed within two days of the start of practice experience 2

Completion of practice induction Review of student self assessment

Review of previous practice assessment/learning contract

Identification of learning needs/action plan

This is done by the student in conjunction with the mentor, and is based upon the self assessment, previous practice experiences and feedback from other mentors.

Learning needs Action plan

Mentor’s signature: Date:

Student’s signature: Date:

Proposed date for review of progress

« 62 »

Interim interview Practice Experience 2To be completed half way through experience or after 1st half of a split experience

Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.

Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature. Date

Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature. Date

« 63 »

Following this review of progress and learning needs:

Yes No

Learning needs have been re-explored

Action plan has been re-negotiated/developed

Academic tutor has been contacted

Learning need Action plan

Signature Date

Proposed date for final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Please note that the student must have met proficiencies on pages 42-50 prior to this date

« 64 »

Professional Development: self assessment by student at end of practice experience 2

Self assessment of practice experienceKey achievements identified during this practice experience

Key areas for development identified as a result of this practice experience

Key areas for further development to achieve proficiency standard during next practice experience

What is to be achieved Which activities and experiences should lead to achievement

Please discuss the key points from this assessment with your mentor prior to your final assessment

« 65 »

Year 1: Summary of practice experience to be used in Principles of Nursing Practice assignment:(See 18 and student assignment guidelines)

To be completed by the student following discussion with mentor:

Brief outline of the experiences to be used within the assignment

To be completed by the student in conjunction with the mentor, using the assignment outcomes (page 20), previous practice experiences and feedback from other mentors:

Key points Action plan

Student signature: Date:

Mentor signature: Date:

Academic tutor signature: Date

Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.

« 66 »

Final InterviewStudent’s summative assessment: Practice Experience 2After discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature Date

Mentor’s summative assessment: Practice Experience 2After discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature Date

« 67 »

Summative assessment:Action plan for proficiency and skill developmentAssessment of progress and areas for further development on next practice experience

What is to be achieved Suggested activities and experiences should lead to achievement at level 2

Student signature: Date:

Mentor signature: Date:

Link or academic tutor Date

« 68 »

I confirm that there has been no falsification of evidence within this document.

(Before signing please read academic integrity statement for students in your pre-registration student handbook)

Student signature

Print name Date

I confirm that this student practises at the required level of skill and proficiency to pass the Common Foundation Programme

Yes No

Mentor signature

Print name Date

I confirm that the documentation and signatures have been checked and verified.

Academic Tutor signature

Print name Date

« 69 »

Learning agreementThis should only be completed if the student has referred up to 6 proficiencies and/or 6 skills at the final interview for CFP(more than 6 requires new document)

Please state which proficiencies / skills need to addressed

Which activities and experiences should lead to achievement

These proficiencies/ skills need to be obtained at level 1 pass during the first 4 weeks of next practice experience to achieve a pass of the Common Foundation Programme

Student signature Date

Mentor signature Date

Academic tutor signature Date

« 70 »

Retrieval documentation to be completed at the end of week four of the retrieval practice experience

Number of proficiency to be achieved

Achieved Number of proficiency to be achieved

Achieved

Yes No Yes No

Yes No Yes No

Yes No Yes No

Number of skill to be achieved

Achieved Number of skill to be achieved

Achieved

Yes No Yes No

Yes No Yes No

Yes No Yes No

I confirm that there has been no falsification of evidence within this document.(Before signing please read academic integrity statement for students in your pre-registration student handbook)

Student signature

Print name Date

I confirm that this student practises at the required level of skill and proficiency to pass the Common Foundation Programme

Mentor signature

Print name Date

I confirm that the documentation and signatures have been checked and verified.

Academic Tutor signature

Print name Date

I confirm that this student DOES NOT practise at the required level of skill and/or proficiency to pass the Common Foundation Programme

Mentor signature

Student signature

Academic Tutor signature

Print name Date

« 71 »

Year 2 Branch Programme

Nursing professional regulationsIn order to enter the register, the NMC requires students to demonstrate achievement of specific outcomes by the end of their period of training. The practice learning outcomes in the branch programmes of the Diploma, Diploma with Advanced Studies and the Degree (BN Hons)programmesaredirectlyrelatedtotheNMCproficienciestobeachievedforentrytothe registry. To guide students, mentors and academic tutors, the NMC outcomes have been coded and mapped to practice learning outcomes including the KSF. The branch programme has therefore been assimilated to Agenda for Change using a generic Job Description for Band5usingNationalOccupationalStandardsforHealthandSocialCareinthefollowingFramework for Assessment. The corresponding Proficiency code numbers are found against each learning outcome in the student’s practice assessment documentation.

For a more substantive list of linked skills please go to: www.skillsforhealth.org.uk

« 72 »

Fram

ewor

k fo

r as

sess

men

t D

urin

g th

e se

cond

and

thi

rd y

ear

the

stud

ent

shou

ld b

e as

sess

ed u

sing

the

Fram

ewor

k be

low

:N

MC

pro

fici

enci

es (

2004

) to

be

ach

ieve

d fo

r en

try

to t

he

regi

ster

: P

rofe

ssio

nal

an

d e

thic

al p

ract

ice

Gu

idan

ce fo

r ap

plic

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n o

f th

eory

to

pra

ctic

e

Do

mai

n 1

P

rofe

ssio

nal

an

d

eth

ical

pra

ctic

e

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

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1 3

Org

anisa

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ects

of

Car

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12 Infe

ctio

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and

Con

trol

15 M

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Man

agem

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26

P1.

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prac

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he N

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cod

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pro

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: sta

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and

eth

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Dem

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stra

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co

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•R

eflec

tso

nan

dev

alua

tes

how

wel

ls/h

eis

appl

ying

kno

wle

dge

and

skill

sto

mee

tcu

rren

tan

dem

ergi

ng

wor

k de

man

ds•

Iden

tifies

ow

nde

velo

pmen

tne

eds

and

sets

ow

npe

rson

ald

evel

opm

ent

obje

ctiv

esw

ithh

is/he

rm

ento

r•

Take

sre

spon

sibili

tyfo

row

npr

ofes

siona

ldev

elop

men

tan

dm

aint

ains

por

tfolio

to

the

requ

ired

stan

dard

•M

akes

effe

ctiv

eus

eof

lear

ning

opp

ortu

nitie

sw

ithin

and

out

side

the

wor

kpla

cee

valu

atin

gth

eir

effe

ctiv

enes

s an

d fe

edin

g ba

ck r

elev

ant

info

rmat

ion

Do

mai

n 1

P

rofe

ssio

nal

an

d

eth

ical

pra

ctic

e

Dem

on

stra

te a

n a

war

enes

s o

f th

e N

MC

co

de

of

pro

fess

ion

al c

on

du

ct: s

tan

dar

ds

for

con

du

ct, p

erfo

rman

ce a

nd

eth

ics

•co

nsul

tw

itha

reg

ister

edn

urse

whe

nnu

rsin

gca

re

requ

ires

expe

rtise

bey

ond

one’

s ow

n cu

rren

t sc

ope

of c

ompe

tenc

e

•co

nsul

tot

her

heal

thc

are

prof

essio

nals

whe

nin

divi

dual

or

grou

p ne

eds

fall

outs

ide

the

scop

e of

nu

rsin

g pr

actic

e

•id

entif

yun

safe

pra

ctic

ean

dre

spon

dap

prop

riate

ly

to e

nsur

e a

safe

out

com

e

•m

anag

eth

ede

liver

yof

car

ese

rvic

esw

ithin

the

sp

here

of o

ne’s

own

acco

unta

bilit

y.

•A

ckno

wle

dges

the

impo

rtan

ceo

fsee

king

sup

ervi

sion

tod

evel

ops

afe

and

effe

ctiv

enu

rsin

gpr

actic

e•

Rec

ogni

ses

whe

nin

form

atio

nne

eds

tob

esh

ared

with

ar

egist

ered

pra

ctiti

oner

usin

gbo

thv

erba

land

w

ritte

n re

port

s•

Com

plie

sw

ithle

gisla

tion,

pol

icie

san

dpr

oced

ures

and

oth

erq

ualit

yap

proa

ches

rel

evan

tto

the

wor

kbe

ing

unde

rtak

en•

Wor

ksw

ithin

the

lim

itso

fow

nco

mpe

tenc

ean

dre

spon

sibili

tya

ndr

efer

siss

ues

beyo

ndt

hese

lim

itst

ore

leva

nt p

eopl

e

•A

cts

resp

onsib

lya

sa

team

mem

ber

and

seek

she

lpif

nec

essa

ry•

Iden

tifies

and

rep

orts

any

sig

nific

ant

chan

ges

that

mig

hta

ffect

peo

ple’

she

alth

and

wel

lbei

ng

•Ev

alua

tes

the

qual

ityo

fow

nan

dot

hers

’wor

kan

dra

ises

qual

ityis

sues

and

rel

ated

risk

sw

itht

her

elev

ant

peop

le•

Take

sap

prop

riate

act

ion

whe

nth

ere

are

pers

isten

tqu

ality

pro

blem

s

•Pr

epar

esa

ppro

pria

tely

for

care

act

iviti

esa

sde

lega

ted

and

cons

isten

tw

ithle

gisla

tion,

pol

icie

san

dpr

oced

ures

•M

akes

con

stru

ctiv

esu

gges

tions

as

toh

ows

ervi

ces

can

beim

prov

edfo

rus

ers

and

the

publ

ic

« 73 »

Do

mai

n 1

: P

rofe

ssio

nal

an

d

eth

ical

pra

ctic

e

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

3 7

8

Org

anisa

tiona

l Asp

ects

of

Car

e

9 11

14

15

Infe

ctio

n Pr

even

tion

and

Con

trol

16

17

Nut

ritio

n an

d Fl

uid

Man

agem

ent

23 M

edic

ines

Man

agem

ent

26

29

33

P1.

2 Pr

actis

e in

acc

orda

nce

with

an

ethi

cal a

nd le

gal f

ram

ewor

k w

hich

ens

ures

the

priv

acy

of s

ervi

ce u

ser

inte

rest

and

wel

l-bei

ng a

nd r

espe

cts

confi

dent

ialit

y

Dem

on

stra

te a

n a

war

enes

s o

f le

gisl

atio

n

rele

van

t to

nu

rsin

g p

ract

ice

•D

emon

stra

tek

now

ledg

eof

legi

slatio

nan

dhe

alth

an

d so

cial

pol

icy

rele

vant

to

nurs

ing

prac

tice.

•En

sure

the

con

fiden

tialit

yan

dse

curit

yof

writ

ten

and

verb

al in

form

atio

n ac

quire

d in

a p

rofe

ssio

nal

capa

city

Dem

on

stra

te k

now

led

ge o

f co

nte

mp

ora

ry

eth

ical

issu

es a

nd

th

eir

imp

act

on

nu

rsin

g an

d h

ealt

h c

are

•M

anag

eth

eco

mpl

exiti

esa

risin

gfr

ome

thic

ala

nd

lega

l dile

mm

as

•A

cta

ppro

pria

tely

whe

nse

ekin

gac

cess

to

carin

gfo

r se

rvic

e us

ers

in t

heir

own

hom

es.

KS

F: C

ore

Dim

ensi

on

6: E

qu

alit

y an

d D

iver

sity

Lev

el 3

: a, c

Lev

el 4

: d, e

Dim

ensi

on

HW

B5:

Pro

visi

on

of

care

to

mee

t h

ealt

h a

nd

wel

lbei

ng

nee

ds

Lev

el 3

: d•

inte

rpre

tse

qual

ity,d

iver

sity

and

right

sin

acc

orda

nce

with

legi

slatio

n,p

olic

ies,

proc

edur

esa

ndr

elev

ant

stan

dard

s•

follo

ws

stan

dard

san

dgu

idel

ines

des

igne

dto

pro

mot

equ

ality

•un

dert

akes

and

rec

ords

car

eac

tiviti

esa

sde

lega

ted

and

cons

isten

tw

ithle

gisla

tion,

pol

icie

san

dpr

oced

ures

•C

omm

unic

ates

info

rmat

ion

only

to

thos

epe

ople

who

hav

eth

erig

hta

ndn

eed

tok

now

con

siste

ntw

ith

legi

slatio

n, p

olic

ies

and

proc

edur

es•

Iden

tifies

pat

tern

sof

disc

rimin

atio

nan

dta

kes

actio

nto

ove

rcom

edi

scrim

inat

ion

and

prom

ote

dive

rsity

an

d eq

ualit

y of

opp

ortu

nity

•Su

ppor

tsp

eopl

ew

hom

ight

nee

das

sista

nce

mig

htr

elat

eto

:Adv

ocac

y;•

Enab

ling

peop

let

om

ake

best

use

oft

heir

abili

ties;

•In

terv

enin

gw

hen

som

eone

else

isd

iscrim

inat

ing

agai

nst

som

eone

on

aon

e-of

fbas

isor

rou

tinel

y;•

Rep

rese

ntin

gpe

ople

’svi

ews

•Su

ppor

tst

hose

who

ser

ight

sha

veb

een

com

prom

ised

ina

man

ner

that

isc

onsis

tent

with

legi

slatio

n,

polic

ies

and

proc

edur

es a

nd g

ood

and

best

pra

ctic

e•

Res

pect

spe

ople

’sdi

gnity

and

bel

iefs

;invo

lves

the

min

sha

red

deci

sion

mak

ing

•O

btai

nst

heir

cons

ent

whe

nen

terin

gth

eir

hom

e

Do

mai

n 1

: P

rofe

ssio

nal

an

d

eth

ical

pra

ctic

e

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

1 2

3 4

5

Infe

ctio

n Pr

even

tion

and

Con

trol

15 N

utrit

ion

and

Flui

d M

anag

emen

t

28 2

9 30

31

32

Med

icin

es M

anag

emen

t

39 4

1

P1.

3 Pr

actis

e in

a fa

ir an

d an

ti-di

scrim

inat

ory

way

, ack

now

ledg

ing

the

diffe

renc

es in

bel

iefs

and

cul

tura

l pra

ctic

es o

f in

divi

dual

s or

gro

ups

Dem

on

stra

te t

he

imp

ort

ance

of

pro

mo

tin

g eq

uit

y in

ser

vice

use

r ca

re b

y co

ntr

ibu

tin

g to

nu

rsin

g ca

re in

a f

air

and

an

ti-

dis

crim

inat

ory

way

•M

aint

ain,

sup

port

and

ack

now

ledg

eth

erig

hts

of

indi

vidu

als

or g

roup

s in

the

hea

lth c

are

sett

ing

•A

ctt

oen

sure

tha

tth

erig

hts

ofin

divi

dual

san

dgr

oups

are

not

com

prom

ised

•R

espe

ctt

hev

alue

s,cu

stom

san

dbe

liefs

of

indi

vidu

als

and

grou

ps

•Pr

ovid

eca

rew

hich

dem

onst

rate

sse

nsiti

vity

to

the

dive

rsity

of s

ervi

ce u

sers

.

KS

F: C

ore

Dim

ensi

on

6: E

qu

alit

y an

d D

iver

sity

Lev

el 3

: c, d

& e

•Su

ppor

ting

peop

lew

hom

ight

nee

das

sista

nce

mig

htr

elat

eto

:•

Adv

ocac

y•

Enab

ling

peop

let

om

ake

best

use

oft

heir

abili

ties

•In

terv

enin

gw

hen

som

eone

else

isd

iscrim

inat

ing

agai

nst

som

eone

on

aon

e-of

fbas

isor

rou

tinel

y•

Mak

ing

arra

ngem

ents

for

supp

ort

(e.g

.as

part

ofa

ser

vice

use

rsr

evie

wp

roce

ss)

•R

epre

sent

ing

peop

le’s

view

s

•Id

entifi

esp

atte

rns

ofd

iscrim

inat

ion

and

take

sac

tion

too

verc

ome

disc

rimin

atio

nan

dpr

omot

edi

vers

ity

and

a no

ndisc

rimin

ator

y cu

lture

•In

terp

rets

legi

slatio

nto

info

rmin

divi

dual

srig

hts

and

resp

onsib

ilitie

s

•Id

entifi

est

heim

pact

ofs

tigm

aon

hea

lths

ervi

ceu

sers

,the

irfa

mili

esa

ndc

arer

san

dth

em

otiv

atio

nalb

asis

of p

reju

dice

•A

ssist

sse

rvic

eus

ers

and

thei

rca

rers

inm

akin

gin

form

edc

hoic

esa

bout

the

irca

ret

hrou

ght

hep

rovi

sion

of c

ultu

rally

app

ropr

iate

form

s of

car

e•

Wor

ksin

av

arie

tyo

fhea

ltha

nds

ocia

lcar

ese

ttin

gsin

an

ondi

scrim

inat

ory

way

« 74 »

Do

mai

n 2

: C

are

del

iver

y

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

1 2

3 5

6 7

8

Org

anisa

tiona

l Asp

ects

of

Car

e

9 12

Med

icin

es M

anag

emen

t

26 2

7 32

P2.

1 En

gage

in, d

evel

op a

nd d

isen

gage

fro

m t

hera

peut

ic r

elat

ions

hips

thr

ough

the

use

of

appr

opria

te c

omm

unic

atio

n an

d in

terp

erso

nal s

kills

Dem

on

stra

te s

ensi

tivi

ty w

hen

inte

ract

ing

wit

h a

nd

pro

vid

ing

info

rmat

ion

to

ser

vice

u

sers

.

•U

tilise

ar

ange

ofe

ffect

ive

and

appr

opria

te

com

mun

icat

ion

and

enga

gem

ent

skill

s

•M

aint

ain

and,

whe

rea

ppro

pria

te,d

iseng

age

from

pro

fess

iona

l car

ing

rela

tions

hips

tha

t fo

cus

on m

eetin

g th

e se

rvic

e us

er’s

need

s w

ithin

pr

ofes

siona

l the

rape

utic

bou

ndar

ies.

KS

F: C

ore

Dim

ensi

on

1: C

om

mu

nic

atio

n -

Lev

el 3

: c &

fD

imen

sio

n H

WB

2: A

sses

smen

t an

d p

lan

nin

g to

mee

t h

ealt

h a

nd

wel

lbei

ng

nee

ds

HW

B2

: L

evel

3 b

, e &

f

•Po

sses

ses

Com

mun

icat

ion,

soc

iala

ndm

anag

emen

tsk

ills

•Es

tabl

ishin

gco

ntac

t•

Dem

onst

ratin

gaw

aren

ess

ofa

ndr

espo

ndin

gto

bod

yla

ngua

ge,p

erso

nals

pace

,allo

win

gsil

ence

and

lis

teni

ng t

o ot

hers

•G

ener

ala

war

enes

s,ob

serv

atio

nan

dno

ticin

g•

Dem

onst

ratin

gem

path

y•

Ada

pts

com

mun

icat

ion

tot

hen

eeds

ofp

eopl

ew

iths

peci

ficp

robl

ems

e.g.

hear

ing

loss

,deg

ree

of

conf

usio

n, fi

rst/

pref

erre

d la

ngua

ge o

r le

vel o

f kno

wle

dge

and

skill

s

•Kn

ows

limita

tions

inp

ract

ice

•En

gage

san

ddi

seng

ages

app

ropr

iate

lyw

iths

ervi

ceu

sers

and

car

ers

Do

mai

n 2

: C

are

del

iver

y

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

2 6

8 9

Org

anisa

tiona

l Asp

ects

of

Car

e

10 1

1

Infe

ctio

n Pr

even

tion

and

Con

trol

15

17

Nut

ritio

n an

d Fl

uid

Man

agem

ent

18

20

Med

icin

es M

anag

emen

t

32

P2.

2 C

reat

e an

d ut

ilise

opp

ortu

nitie

s to

pro

mot

e th

e he

alth

and

wel

l-bei

ng o

f se

rvic

e us

ers

and

grou

ps

Co

ntr

ibu

te t

o e

nh

anci

ng

the

hea

lth

an

d s

oci

al w

ell-

bei

ng

of

serv

ice

use

rs b

y u

nd

erst

and

ing

how

, un

der

th

e su

per

visi

on

of

a re

gist

ered

pra

ctit

ion

er, t

o:

•co

nsul

tw

iths

ervi

ceu

sers

and

gro

ups

toid

entif

yth

eir

need

and

des

ire fo

r he

alth

pro

mot

ion

advi

ce

•Pr

ovid

ere

leva

nta

ndc

urre

nth

ealth

info

rmat

ion

to s

ervi

ce u

sers

and

gro

ups

in a

form

whi

ch

faci

litat

es t

heir

unde

rsta

ndin

g an

d ac

know

ledg

es

choi

ce/in

divi

dual

pre

fere

nce

•Pr

ovid

esu

ppor

tan

ded

ucat

ion

int

he

deve

lopm

ent

and/

or m

aint

enan

ce o

f ind

epen

dent

liv

ing

skill

s

•Se

eks

peci

alist

/exp

ert

advi

cea

sap

prop

riate

.

KS

F: D

imen

sio

n H

WB

2: A

sses

smen

t an

d p

lan

nin

g to

mee

t h

ealt

h a

nd

wel

lbei

ng

nee

ds

– H

WB

2 L

evel

4 :

b, d

, e &

fK

SF

: Co

re D

imen

sio

n 1

: Co

mm

un

icat

ion

- L

evel

3 :

d

•M

eet

the

need

sof

the

ser

vice

use

r’sp

hysic

al,p

sych

olog

ical

,em

otio

nal,s

ocia

land

spi

ritua

lnee

ds•

Dem

onst

rate

san

aw

aren

ess

ofh

ealth

pro

mot

ion

reso

urce

san

dho

wt

oob

tain

the

m

•Pr

ovid

esa

ppro

pria

tein

form

atio

nto

ser

vice

use

rsa

ndc

arer

sin

am

anne

rw

hich

faci

litat

est

heir

unde

rsta

ndin

g an

d ac

know

ledg

es c

hoic

e an

d in

divi

dual

pre

fere

nce

•A

dvise

son

hea

lthp

rom

otin

gac

tiviti

est

opr

omot

ein

depe

nden

tliv

ing

skill

s•

Adv

ises

onh

ealth

pro

mot

ing

reso

urce

sto

sup

port

inde

pend

ent

livin

g•

Teac

hing

as

kill

•Es

tabl

ishes

and

mai

ntai

nsc

olla

bora

tive

wor

king

rel

atio

nshi

psw

ithm

embe

rso

fthe

hea

ltha

ndw

ard/

com

mun

ity t

eam

s•

Rec

ogni

ses

and

wor

ksw

ithin

rol

eas

par

tof

the

mul

tidisc

iplin

ary

team

•Is

awar

eof

the

tea

ms

way

ofw

orki

ng•

Know

sho

wt

het

eam

func

tions

« 75 »

Do

mai

n 2

: C

are

del

iver

y

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

2 Org

anisa

tiona

l Asp

ects

of

Car

e

9 Infe

ctio

n Pr

even

tion

and

Con

trol

15 N

utrit

ion

and

Flui

d M

anag

emen

t

18 1

9 20

P2.

3 U

nder

take

and

doc

umen

t a

com

preh

ensi

ve, s

yste

mat

ic a

nd a

ccur

ate

nurs

ing

asse

ssm

ent

of t

he p

hysi

cal,

psyc

holo

gica

l, so

cial

and

spi

ritua

l nee

ds o

f se

rvic

e us

ers,

clie

nts

and

com

mun

ities

Co

ntr

ibu

te t

o t

he

dev

elo

pm

ent

and

d

ocu

men

tati

on

of

nurs

ing

asse

ssm

ents

by

par

tici

pat

ing

in c

om

pre

hen

sive

an

d

syst

emat

ic n

urs

ing

asse

ssm

ent

of

the

phy

sica

l, p

sych

olo

gica

l, so

cial

an

d s

pir

itu

al

nee

ds

of

serv

ice

use

rs

•Se

lect

val

ida

ndr

elia

ble

asse

ssm

ent

tool

sfo

rth

ere

quire

d pu

rpos

e

•Sy

stem

atic

ally

col

lect

dat

are

gard

ing

the

heal

th

and

func

tiona

l sta

tus

of in

divi

dual

s, se

rvic

e us

ers

and

com

mun

ities

thr

ough

app

ropr

iate

inte

ract

ion,

ob

serv

atio

n an

d m

easu

rem

ent

•A

naly

sea

ndin

terp

ret

data

acc

urat

ely

toin

form

nu

rsin

g ca

re a

nd t

ake

appr

opria

te a

ctio

n..

KS

F: D

imen

sio

n H

WB

2: A

sses

smen

t an

d c

are

pla

nn

ing

to m

eet

hea

lth

an

d w

ellb

ein

g n

eed

s –

HW

B2

Lev

el 3

: a,

b, c

, d, e

, f &

gK

SF

: Co

re D

imen

sio

n 1

: Co

mm

un

icat

ion

Lev

el 3

: e &

f•

Iden

tifies

with

the

peo

ple

conc

erne

d•

goal

sfo

rsp

ecifi

cac

tiviti

est

obe

und

erta

ken

with

int

hec

onte

xto

fthe

irov

eral

lcar

epl

ana

ndt

heir

heal

th a

nd w

ellb

eing

nee

ds•

the

natu

reo

fdiff

eren

tas

pect

sof

car

e•

the

invo

lvem

ent

ofo

ther

peo

ple

and/

ora

genc

ies

•re

leva

nte

vide

nced

-bas

edp

ract

ice

and/

orc

linic

alg

uide

lines

•D

emon

stra

tes

know

ledg

eof

var

iety

ofa

sses

smen

tto

ols

•C

ontr

ibut

est

oa

writ

ten

plan

ofc

are

inc

olla

bora

tion

with

the

ser

vice

use

rs,c

arer

and

the

m

ultid

iscip

linar

y te

am a

s ap

prop

riate

to

the

need

s of

the

indi

vidu

al s

ervi

ce u

ser,

base

d on

ass

essm

ent

and

curr

ent

nurs

ing

know

ledg

e

•Im

plem

ents

and

eva

luat

est

hew

ritte

npl

ana

ndfr

omt

hein

form

atio

nga

ther

edm

akes

dec

ision

sab

out

futu

re c

are

Do

mai

n 2

: C

are

del

iver

y

Link

s w

ith E

SC:

Org

anisa

tiona

l Asp

ects

of

Car

e

9 16

19

Infe

ctio

n Pr

even

tion

and

Con

trol

15 N

utrit

ion

and

Flui

d M

anag

emen

t

20 2

1 30

Med

icin

es M

anag

emen

t

32

P2.

4 Fo

rmul

ate

and

docu

men

t a

plan

of

nurs

ing

care

, whe

re p

ossi

ble,

in p

artn

ersh

ip w

ith s

ervi

ce u

sers

, clie

nts,

thei

r ca

rers

and

fam

ily a

nd f

riend

s, w

ithin

a f

ram

ewor

k of

info

rmed

con

sent

Co

ntr

ibu

te t

o t

he

pla

nn

ing

of

nu

rsin

g ca

re, i

nvo

lvin

g se

rvic

e u

sers

an

d, w

her

e p

oss

ible

, th

eir

care

rs; d

emo

nst

rati

ng

an

un

der

stan

din

g o

f h

elp

ing

serv

ice

use

rs t

o

mak

e in

form

ed d

ecis

ion

s

•Es

tabl

ishp

riorit

ies

for

care

bas

edo

nin

divi

dual

or

grou

p ne

eds

•D

evel

opa

ndd

ocum

ent

aca

rep

lan

toa

chie

ve

optim

al h

ealth

, hab

ilita

tion,

and

reh

abili

tatio

n ba

sed

on a

sses

smen

t an

d cu

rren

t nu

rsin

g kn

owle

dge

•Id

entif

yex

pect

edo

utco

mes

,incl

udin

ga

time

fram

e fo

r ac

hiev

emen

t an

d/or

rev

iew

in

cons

ulta

tion

with

ser

vice

use

rs, t

heir

care

rs a

nd

fam

ily a

nd fr

iend

s an

d w

ith m

embe

rs o

f the

he

alth

and

soc

ial c

are

team

.

KS

F: D

imen

sio

n H

WB

2: A

sses

smen

t an

d c

are

pla

nn

ing

to m

eet

hea

lth

an

d w

ellb

ein

g n

eed

s –

HW

B2

Lev

el 3

: a,

b, c

, d, e

, f &

g

•U

ses

asse

ssm

ent

met

hods

and

pro

cess

eso

frea

soni

ngt

hat

are

base

don

ava

ilabl

eev

iden

cea

nda

re

appr

opria

te fo

r th

e pe

ople

con

cern

ed•

Obt

ains

suf

ficie

ntin

form

atio

nfo

rin

form

edd

ecisi

onm

akin

g•

App

lies

own

skill

s,kn

owle

dge

and

expe

rienc

ean

dus

esc

onsid

ered

judg

men

tto

mee

tpe

ople

’sdi

ffere

nt

need

s

•D

evel

ops

and

reco

rds

care

pla

nst

hat

are

appr

opria

tet

oth

epe

ople

con

cern

eda

nda

rec

onsis

tent

with

th

e ou

tcom

es o

f ass

essin

g th

eir

heal

th a

nd w

ellb

eing

nee

ds•

Iden

tifies

the

risk

sth

atn

eed

tob

em

anag

ed•

Con

trib

utes

to

the

form

ulat

ion

ofc

are

plan

sth

ath

ave

clea

rgo

als

•In

volv

eso

ther

pra

ctiti

oner

san

dag

enci

esw

hen

this

isne

cess

ary

tom

eet

peop

le’s

heal

tha

ndw

ellb

eing

ne

eds

and

risks

tha

t is

cons

isten

t w

ith t

he r

esou

rces

ava

ilabl

e•

Rev

iew

sth

eef

fect

iven

ess

ofs

peci

fica

ctiv

ities

as

they

pro

ceed

and

mak

esn

eces

sary

adj

ustm

ents

und

er

supe

rvisi

on o

f the

per

son

resp

onsib

le•

Prov

ides

feed

back

to

the

pers

onr

espo

nsib

lefo

rth

eov

eral

lcar

epl

ano

nits

effe

ctiv

enes

san

dth

ehe

alth

an

d w

ellb

eing

and

nee

ds o

f the

ser

vice

use

r

« 76 »

Do

mai

n 2

: C

are

del

iver

y

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

2 5

Org

anisa

tiona

l Asp

ects

of

Car

e

9 16

17

Nut

ritio

n an

d Fl

uid

Man

agem

ent

18

19

Med

icin

es M

anag

emen

t

32

P2.

5 Ba

sed

on t

he b

est

avai

labl

e ev

iden

ce, a

pply

kno

wle

dge

and

an a

ppro

pria

te r

eper

toire

of

skill

s in

dica

tive

of s

afe

and

effe

ctiv

e nu

rsin

g pr

actic

e

Dem

on

stra

te a

ran

ge o

f es

sen

tial

nu

rsin

g sk

ills,

un

der

th

e su

per

visi

on

of

a re

gist

ered

nu

rse,

to

mee

t in

div

idu

als’

nee

ds.

•En

sure

tha

tcu

rren

tre

sear

chfi

ndin

gsa

ndo

ther

ev

iden

ce a

re in

corp

orat

ed in

pra

ctic

e

•Id

entif

yre

leva

ntc

hang

esin

pra

ctic

eor

new

in

form

atio

n an

d di

ssem

inat

e it

to c

olle

ague

s

•C

ontr

ibut

eto

the

app

licat

ion

ofa

ran

geo

fin

terv

entio

ns w

hich

sup

port

and

opt

imise

the

he

alth

and

wel

l-bei

ng o

f ser

vice

use

rs

•D

emon

stra

tet

hes

afe

appl

icat

ion

oft

hes

kills

re

quire

d to

mee

t th

e ne

eds

of s

ervi

ce u

sers

w

ithin

the

cur

rent

sph

ere

of p

ract

ice

•Id

entif

yan

dre

spon

dto

ser

vice

use

rs’c

ontin

uing

le

arni

ng a

nd c

are

need

s

•En

gage

with

,and

eva

luat

e,t

hee

vide

nce

base

tha

tun

derp

ins

safe

nur

sing

prac

tice.

Dim

ensi

on

HW

B5:

Pro

visi

on

of

care

to

mee

t h

ealt

h a

nd

wel

lbei

ng

nee

ds

- H

WB

5 L

evel

3 :a

, b,

c, d

, e &

fC

ore

Dim

ensi

on

4: D

evel

op

on

esel

f an

d o

ther

s in

are

as o

f p

ract

ice

Lev

el 3

: e &

f

•U

ses

rele

vant

lite

ratu

rea

ndr

esea

rch

toin

form

the

pra

ctic

eof

nur

sing

•C

ontr

ibut

est

oev

iden

ceb

ased

pac

kage

sof

car

e

•En

able

sot

hers

to

deve

lop

and

appl

yth

eir

know

ledg

ean

dsk

ills

inp

ract

ice

•A

ctiv

ely

prom

otes

the

wor

kpla

cea

sa

lear

ning

env

ironm

ent

enco

urag

ing

ever

yone

to

lear

nfr

ome

ach

othe

r an

d fr

om e

xter

nal g

ood

prac

tice

•Id

entifi

esp

hysic

al,p

sych

olog

ical

,soc

iala

nds

pirit

ualn

eeds

oft

hes

ervi

ceu

ser;

ana

war

enes

sof

val

ues

and

conc

epts

of i

ndiv

idua

l car

e; t

he a

bilit

y to

dev

ise a

pla

n of

car

e

•U

ses

appr

opria

tec

omm

unic

atio

nsk

ills

toe

nabl

eth

ede

velo

pmen

tof

hel

pful

car

ing

rela

tions

hips

with

se

rvic

e us

ers

and

thei

r fa

mili

es a

nd fr

iend

s, an

d to

initi

ate

and

cond

uct

ther

apeu

tic r

elat

ions

hips

with

se

rvic

e us

ers

•Id

entifi

est

heh

ealth

rel

ated

lear

ning

nee

dso

fser

vice

use

rs,f

amili

esa

ndfr

iend

san

dpa

rtic

ipat

esin

hea

lth

prom

otio

n

•D

iscus

ses

the

rela

tions

hip

ofe

vide

nce-

base

dpr

actic

eto

clin

ical

effe

ctiv

enes

san

dcl

inic

alg

over

nanc

eto

ou

r nu

rsin

g pr

actic

e

Do

mai

n 2

: C

are

del

iver

y

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

2 4

5 6

7 8

Org

anisa

tiona

l Asp

ects

of

Car

e

9 14

Nut

ritio

n an

d Fl

uid

Man

agem

ent

19

20

P2.

6 Pr

ovid

e a

ratio

nale

for

the

nurs

ing

care

del

iver

ed w

hich

tak

es a

ccou

nt o

f so

cial

, cul

tura

l, sp

iritu

al, l

egal

, pol

itica

l and

eco

nom

ic in

fluen

ces

Pro

vid

e a

rati

on

ale

for

the

nurs

ing

care

d

eliv

ered

wh

ich

tak

es a

cco

un

t o

f so

cial

, cu

ltu

ral,

spir

itu

al, l

egal

, po

litic

al a

nd

ec

on

om

ic in

flu

ence

s

•Id

entif

y,co

llect

and

eva

luat

ein

form

atio

nto

just

ify

the

effe

ctiv

e ut

ilisa

tion

of r

esou

rces

to

achi

eve

plan

ned

outc

omes

of n

ursin

g ca

re.

KS

F: D

imen

sio

n H

WB

4: E

nab

lem

ent

to a

ddre

ss h

ealt

h a

nd

wel

lbei

ng

nee

ds

- L

evel

3: b

& g

•

iden

tifies

with

the

peo

ple

conc

erne

d:•

goal

sfo

rsp

ecifi

cac

tiviti

est

obe

und

erta

ken

with

int

hec

onte

xto

fthe

irov

eral

lcar

epl

ana

ndt

heir

heal

th a

nd w

ellb

eing

nee

ds•

rele

vant

evi

denc

e-ba

sed

prac

tice

and/

orc

linic

alg

uide

lines

« 77 »

Do

mai

n 2

: C

are

del

iver

y

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

2 6

7 8

Org

anisa

tiona

l Asp

ects

of

Car

e

9 11

Nut

ritio

n an

d Fl

uid

Man

agem

ent

20

21

23

P2.

7 Ev

alua

te a

nd d

ocum

ent

the

outc

omes

of

nurs

ing

and

othe

r in

terv

entio

ns

Co

ntr

ibu

te t

o t

he

eval

uat

ion

of

the

app

rop

riat

enes

s o

f nu

rsin

g ca

re d

eliv

ered

•C

olla

bora

tew

iths

ervi

ceu

sers

and

,whe

nap

prop

riate

, add

ition

al c

arer

s to

rev

iew

and

m

onito

r th

e pr

ogre

ss o

f ind

ivid

uals

or g

roup

s to

war

ds p

lann

ed o

utco

mes

•A

naly

sea

ndr

evise

exp

ecte

dou

tcom

es,n

ursin

gin

terv

entio

ns a

nd p

riorit

ies

in a

ccor

danc

e w

ith

chan

ges

in t

he in

divi

dual

’s co

nditi

on, n

eeds

or

circ

umst

ance

s.

KS

F: D

imen

sio

n H

WB

2: A

sses

smen

t an

d c

are

pla

nn

ing

to m

eet

hea

lth

an

d w

ellb

ein

g n

eed

s -

Lev

el 3

: c, f

& g

•U

ses

obse

rvat

iona

l/refl

ectiv

epr

oces

ses

toe

valu

ate

apa

rtic

ular

nur

sing

inte

rven

tion

•R

evie

ws

the

effe

ctiv

enes

sof

spe

cific

act

iviti

esa

sth

eyp

roce

eda

ndm

ake

any

nece

ssar

ym

odifi

catio

ns

•A

ccur

atel

yre

cord

sin

form

atio

nth

atis

with

int

hea

ppro

pria

tes

ettin

g•

Rec

ords

info

rmat

ion

ina

way

tha

tis

legi

ble

and

unde

rsta

ndab

leb

yot

hers

•A

pplie

sow

nsk

ills,

know

ledg

ean

dex

perie

nce

and

uses

con

sider

edju

dgm

ent

tom

eet

peop

le’s

diffe

rent

ca

re n

eeds

•Pr

ovid

ese

ffect

ive

feed

back

to

info

rmt

heo

vera

llca

rep

lan

•M

akes

com

plet

ere

cord

sof

wor

kun

dert

aken

,peo

ple’

she

alth

and

wel

l-bei

ng,n

eeds

and

rel

ated

risk

s

Do

mai

n 2

: C

are

del

iver

y

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

5 6

7

Org

anisa

tiona

l Asp

ects

of

Car

e

9 10

13

P2.

8 D

emon

stra

te s

ound

clin

ical

judg

emen

t ac

ross

a r

ange

of

diffe

ring

prof

essi

onal

and

car

e de

liver

y co

ntex

ts

Rec

ogn

ise

situ

atio

ns

in w

hic

h a

gree

d p

lan

s o

f nu

rsin

g ca

re n

o lo

nge

r ap

pea

r ap

pro

pri

ate

and

ref

er t

hes

e to

an

ap

pro

pri

ate

acco

un

tabl

e p

ract

itio

ner

•U

see

vide

nce

base

dkn

owle

dge

from

nur

sing

and

rela

ted

disc

iplin

es t

o se

lect

and

indi

vidu

alise

nu

rsin

g in

terv

entio

ns

•D

emon

stra

tet

hea

bilit

yto

tra

nsfe

rsk

ills

and

know

ledg

e to

a v

arie

ty o

f circ

umst

ance

s an

d se

ttin

gs

•R

ecog

nise

the

nee

dfo

rad

apta

tion

and

adap

t nu

rsin

g pr

actic

e to

mee

t va

ryin

g an

d un

pred

icta

ble

circ

umst

ance

s

•En

sure

tha

tpr

actic

edo

esn

otc

ompr

omise

the

nu

rse’

s du

ty o

f car

e to

indi

vidu

als

or t

he s

afet

y of

th

e pu

blic

.

KS

F: D

imen

sio

n H

WB

2: A

sses

smen

t an

d c

are

pla

nn

ing

to m

eet

hea

lth

an

d w

ellb

ein

g n

eed

s -

Lev

el 3

: f &

gK

SF

: Co

re D

imen

sio

n 1

: Co

mm

un

icat

ion

- L

evel

3: d

, e &

f

•U

nder

take

sca

rein

am

anne

rth

atis

con

siste

ntw

ith:

•Ev

iden

ce-b

ased

pra

ctic

ean

d/or

clin

ical

gui

delin

es•

Mul

tidisc

iplin

ary

team

wor

king

•H

is/he

row

nkn

owle

dge,

ski

llsa

nde

xper

ienc

e•

Legi

slatio

n,p

olic

ies

and

proc

edur

es

•D

emon

stra

tes

the

abili

tyt

ous

esk

ills

inv

arie

tyo

fset

tings

•R

ecog

nise

san

dca

nev

iden

cea

nym

odifi

catio

nst

osk

ills

with

ind

iffer

ent

envi

ronm

ents

and

to

mee

tin

divi

dual

ser

vice

use

r ne

ed

•Fo

llow

sth

epr

ofes

siona

lcod

eof

con

duct

(N

MC

200

4)in

all

type

sof

car

egi

ven

•Sh

ows

anu

nder

stan

ding

oft

hee

thic

sof

hea

lthc

are

and

oft

hen

ursin

gpr

ofes

sion

and

the

resp

onsib

ilitie

sw

hich

the

se im

pose

on

the

nurs

es p

rofe

ssio

nal p

ract

ice

« 78 »

Do

mai

n 3

: C

are

man

agem

ent

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

4 5

6

Org

anisa

tiona

l Asp

ects

of

Car

e

9 12

Infe

ctio

n Pr

even

tion

and

Con

trol

15

16

17

Nut

ritio

n an

d Fl

uid

Man

agem

ent

19

21 2

3

Med

icin

es M

anag

emen

t

2 28

30

32 3

3 34

P3.

1 C

ontr

ibut

e to

pub

lic p

rote

ctio

n by

cre

atin

g an

d m

aint

aini

ng a

saf

e en

viro

nmen

t of

car

e th

roug

h th

e us

e of

qua

lity

assu

ranc

e an

d ris

k m

anag

emen

t st

rate

gies

Co

ntr

ibu

te t

o t

he

iden

tifi

cati

on

of

actu

al

and

po

ten

tial

ris

ks t

o s

ervi

ce u

sers

an

d

thei

r ca

rers

, to

on

esel

f an

d t

o o

ther

s, a

nd

p

arti

cip

ate

in m

easu

res

to p

rom

ote

an

d

ensu

re h

ealt

h a

nd

saf

ety

•A

pply

rel

evan

tpr

inci

ples

to

ensu

ret

hes

afe

adm

inist

ratio

n of

the

rape

utic

sub

stan

ces

•U

sea

ppro

pria

ter

iska

sses

smen

tto

ols

toid

entif

yac

tual

and

pot

entia

l risk

s

•Id

entif

yen

viro

nmen

talh

azar

dsa

nde

limin

ate

and/

or p

reve

nt w

here

pos

sible

com

mun

icat

e sa

fety

co

ncer

ns t

o a

rele

vant

aut

horit

y

•M

anag

eris

kto

pro

vide

car

ew

hich

bes

tm

eets

th

e ne

eds

and

inte

rest

s of

ser

vice

use

rs a

nd t

he

publ

ic.

KS

F: D

imen

sio

n H

WB

3: P

rote

ctio

n o

f h

ealt

h a

nd

wel

lbei

ng

nee

ds:

Lev

el 3

: a, b

, c, d

, e, f

, g &

hC

ore

Dim

ensi

on

3: H

ealt

h, S

afet

y an

d S

ecu

rity

Lev

el 3

: a, b

, c, d

, & e

•D

emon

stra

tes

awar

enes

sof

pol

icie

san

dpr

oced

ures

for

safe

sto

rage

ofm

edic

ines

•D

emon

strat

esa

war

enes

sofp

olici

esa

ndp

roce

dure

sfor

safe

adm

inist

ratio

nof

med

icine

s(un

derd

irect

supe

rvisi

on)

•C

heck

ing

pres

crip

tion

prio

rto

adm

inist

ratio

n•

Plea

ser

efer

to

esse

ntia

lski

llslo

g:M

edic

ines

man

agem

ent

•M

ake

risk

asse

ssm

ent

and

judg

men

tsu

sing

appr

opria

telo

cally

val

idat

edt

ools

•C

ondu

cts

risk

asse

ssm

ent

and

anal

ysis

asp

art

ofh

olist

ica

sses

smen

t•

Take

sth

eap

prop

riate

act

ion

toa

ddre

ssa

nyis

sues

or

risks

•Pa

rtic

ipat

esin

crit

ical

inci

dent

ana

lysis

,deb

riefin

g,an

dst

affs

uppo

rt

•In

duct

ion

has

incl

uded

an

intr

oduc

tion

toh

ealth

and

saf

ety

inp

ract

ice

area

•M

onito

rsw

ork

area

san

dpr

actic

esa

nde

nsur

est

hey:

•ar

esa

fea

ndfr

eefr

omh

azar

ds•

conf

orm

to

heal

th,s

afet

yan

dse

curit

yle

gisla

tion,

pol

icie

s,pr

oced

ures

and

gui

delin

es

•Id

entifi

esp

oten

tialr

isks

toe

ach

oft

heb

elow

:•

Serv

ice

user

s;se

lfan

dot

her

heal

thw

orke

rs

Do

mai

n 3

: C

are

man

agem

ent

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

1 2

Org

anisa

tiona

l Asp

ects

of

Car

e

9 11

12

Infe

ctio

n Pr

even

tion

and

Con

trol

15

16

17

Nut

ritio

n an

d Fl

uid

Man

agem

ent

20

21

Med

icin

es M

anag

emen

t

31

P3.

2 D

emon

stra

te k

now

ledg

e of

effe

ctiv

e in

ter-p

rofe

ssio

nal w

orki

ng p

ract

ices

whi

ch r

espe

ct a

nd u

tilis

e th

e co

ntrib

utio

ns o

f m

embe

rs o

f th

e he

alth

and

soc

ial c

are

team

Dem

on

stra

te a

n u

nd

erst

and

ing

of

the

role

of

oth

ers

by p

arti

cip

atin

g in

inte

r-p

rofe

ssio

nal

w

ork

ing

pra

ctic

e

•Es

tabl

isha

ndm

aint

ain

colla

bora

tive

wor

king

re

latio

nshi

ps w

ith m

embe

rs o

f the

hea

lth a

nd

soci

al c

are

team

and

oth

ers

•Pa

rtic

ipat

ew

ithm

embe

rso

fthe

hea

ltha

nds

ocia

lca

re t

eam

in d

ecisi

on-m

akin

g co

ncer

ning

ser

vice

us

ers

•R

evie

wa

nde

valu

ate

care

with

mem

bers

oft

he

heal

th a

nd s

ocia

l car

e te

am a

nd o

ther

s.

•Ta

kein

toa

ccou

ntt

her

ole

and

com

pete

nce

of

staf

f whe

n de

lega

ting

wor

k

•M

aint

ain

one’

sow

nac

coun

tabi

lity

and

resp

onsib

ility

whe

n de

lega

ting

aspe

cts

of c

are

to o

ther

s

•D

emon

stra

tet

hea

bilit

yto

co-

ordi

nate

the

de

liver

y of

nur

sing

and

heal

th c

are.

KS

F: D

imen

sio

n H

WB

5: P

rovi

sio

n o

f car

e to

mee

t he

alth

and

wel

lbei

ng n

eeds

- L

evel

3: b

& d

•Es

tabl

ishes

and

mai

ntai

nco

llabo

rativ

ew

orki

ngr

elat

ions

hips

with

mem

bers

oft

heh

ealth

and

pra

ctic

eca

re

team

•Id

entifi

esw

itht

hep

eopl

eco

ncer

ned

the

invo

lvem

ent

ofo

ther

peo

ple

and

agen

cies

•R

ecog

nise

san

dw

orks

with

inr

ole

asp

art

oft

hem

ultid

iscip

linar

yte

am•

Func

tions

effe

ctiv

ely

ina

tea

ma

ndp

artic

ipat

esin

am

ulti-

prof

essio

nala

ppro

ach

toc

are

ofs

ervi

ceu

sers

•R

ecog

nise

sw

here

ass

istan

ceis

req

uire

dfr

omo

ther

hea

lthp

rofe

ssio

nals

•Ta

kes

resp

onsib

ility

for

qual

ityo

fcar

ebe

ing

deliv

ered

by

self

and

othe

rs•

Dem

onst

rate

sa

will

ingn

ess

tos

hare

and

disc

uss

your

ow

npr

actic

ew

ithp

eers

and

col

leag

ues

•Id

entifi

est

her

ole

and

cont

ribut

ion

ofh

ealth

and

soc

ialc

are

ofn

on-s

peci

alist

and

sup

port

sta

ff•

Prov

ides

sup

port

and

sup

ervi

sion

tos

uppo

rts

taff

and

juni

ors

tude

nts

•R

ecog

nise

sow

nac

coun

tabi

lity

whe

nde

lega

ting

task

s

•M

anag

ess

mal

lcas

elo

ads

durin

ga

shift

•Pr

oduc

esa

sser

tiven

ess,

confl

ict

man

agem

ent

and

prob

lem

sol

ving

ski

llsw

ithin

the

mul

tidisc

iplin

ary

team

« 79 »

Do

mai

n 3

: C

are

man

agem

ent

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

2 6

8

Org

anisa

tiona

l Asp

ects

of

Car

e

9 10

11

Nut

ritio

n an

d Fl

uid

Man

agem

ent

19

20

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

2 Org

anisa

tiona

l Asp

ects

of

Car

e

9 14

Nut

ritio

n an

d Fl

uid

Man

agem

ent

20

24

Med

icin

es M

anag

emen

t

25 2

6 29

30

31 3

2

P3.

3 D

eleg

ate

dutie

s to

oth

ers,

as a

ppro

pria

te, e

nsur

ing

that

the

y ar

e su

perv

ised

and

mon

itore

d

Del

egat

e d

uti

es t

o o

ther

s, a

s ap

pro

pri

ate,

en

suri

ng

that

th

ey a

re s

up

ervi

sed

an

d

mo

nit

ore

d

KS

F: D

imen

sio

n H

WB

5: P

rovi

sio

n o

f car

e to

mee

t he

alth

and

wel

lbei

ng n

eeds

- L

evel

3: b

& d

•En

cour

age

fam

ilya

ndfr

iend

sto

par

ticip

ate

ina

spec

tso

fthe

indi

vidu

als

care

as

agre

edb

yth

ein

divi

dual

ca

re•

Enco

urag

ean

dsu

ppor

tca

rers

and

fam

ilies

ind

evel

opin

gth

esk

ills

nece

ssar

yto

pro

vide

car

efo

rth

ein

divi

dual

whi

ch is

con

siste

nt w

ith t

he c

are

plan

•U

nder

take

sth

eca

rem

anag

emen

tof

the

indi

vidu

ala

ndd

eleg

ates

dut

ies

too

ther

mem

bers

oft

hec

are

team

as

appr

opria

te

P3.

4 D

emon

stra

te k

ey s

kills

Dem

on

stra

te li

tera

cy, n

um

erac

y an

d

com

pu

ter

skill

s n

eed

ed t

o r

eco

rd, e

nte

r, st

ore

, ret

riev

e an

d o

rgan

ise

dat

a es

sen

tial

for

Car

e d

eliv

ery

•Li

tera

cy–

inte

rpre

tan

dpr

esen

tin

form

atio

nin

a

com

preh

ensib

le m

anne

r

•N

umer

acy

–ac

cura

tely

inte

rpre

tnu

mer

ical

dat

aan

d th

eir

signi

fican

ce fo

r th

e sa

fe d

eliv

ery

of c

are

•In

form

atio

nte

chno

logy

and

man

agem

ent

- in

terp

ret

and

utili

se d

ata

and

tech

nolo

gy, t

akin

g ac

coun

t of

lega

l, eth

ical

and

saf

ety

cons

ider

atio

ns,

in t

he d

eliv

ery

and

enha

ncem

ent

of c

are

•Pr

oble

m-s

olvi

ng–

dem

onst

rate

sou

ndc

linic

al

deci

sion-

mak

ing

whi

ch c

an b

e ju

stifi

ed e

ven

whe

n m

ade

on t

he b

asis

of li

mite

d in

form

atio

n.

KS

F: C

ore

Dim

ensi

on

1: C

om

mu

nic

atio

n –

Lev

el 3

: b &

e

•Li

tera

cy-

han

dw

ritte

nno

tes

are

legi

ble

•C

ontr

ibut

esa

ppro

pria

tely

to

care

pla

ns,c

ase

note

set

c

•N

umer

acy

–de

mon

stra

tion

ofd

rug

calc

ulat

ions

•C

ompu

ter

skill

s–

has

acce

ssed

ac

ompu

ter

too

btai

nor

ent

erin

form

atio

nth

atw

ille

nhan

ceC

are

deliv

ery

•Is

able

to

disc

uss

and

just

ifyc

linic

ald

ecisi

onm

akin

gre

latio

nto

•Se

rvic

eus

erc

are

•Le

ader

ship

dec

ision

s•

Hea

ltha

ndw

ellb

eing

« 80 »

Do

mai

n 4

: P

erso

nal

an

d

Pro

fess

ion

al

dev

elo

pm

ent

Link

s w

ith E

SC:

Car

e C

ompa

ssio

n an

d C

omm

unic

atio

n

5 Org

anisa

tiona

l Asp

ects

of

Car

e

12 Infe

ctio

n Pr

even

tion

and

Con

trol

15

P4.

1 D

emon

stra

te a

com

mitm

ent

to t

he n

eed

for

cont

inui

ng p

rofe

ssio

nal d

evel

opm

ent

and

pers

onal

sup

ervi

sion

act

iviti

es in

ord

er t

o en

hanc

e kn

owle

dge,

ski

lls, v

alue

s an

d at

titud

es n

eede

d fo

r sa

fe a

nd e

ffect

ive

nurs

ing

prac

tice

Dem

on

stra

te r

esp

on

sib

ility

for

on

e’s

own

le

arn

ing

thro

ugh

th

e d

evel

op

men

t o

f a

po

rtfo

lio o

f p

ract

ice

and

rec

ogn

ise

wh

en

furt

her

lear

nin

g is

req

uir

ed

•Id

entif

yon

e’s

own

prof

essio

nald

evel

opm

ent

need

s by

eng

agin

g in

act

iviti

es s

uch

as r

eflec

tion

in, a

nd o

n, p

ract

ice

and

lifel

ong

lear

ning

•D

evel

opa

per

sona

ldev

elop

men

tpl

anw

hich

ta

kes

into

acc

ount

per

sona

l, pro

fess

iona

l and

or

gani

satio

nal n

eeds

•Sh

are

expe

rienc

esw

ithc

olle

ague

san

dse

rvic

eus

ers

in o

rder

to

iden

tify

the

addi

tiona

l kn

owle

dge

and

skill

s ne

eded

to

man

age

unfa

mili

ar

or p

rofe

ssio

nally

cha

lleng

ing

situa

tions

•Ta

kea

ctio

nto

mee

tan

yid

entifi

edk

now

ledg

ean

dsk

ills

defic

it lik

ely

to a

ffect

the

del

iver

y of

car

e w

ithin

the

cur

rent

sph

ere

of p

ract

ice.

KS

F: C

ore

Dim

ensi

on

2: D

evel

op

ow

n k

now

led

ge a

nd

ski

lls a

nd

pro

vid

e in

form

atio

n t

o

oth

ers

to h

elp

dev

elo

pm

ent.

L

evel

3: a

, b, c

, d &

e

•re

flect

son

and

eva

luat

esh

oww

ells

/he

isap

plyi

ngk

now

ledg

ean

dsk

ills

tom

eet

curr

ent

and

emer

ging

w

ork

dem

ands

and

the

req

uire

men

ts fo

r en

try

to t

he r

egist

er

•id

entifi

eso

wn

deve

lopm

ent

need

san

dse

tso

wn

pers

onal

dev

elop

men

tob

ject

ives

ind

iscus

sion

with

m

ento

r / a

cade

mic

tut

or•

take

sre

spon

sibili

tyfo

row

npr

ofes

siona

ldev

elop

men

tan

dm

aint

ains

ow

npr

ofes

siona

lpor

tfolio

•co

ntrib

utes

to

the

deve

lopm

ent

ofo

ther

sin

am

anne

rth

atis

con

siste

ntw

ithle

gisla

tion,

pol

icie

san

dpr

oced

ures

•co

ntrib

utes

to

the

deve

lopm

ent

oft

hew

orkp

lace

as

ale

arni

nge

nviro

nmen

t•

enab

les

othe

rst

ode

velo

pan

dap

ply

thei

rkn

owle

dge

and

skill

sin

pra

ctic

e

•m

akes

effe

ctiv

eus

eof

lear

ning

opp

ortu

nitie

sw

ithin

and

out

side

the

wor

kpla

cee

valu

atin

gef

fect

iven

ess

and

feed

ing

back

rel

evan

t in

form

atio

n

Do

mai

n 4

: P

erso

nal

an

d

Pro

fess

ion

al

dev

elo

pm

ent

Link

s w

ith E

SC:

Org

anisa

tiona

l Asp

ects

of

Car

e

12 1

3 15

P4.

2 En

hanc

e th

e pr

ofes

sion

al d

evel

opm

ent

and

safe

pra

ctic

e of

oth

ers

thro

ugh

peer

sup

port

, lea

ders

hip,

sup

ervi

sion

and

tea

chin

g

P4.

2 A

ckn

owle

dge

th

e im

po

rtan

ce o

f se

ekin

g su

per

visi

on

to

dev

elo

p s

afe

and

eff

ecti

ve

nurs

ing

pra

ctic

e

•C

ontr

ibut

eto

cre

atin

ga

clim

ate

cond

uciv

eto

le

arni

ng

•C

ontr

ibut

eto

the

lear

ning

exp

erie

nces

and

de

velo

pmen

t of

oth

ers

by fa

cilit

atin

g th

e m

utua

l sh

arin

g of

kno

wle

dge

and

expe

rienc

e

•D

emon

stra

tee

ffect

ive

lead

ersh

ipin

the

es

tabl

ishm

ent

and

mai

nten

ance

of s

afe

nurs

ing

prac

tice.

KS

F: C

ore

Dim

ensi

on

2: D

evel

op

ow

n k

now

led

ge a

nd

ski

lls a

nd

pro

vid

e in

form

atio

n t

o

oth

ers

to h

elp

dev

elo

pm

ent.

Lev

el 3

: b, c

& d

G6/

leve

l 2 b

•A

ctiv

ely

prom

otes

the

wor

kpla

cea

sa

lear

ning

env

ironm

ent

enco

urag

ing

ever

yone

to

lear

nfr

ome

ach

othe

r an

d fr

om e

xter

nal g

ood

prac

tice

•G

ener

ates

and

use

sap

prop

riate

lear

ning

opp

ortu

nitie

san

dap

plie

sow

nle

arni

ngt

oth

efu

ture

de

velo

pmen

t of

pra

ctic

e•

cont

ribut

est

oth

ede

velo

pmen

tof

the

wor

kpla

cea

sa

lear

ning

env

ironm

ent

•C

omm

unic

ates

cle

arly

with

tea

mm

embe

rsa

ndg

ives

opp

ortu

nity

to:

•C

ontr

ibut

eto

the

pla

nnin

gan

dor

gani

satio

nof

wor

k•

Ass

ess

thei

row

nan

dte

amw

ork

•R

espo

ndt

ofe

edba

ck•

Dev

elop

sw

ork

plan

san

dal

loca

tes

wor

kin

aw

ayw

hich

:•

Mee

tsin

divi

dual

ser

vice

use

rne

eds

•Is

cons

isten

tw

itht

het

eam

’sob

ject

ives

•Is

real

istic

and

ach

ieva

ble

•Ta

kes

acco

unt

oft

eam

mem

bers

abi

litie

san

dde

velo

pmen

tne

eds

« 81 »

Practice Experience 3Checklist of responsibilities to be completed by mentor: Practice Experience 3

Read the framework for assessment (page 72) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sign mentor signature sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign initial interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign practice induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Review record of previous practice experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign interim review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Review skills log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sign practice hours’ record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Formulate action plan with student (and tutor if student is referred) . . . . . . . . . . . . . .

« 82 »

Mentor signature sheet: practice experience 3All health care professionals signing student documentation should insert their details below, as indicated.

Name of Mentor (please print)

Work telephone number and email

Name of practice area

Signature Initials

Completing this grid is a requirement for any Mentor who is signing your portfolio

« 83 »

Record of additional activities and visits undertaken to support practice experience 3Dates Number

of hours completed

Type of experience / service user group visited

Name of Facilitator / practice contact

Signature of Facilitator / practice contact

Contact details (inc. phone no / email)

From To

« 84 »

Absence record Practice Experience 3Outstanding hours brought forward =

Dates Number of hours missed from practice

Type of absence (e.g. sickness, compassionate leave, medical/dental appointments, absence without authorisation)

Mentor signature

From To

Record of absences made upDates Number of hours

made up during this practice experience

Mentor signature

From To

Outstanding hours carried forward

Academic tutor signature

« 85 »

Professional Development: self assessment by student at commencement of practice experience 3

Self assessment based on previous practice experienceStrengths Weaknesses

Concerns Expectations

Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience

« 86 »

Initial interview of progress - to be completed within two days of the start of practice experience 3

Completion of practice induction Review of student self assessment

Review of previous practice assessment/learning contract

Identification of learning needs/action plan

This is done by the student in conjunction with the mentor, and is based upon the self assessment, previous practice experiences and feedback from other mentors.

Learning needs Action plan

Mentor’s signature: Date:

Student’s signature: Date:

Proposed date for review of progress:

« 87 »

Bra

nch

Pro

gram

me

Year

2P

ract

ice

Exp

erie

nce

3P

ract

ice

Exp

erie

nce

4

NM

C D

om

ain

1: P

rofe

ssio

nal

an

d e

thic

al p

ract

ice:

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

P1.1

Man

age

ones

elf,

one’

s pr

actic

e,

and

that

of o

ther

s, in

acc

orda

nce

with

the

NM

C c

ode

of p

rofe

ssio

nal

cond

uct:

stan

dard

s fo

r co

nduc

t, pe

rform

ance

and

eth

ics,

reco

gnisi

ng

one’

s ow

n ab

ilitie

s an

d lim

itatio

ns

P1.2

Pra

ctic

e in

acc

orda

nce

with

an

ethi

cal a

nd le

gal f

ram

ewor

k w

hich

en

sure

s th

e pr

ivac

y of

ser

vice

use

r an

d se

rvic

e us

er in

tere

st a

nd w

ell-

bein

g an

d re

spec

ts c

onfid

entia

lity

P1.3

Pra

ctic

e in

a fa

ir an

d an

ti-di

scrim

inat

ory

way

, ack

now

ledg

ing

the

diffe

renc

es in

bel

iefs

and

cul

tura

l pr

actic

es o

f ind

ivid

uals

or g

roup

s

« 88 »

NMC Domain 1: Professional and ethical practiceProficiencies met at Level 2 at end of Practice Experience 3

P1.1 Yes No P1.2 Yes No P1.3 Yes No

Mentor’s comments on evidence presented for NMC Domain 1 Professional and Ethical Practice:

Mentor signature Date

Proficiencies met at Level 2 at end of Practice Experience 4

P1.1 Yes No P1.2 Yes No P1.3 Yes No

Mentor’s comments on evidence presented for NMC Domain 1 Professional and Ethical Practice:

Mentor signature Date

« 89 »

Bra

nch

Pro

gram

me

Year

2P

ract

ice

Exp

erie

nce

3P

ract

ice

Exp

erie

nce

4

NM

C D

om

ain

2:

Car

e d

eliv

ery:

Fo

rmat

ive

asse

ssm

ent

po

int

Mid

-poi

nt o

r en

d of

firs

t pa

rt o

f sp

lit p

ract

ice

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

P2.1

Eng

age

in, d

evel

op a

nd

dise

ngag

e fr

om t

hera

peut

ic

rela

tions

hips

thr

ough

the

use

of

appr

opria

te c

omm

unic

atio

n an

d in

terp

erso

nal s

kills

P2.2

Cre

ate

and

utili

se o

ppor

tuni

ties

to p

rom

ote

the

heal

th a

nd w

ell-

bein

g of

ser

vice

use

rs a

nd g

roup

s

P2.3

Und

erta

ke a

nd d

ocum

ent

a co

mpr

ehen

sive,

sys

tem

atic

and

ac

cura

te n

ursin

g as

sess

men

t of

the

ph

ysic

al, p

sych

olog

ical

, soc

ial a

nd

spiri

tual

nee

ds o

f ser

vice

use

rs a

nd

com

mun

ities

P2.4

For

mul

ate

and

docu

men

t a

plan

of n

ursin

g ca

re, w

here

pos

sible

, in

par

tner

ship

with

ser

vice

use

rs,

thei

r ca

rers

and

fam

ily a

nd fr

iend

s, w

ithin

a fr

amew

ork

of in

form

ed

cons

ent

« 90 »

Bra

nch

Pro

gram

me

Year

2P

ract

ice

Exp

erie

nce

3P

ract

ice

Exp

erie

nce

4

NM

C D

om

ain

2:

Car

e d

eliv

ery:

Fo

rmat

ive

asse

ssm

ent

po

int

Mid

-poi

nt o

r en

d of

firs

t pa

rt o

f sp

lit p

ract

ice

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

P2.5

Bas

ed o

n th

e be

st a

vaila

ble

evid

ence

, app

ly k

now

ledg

e an

d an

app

ropr

iate

rep

erto

ire o

f ski

lls

indi

cativ

e of

saf

e an

d ef

fect

ive

nurs

ing

prac

tice

P2.6

Pro

vide

a r

atio

nale

for

the

nurs

ing

care

del

iver

ed w

hich

tak

es

acco

unt

of s

ocia

l, cul

tura

l, spi

ritua

l, le

gal, p

oliti

cal a

nd e

cono

mic

in

fluen

ces

P2.7

Eva

luat

e an

d do

cum

ent

the

outc

omes

of n

ursin

g an

d ot

her

inte

rven

tions

P2.8

Dem

onst

rate

sou

nd c

linic

al

judg

emen

t ac

ross

a r

ange

of

diffe

ring

prof

essio

nal a

nd c

are

deliv

ery

cont

exts

« 91 »

NMC Domain 2: Care deliveryProficiencies met at Level 2 at end of Practice Experience 3

P2.1 Yes No P2.2 Yes No P2.3 Yes No

P2.4 Yes No P2.5 Yes No P2.6 Yes No

P2.7 Yes No P2.8 Yes No

Mentor’s comments on evidence presented for NMC Domain 2: Care Delivery:

Mentor signature Date

Proficiencies met at Level 2 at end of Practice Experience 4

P2.1 Yes No P2.2 Yes No P2.3 Yes No

P2.4 Yes No P2.5 Yes No P2.6 Yes No

P2.7 Yes No P2.8 Yes No

Mentor’s comments on evidence presented for NMC Domain 2: Care Delivery:

Mentor signature Date

« 92 »

Bra

nch

Pro

gram

me

Year

2P

ract

ice

Exp

erie

nce

3P

ract

ice

Exp

erie

nce

4

NM

C D

om

ain

3 :

C

are

man

agem

ent:

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

P3.1

Con

trib

ute

to p

ublic

pro

tect

ion

by c

reat

ing

and

mai

ntai

ning

a s

afe

envi

ronm

ent

of c

are

thro

ugh

the

use

of q

ualit

y as

sura

nce

and

risk

man

agem

ent

stra

tegi

es

P3.2

Dem

onst

rate

kno

wle

dge

of

effe

ctiv

e in

ter-

prof

essio

nal w

orki

ng

prac

tices

whi

ch r

espe

ct a

nd u

tilise

th

e co

ntrib

utio

ns o

f mem

bers

of

the

heal

th a

nd s

ocia

l car

e te

am

P3.3

Del

egat

e du

ties

to o

ther

s, as

ap

prop

riate

, ens

urin

g th

at t

hey

are

supe

rvise

d an

d m

onito

red

P3.4

Dem

onst

rate

key

ski

lls

« 93 »

NMC Domain 3: Care ManagementProficiencies met at Level 2 at end of Practice Experience 3

P3.1 Yes No P3.2 Yes No

P3.3 Yes No P3.4 Yes No

Mentor’s comments on evidence presented for NMC Domain 3: Care Management

Mentor signature Date

Proficiencies met at Level 2 at end of Practice Experience 4

P3.1 Yes No P3.2 Yes No

P3.3 Yes No P3.4 Yes No

Mentor’s comments on evidence presented for NMC Domain 3: Care Management

Mentor signature Date

« 94 »

Bra

nch

Pro

gram

me

Year

2P

ract

ice

Exp

erie

nce

3P

ract

ice

Exp

erie

nce

4

NM

C D

om

ain

4 :

Per

son

al

and

pro

fess

ion

al d

evel

op

men

t Fo

rmat

ive

asse

ssm

ent

po

int

Mid

-poi

nt o

r en

d of

firs

t pa

rt o

f sp

lit p

ract

ice

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

Men

tor

Initi

als

Dat

eLe

vel 2

P4.1

Dem

onst

rate

a c

omm

itmen

t to

th

e ne

ed fo

r co

ntin

uing

pro

fess

iona

l de

velo

pmen

t an

d pe

rson

al

supe

rvisi

on a

ctiv

ities

in o

rder

to

enha

nce

know

ledg

e, s

kills

, val

ues

and

attit

udes

nee

ded

for

safe

and

ef

fect

ive

nurs

ing

prac

tice

P4.2

Enh

ance

the

pro

fess

iona

l de

velo

pmen

t an

d sa

fe p

ract

ice

of o

ther

s th

roug

h pe

er s

uppo

rt,

lead

ersh

ip, s

uper

visio

n an

d te

achi

ng

« 95 »

NMC Domain 4: Personal & Professional DevelopmentProficiencies met at Level 2 at end of Practice Experience 3

P4.1 Yes No P4.2 Yes No

Mentor’s comments on evidence presented for NMC Domain 4: Personal & Professional Development

Mentor signature Date

Proficiencies met at Level 2 at end of Practice Experience 4

P4.1 Yes No P4.2 Yes No

Mentor’s comments on evidence presented for NMC Domain 4: Personal & Professional Development

Mentor signature Date

« 96 »

Interim interview Practice Experience 3To be completed half way through experience or after 1st half of a split experience

Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.

Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature. Date

Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature. Date

« 97 »

Following this review of progress and learning needs:

Yes No

Learning needs have been re-explored

Action plan has been re-negotiated/developed

Academic tutor has been contacted

Learning need Action plan

Signature Date

Proposed date for final review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Please note that the student must have met proficiencies on pages 87-95 prior to this date.

« 98 »

Professional development: self assessment by student at end of practice experience 3

Self assessment of practice experienceKey achievements identified during this practice experience

Key areas for development identified as a result of this practice experience

Key areas for further development to achieve proficiency standard during next practice experience

What is to be achieved Which activities and experiences should lead to achievement

Please discuss the key points from this assessment with your mentor prior to your final assessment

« 99 »

Final interview – practice experience 3

Student’s formative assessmentAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature Date

Mentor’s formative assessmentAfter discussion with your student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature Date

« 100 »

Review of progress at end of practice experience 3

Action plan for proficiency achievement at Level 2Assessment of progress and areas for further development to achieve/maintain proficiency standard by Summative assessment point:

What is to be achieved

Which activities and experiences should lead to achievement

When is progress to be reviewed

Summary of evidence to demonstrate that proficiencies have been achieved

Student signature Date

Mentor signature Date

Link or academic tutor Date

« 101 »

Practice Experience 4Checklist of responsibilities to be completed by mentor: Practice Experience 4

Read the framework for assessment (page 72) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sign mentor signature sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign initial interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign practice induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Review record of previous practice experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign interim review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Review skills log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sign practice hours’ record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Formulate action plan with student (and tutor if student is referred) . . . . . . . . . . . . . .

« 102 »

Mentor signature sheet: practice experience 4All health care professionals signing student documentation should insert their details below, as indicated.

Name of Mentor (please print)

Work telephone number and email

Name of practice area

Signature Initials

Completing this grid is a requirement for any Mentor who is signing your portfolio

« 103 »

Record of additional activities and visits undertaken to support practice experience 4Dates Number

of hours completed

Type of experience / service user group visited

Name of Facilitator / practice contact

Signature of Facilitator / practice contact

Contact details (inc. phone no / email)

From To

« 104 »

Absence record Practice Experience 4Outstanding hours brought forward

Dates Number of hours missed from practice

Type of absence (e.g. sickness, compassionate leave, medical/dental appointments, absence without authorisation)

Mentor signature

From To

Record of absences made upDates Number of hours

made up during this practice experience

Mentor signature

From To

Outstanding hours carried forward

Academic tutor signature

« 105 »

Professional Development: self assessment by student at commencement of practice experience 4

Self assessment based on previous practice experienceStrengths Weaknesses

Concerns Expectations

Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience

« 106 »

Initial interview of progress - to be completed within two days of the start of practice experience 4

Completion of practice induction Review of student self assessment

Review of previous practice assessment/learning contract

Identification of learning needs/action plan

This is done by the student in conjunction with the mentor, and is based upon the self assessment, previous practice experiences and feedback from other mentors.

Learning needs Action plan

Mentor’s signature: Date:

Student’s signature: Date:

Proposed date for review of progress

« 107 »

Interim interview Practice Experience 4To be completed half way through the experience or after 1st half of a split experience.

Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.

Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature. Date

Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature. Date

« 108 »

Following this review of progress and learning needs:

Yes No

Learning needs have been re-explored

Action plan has been re-negotiated/developed

Academic tutor has been contacted

Learning need Action plan

Signature Date

Proposed date for final review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Please note that the student must have met proficiencies on pages 87-95 prior to this date

« 109 »

Service User/Carer involvement in practiceConsent must be gained from the service user/carer with the mentor present to participate in this exercise. If the service user/carer only wishes to discuss this with the student, the mentor could record the points raised below.

We would like to hear your views about the way nursing students have contributed to the care you have received. You do not need to disclose your name. The feedback you give will not affect the care you receive and there is no requirement for you to participate (if a carer this relates to care given to the service user).

Please comment on (student name). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ’s strengths and weaknesses.

Please state what you feel they have done well.

Please state what they could do to improve their nursing care.

Please add any other information you think would be helpful.

Date Mentors signature (witness):

Service User/Carer initials Student initials

« 110 »

Year 2: Summary of practice experience to be used in Contemporary Nursing Practice assignment:(See page 19) and assignment guidelines)To be completed by the Student following discussion with mentor:

Brief outline of the experience to be used with assignment:

To be completed by the student in conjunction with the mentor, using the assignment outcomes (page 21), previous practice experiences and feedback from other mentors:

Key points Action plan

Student Signature Date

Mentor Signature Date

Academic tutor signature Date

« 111 »

Professional Development: self assessment by student at final interview: practice experience 4

Self assessment of practice experienceKey achievements identified during this practice experience

Key areas for development identified as a result of this practice experience

Key areas for further development to achieve proficiency standard during next practice experience

What is to be achieved Which activities and experiences should lead to achievement

Please discuss the key points from this assessment with your mentor prior to your final assessment

« 112 »

Summative assessment:Student self assessment of achievement at Level 2 and areas for further development to achieve/maintain level of proficiency

Action Plan for proficiency and skill developmentAssessment of progress and areas for further development on next practice experience

What is to be achieved

Which activities and experiences should lead to achievement

When is progress to be reviewed

Summary of evidence to demonstrate that proficiencies have been achieved

Student Signature Date

Mentor Signature Date

Academic tutor signature Date

« 113 »

Summative assessment: Practice Experience 4

Student’s assessmentAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature Date

Mentor’s assessmentAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature Date

« 114 »

I confirm that there has been no falsification of evidence within this document.

(Before signing please read academic integrity statement for students in your pre-registration student handbook)

Student signature

Print name Date

I confirm that this student practises at the required level of skill and proficiency to enter year 3 of the programme

Yes No

Mentor signature

Print name Date

I confirm that the documentation and signatures have been checked and verified.

Academic Tutor signature

Print name Date

Congratulations on obtaining a PASS for your Assessment of Practice

« 115 »

Learning agreementThis should only be completed if the student has referred up to 6 proficiencies at the final assessment point(more than 6 requires new document)

Please state which proficiencies / skills need to be addressed

Which activities and experiences should lead to achievement

These proficiencies/ skills need to be obtained at level 2 pass during the first 4 weeks of next practice experience to achieve a pass of year 2 of the branch programme

Student signature Date

Mentor signature Date

Academic tutor signature Date

« 116 »

Number of proficiency to be achieved

Achieved Number of proficiency to be achieved

Achieved

Yes No Yes No

Yes No Yes No

Yes No Yes No

Number of skill to be achieved

Achieved Number of skill to be achieved

Achieved

Yes No Yes No

Yes No Yes No

Yes No Yes No

I confirm that there has been no falsification of evidence within this document.(Before signing please read academic integrity statement for students in your pre-registration student handbook)

Student signature

Print name Date

I confirm that this student practises at the required level of skill and proficiency to enter year 3 of the programme

Mentor signature

Print name Date

I confirm that the documentation and signatures have been checked and verified.

Academic Tutor signature

Print name Date

I confirm that this student DOES NOT practise at the required level of skill and/or proficiency to enter year 3 of the programme

Mentor signature

Student signature

Academic Tutor signature

Print name Date

« 117 »

Year 3 Branch ProgrammeChecklist of responsibilities to be completed by mentor: Practice Experience 5

Read the framework for assessment (page 72) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sign mentor signature sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign initial interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign practice induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Review record of previous practice experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign interim review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Review skills log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sign practice hours’ record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Formulate action plan with student (and tutor if student is referred) . . . . . . . . . . . . . .

« 118 »

Mentor signature sheet: practice experience 5All health care professionals signing student documentation should insert their details below, as indicated.

Name of Mentor (please print)

Work telephone number and email

Name of practice area

Signature Initials

Completing this grid is a requirement for any Mentor who is signing your portfolio

« 119 »

Record of additional activities and visits undertaken to support this practice experienceDates Number

of hours completed

Type of experience / service user group visited

Name of Facilitator / practice contact

Signature of Facilitator / practice contact

Contact details (inc. phone no / email)

From To

« 120 »

Absence record Practice Experience 5Outstanding hours brought forward =

Dates Number of hours missed from practice

Type of absence (e.g. sickness, compassionate leave, medical/dental appointments, absence without authorisation)

Mentor signature

From To

Record of absences made upDates Number of hours

made up during this practice experience

Mentor signature

From To

Outstanding hours carried forward

Academic tutor signature

« 121 »

Professional Development: self assessment by student at commencement of practice experience 5

Self assessment based on previous practice experienceStrengths Weaknesses

Concerns Expectations

Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience

« 122 »

Initial interview of progress - to be completed within two days of the start of practice experience 5

Completion of practice induction Review of student self assessment

Review of previous practice assessment/learning contract

Identification of learning needs/action plan

This is done by the student in conjunction with the mentor, and is based upon the self assessment, previous practice experiences and feedback from other mentors.

Learning needs Action plan

Mentor’s signature: Date:

Student’s signature: Date:

Proposed date for review of progress

« 123 »

Bra

nch

Pro

gram

me

Year

3P

ract

ice

Exp

erie

nce

5P

ract

ice

Exp

erie

nce

6

NM

C D

om

ain

1: P

rofe

ssio

nal

an

d e

thic

al p

ract

ice:

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 3

Men

tor

Initi

als

Dat

eLe

vel 3

Men

tor

Initi

als

Dat

eLe

vel 3

Men

tor

Initi

als

Dat

eLe

vel 3

P1.1

Man

age

ones

elf,

one’

s pr

actic

e,

and

that

of o

ther

s, in

acc

orda

nce

with

the

NM

C c

ode

of p

rofe

ssio

nal

cond

uct:

stan

dard

s fo

r co

nduc

t, pe

rform

ance

and

eth

ics,

reco

gnisi

ng

one’

s ow

n ab

ilitie

s an

d lim

itatio

ns

P1.2

Pra

ctic

e in

acc

orda

nce

with

an

ethi

cal a

nd le

gal f

ram

ewor

k w

hich

en

sure

s th

e pr

ivac

y of

ser

vice

use

r an

d se

rvic

e us

er in

tere

st a

nd w

ell-

bein

g an

d re

spec

ts c

onfid

entia

lity

P1.3

Pra

ctic

e in

a fa

ir an

d an

ti-di

scrim

inat

ory

way

, ack

now

ledg

ing

the

diffe

renc

es in

bel

iefs

and

cul

tura

l pr

actic

es o

f ind

ivid

uals

or g

roup

s

« 124 »

NMC Domain 1: Professional and ethical practiceProficiencies met at Level 3 at end of Practice Experience 5

P1.1 Yes No P1.2 Yes No P1.3 Yes No

Mentor’s comments on evidence presented for NMC Domain 1 Professional and Ethical Practice:

Mentor signature Date

Proficiencies met at Level 3 at end of Practice Experience 6

P1.1 Yes No P1.2 Yes No P1.3 Yes No

Mentor’s comments on evidence presented for NMC Domain 1 Professional and Ethical Practice:

Mentor signature Date

« 125 »

Bra

nch

Pro

gram

me

Year

3P

ract

ice

Exp

erie

nce

5P

ract

ice

Exp

erie

nce

6

NM

C D

om

ain

2:

Car

e d

eliv

ery:

Fo

rmat

ive

asse

ssm

ent

po

int

Mid

-poi

nt o

r en

d of

firs

t pa

rt o

f sp

lit p

ract

ice

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 3

Men

tor

Initi

als

Dat

eLe

vel 3

Men

tor

Initi

als

Dat

eLe

vel 3

Men

tor

Initi

als

Dat

eLe

vel 3

P2.1

Eng

age

in, d

evel

op a

nd

dise

ngag

e fr

om t

hera

peut

ic

rela

tions

hips

thr

ough

the

use

of

appr

opria

te c

omm

unic

atio

n an

d in

terp

erso

nal s

kills

P2.2

Cre

ate

and

utili

se o

ppor

tuni

ties

to p

rom

ote

the

heal

th a

nd w

ell-

bein

g of

ser

vice

use

rs a

nd g

roup

s

P2.3

Und

erta

ke a

nd d

ocum

ent

a co

mpr

ehen

sive,

sys

tem

atic

and

ac

cura

te n

ursin

g as

sess

men

t of

the

ph

ysic

al, p

sych

olog

ical

, soc

ial a

nd

spiri

tual

nee

ds o

f ser

vice

use

rs a

nd

com

mun

ities

P2.4

For

mul

ate

and

docu

men

t a

plan

of n

ursin

g ca

re, w

here

pos

sible

, in

par

tner

ship

with

ser

vice

use

rs,

thei

r ca

rers

and

fam

ily a

nd fr

iend

s, w

ithin

a fr

amew

ork

of in

form

ed

cons

ent

« 126 »

Bra

nch

Pro

gram

me

Year

3P

ract

ice

Exp

erie

nce

5P

ract

ice

Exp

erie

nce

6

NM

C D

om

ain

2:

Car

e d

eliv

ery:

Fo

rmat

ive

asse

ssm

ent

po

int

Mid

-poi

nt o

r en

d of

firs

t pa

rt o

f sp

lit p

ract

ice

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 3

Men

tor

Initi

als

Dat

eLe

vel 3

Men

tor

Initi

als

Dat

eLe

vel 3

Men

tor

Initi

als

Dat

eLe

vel 3

P2.5

Bas

ed o

n th

e be

st a

vaila

ble

evid

ence

, app

ly k

now

ledg

e an

d an

app

ropr

iate

rep

erto

ire o

f ski

lls

indi

cativ

e of

saf

e an

d ef

fect

ive

nurs

ing

prac

tice

P2.6

Pro

vide

a r

atio

nale

for

the

nurs

ing

care

del

iver

ed w

hich

tak

es

acco

unt

of s

ocia

l, cul

tura

l, spi

ritua

l, le

gal, p

oliti

cal a

nd e

cono

mic

in

fluen

ces

P2.7

Eva

luat

e an

d do

cum

ent

the

outc

omes

of n

ursin

g an

d ot

her

inte

rven

tions

P2.8

Dem

onst

rate

sou

nd c

linic

al

judg

emen

t ac

ross

a r

ange

of

diffe

ring

prof

essio

nal a

nd c

are

deliv

ery

cont

exts

« 127 »

NMC Domain 2: Care deliveryProficiencies met at Level 3 at end of Practice Experience 5

P2.1 Yes No P2.2 Yes No P2.3 Yes No

P2.4 Yes No P2.5 Yes No P2.6 Yes No

P2.7 Yes No P2.8 Yes No

Mentor’s comments on evidence presented for NMC Domain 2: Care Delivery:

Mentor signature Date

Proficiencies met at Level 3 at end of Practice Experience 6

P2.1 Yes No P2.2 Yes No P2.3 Yes No

P2.4 Yes No P2.5 Yes No P2.6 Yes No

P2.7 Yes No P2.8 Yes No

Mentor’s comments on evidence presented for NMC Domain 2: Care Delivery:

Mentor signature Date

« 128 »

Bra

nch

Pro

gram

me

Year

3P

ract

ice

Exp

erie

nce

5P

ract

ice

Exp

erie

nce

6

NM

C D

om

ain

3 :

C

are

man

agem

ent:

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Form

ativ

e as

sess

men

t p

oin

tEn

d of

pra

ctic

e ex

perie

nce

Form

ativ

e as

sess

men

t p

oin

tM

id-p

oint

or

end

of fi

rst

part

of

split

pra

ctic

e

Su

mm

ativ

e as

sess

men

t p

oin

t

Men

tor

Initi

als

Dat

eLe

vel 3

Men

tor

Initi

als

Dat

eLe

vel 3

Men

tor

Initi

als

Dat

eLe

vel 3

Men

tor

Initi

als

Dat

eLe

vel 3

P3.1

Con

trib

ute

to p

ublic

pro

tect

ion

by c

reat

ing

and

mai

ntai

ning

a s

afe

envi

ronm

ent

of c

are

thro

ugh

the

use

of q

ualit

y as

sura

nce

and

risk

man

agem

ent

stra

tegi

es

P3.2

Dem

onst

rate

kno

wle

dge

of

effe

ctiv

e in

ter-

prof

essio

nal w

orki

ng

prac

tices

whi

ch r

espe

ct a

nd u

tilise

th

e co

ntrib

utio

ns o

f mem

bers

of

the

heal

th a

nd s

ocia

l car

e te

am

P3.3

Del

egat

e du

ties

to o

ther

s, as

ap

prop

riate

, ens

urin

g th

at t

hey

are

supe

rvise

d an

d m

onito

red

P3.4

Dem

onst

rate

key

ski

lls

« 129 »

NMC Domain 3: Care ManagementProficiencies met at Level 3 at end of Practice Experience 5

P3.1 Yes No P3.2 Yes No

P3.3 Yes No P3.4 Yes No

Mentor’s comments on evidence presented for NMC Domain 3: Care Management

Mentor signature Date

Proficiencies met at Level 3 at end of Practice Experience 6

P3.1 Yes No P3.2 Yes No

P3.3 Yes No P3.4 Yes No

Mentor’s comments on evidence presented for NMC Domain 3: Care Management

Mentor signature Date

« 130 »

Bra

nch

Pro

gram

me

Year

3P

ract

ice

Exp

erie

nce

5P

ract

ice

Exp

erie

nce

6

NM

C D

om

ain

4 :

Per

son

al

and

pro

fess

ion

al d

evel

op

men

t Fo

rmat

ive

asse

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« 131 »

NMC Domain 4: Personal & Professional DevelopmentProficiencies met at Level 3 at end of Practice Experience 5

P4.1 Yes No P4.2 Yes No

Mentor’s comments on evidence presented for NMC Domain 4: Personal & Professional Development

Mentor signature Date

Proficiencies met at Level 3 at end of Practice Experience 6

P4.1 Yes No P4.2 Yes No

Mentor’s comments on evidence presented for NMC Domain 4: Personal & Professional Development

Mentor signature Date

« 132 »

Interim interview Practice Experience 5To be completed half way through experience or after 1st half of a split experience.

Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.

Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature. Date

Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature. Date

« 133 »

Following this review of progress and learning needs:

Yes No

Learning needs have been re-explored

Action plan has been re-negotiated/developed

Academic tutor has been contacted

Learning need Action plan

Signature Date

Proposed date for final review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Please note that the student must have met proficiencies on pages 123-131 prior to this date.

« 134 »

Professional development: self assessment by student at end of practice experience 5

Self assessment of practice experienceKey achievements identified during this practice experience

Key areas for development identified as a result of this practice experience

Key areas for further development to achieve proficiency standard during next practice experience

What is to be achieved Which activities and experiences should lead to achievement

Please discuss the key points from this assessment with your mentor prior to your final assessment

« 135 »

Final interview – practice experience 5

Student’s formative assessmentAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature Date

Mentor’s formative assessmentAfter discussion with your student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature Date

« 136 »

Final interviewStudent self assessment of progress of proficiency achievement at Level 3 and areas for further development to achieve/maintain proficiency standard by Summative assessment point.

Action plan for proficiency achievement at Level 3Assessment of progress and areas for further development to achieve/maintain proficiency standard by Summative assessment point:

What is to be achieved

Which activities and experiences should lead to achievement

When is progress to be reviewed

Summary of evidence to demonstrate that proficiencies have been achieved

Student signature Date

Mentor signature Date

Link or academic tutor Date

« 137 »

Practice Experience 6Checklist of responsibilities to be completed by mentor: Practice Experience 6

Read the framework for assessment (page 72) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sign mentor signature sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign initial interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign practice induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Review record of previous practice experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign interim review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Review skills log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Complete and sign final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sign practice hours’ record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Formulate action plan with student (and tutor if student is referred) . . . . . . . . . . . . . .

« 138 »

Mentor signature sheet: practice experience 6All health care professionals signing student documentation should insert their details below, as indicated.

Name of Mentor (please print)

Work telephone number and email

Name of practice area

Signature Initials

Completing this grid is a requirement for any Mentor who is signing your portfolio

« 139 »

Record of additional activities and visits undertaken to support practice experience 6Dates Number

of hours completed

Type of experience / service user group visited

Name of Facilitator / practice contact

Signature of Facilitator / practice contact

Contact details (inc. phone no / email)

From To

« 140 »

Absence record Practice Experience 6Outstanding hours brought forward

Dates Number of hours missed from practice

Type of absence (e.g. sickness, compassionate leave, medical/dental appointments, absence without authorisation)

Mentor signature

From To

Record of absences made upDates Number of hours

made up during this practice experience

Mentor signature

From To

Outstanding hours carried forward

Academic tutor signature

« 141 »

Professional Development: self assessment by student at commencement of practice experience 6

Self assessment based on previous practice experienceStrengths Weaknesses

Concerns Expectations

Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience

« 142 »

Initial interview of progress - to be completed within two days of the start of practice experience 6

Completion of practice induction Review of student self assessment

Review of previous practice assessment/learning contract

Identification of learning needs/action plan

This is done by the student in conjunction with the mentor, and is based upon the self assessment, previous practice experiences and feedback from other mentors.

Learning needs Action plan

Mentor’s signature: Date:

Student’s signature: Date:

Proposed date for review of progress

« 143 »

Interim interview Practice Experience 6To be completed half way through experience or after 1st half of a split experience.

Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.

Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature. Date

Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature. Date

« 144 »

Following this review of progress and learning needs:

Yes No

Learning needs have been re-explored

Action plan has been re-negotiated/developed

Academic tutor has been contacted

Learning need Action plan

Signature Date

Proposed date for final review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Please note that the student must have met proficiencies on pages 123-131 prior to this date

« 145 »

Service User/Carer involvement in practiceConsent must be gained from the service user/carer with the mentor present to participate in this exercise. If the service user/carer only wishes to discuss this with the student, the mentor could record the points raised below.

We would like to hear your views about the way nursing students have contributed to the care you have received. You do not need to disclose your name. The feedback you give will not affect the care you receive and there is no requirement for you to participate (if a carer this relates to care given to the service user).

Please comment on (student name) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ’s strengths and weaknesses.

Please state what you feel they have done well.

Please state what they could do to improve their nursing care.

Please add any other information you think would be helpful.

Date Mentors signature (witness):

Service User/Carer initials Student initials

« 146 »

Year 3: Summary of practice experience to be used in Leadership and Management assignment:To be completed by the Student following discussion with sign-off mentor:

Brief outline of the experience to be used with assignment:

To be completed by the student in conjunction with the mentor, using the assignment outcomes (page 22), previous practice experiences and feedback from other mentors:

Key points Action plan

Student Signature Date

Mentor Signature Date

Academic tutor signature Date

« 147 »

Professional Development: self assessment by student at final assessment: practice experience 6

Self assessment of practice experienceKey achievements identified during this practice experience

Key areas for development identified as a result of this practice experience

Key areas for further development to achieve proficiency standard during next practice experience (except for final practice, when areas for development at first post should be considered)

What is to be achieved Which activities and experiences should lead to achievement

Please discuss the key points from this assessment with your mentor prior to your final assessment

« 148 »

Final interview: Practice Experience 6

Student’s summative assessmentAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature Date

Mentor’s summative assessmentAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature Date

« 149 »

I confirm that there has been no falsification of evidence within this document.

(Before signing please read academic integrity statement for students in your pre-registration student handbook)

Student signature

Print name Date

I confirm that this student practises at the required level of skill and proficiency to enter the register

Yes No

Sign-off mentor signature

Print name Date

I confirm that the documentation and signatures have been checked and verified.

Academic Tutor signature

Print name Date

Congratulations on obtaining a PASS for your Assessment of Practice

« 150 »

I confirm that this student practises at the required level of skill and proficiency to enter the register.

Sign-off mentor signature

Print name Date

Academic Tutor signature

Print name Date

« 151 »

Learning agreementThis should only be completed if the student has referred up to 6 proficiencies at the final assessment point(more than 6 requires new document)

Please state which proficiencies / skills need to be addressed

Which activities and experiences should lead to achievement

These proficiencies/ skills need to be obtained at level 3 pass during an additional practice experience to achieve a pass and entry to the register

Student signature Date

Mentor signature Date

Academic tutor signature Date

« 152 »

Number of proficiency to be achieved

Achieved Number of proficiency to be achieved

Achieved

Yes No Yes No

Yes No Yes No

Yes No Yes No

Number of skill to be achieved

Achieved Number of skill to be achieved

Achieved

Yes No Yes No

Yes No Yes No

Yes No Yes No

I confirm that there has been no falsification of evidence within this document.(Before signing please read academic integrity statement for students in your pre-registration student handbook)

Student signature

Print name Date

I confirm that this student practises at the required level of skill and proficiency to enter the register

Mentor signature

Print name Date

I confirm that the documentation and signatures have been checked and verified.

Academic Tutor signature

Print name Date

I confirm that this student DOES NOT practise at the required level of skill and/or proficiency to enter the register

Mentor signature

Student signature

Academic Tutor signature

Print name Date

For Assessment of Practice Skills Log, please turn to the reverse of this book.

Assessment of Practice – Nursing

Skills LogDiploma, Diploma with Advanced Studies and Degree programmes

Managing student issues that arise whilst undertaking practice experience

This protocol has been developed jointly by practitioners and academic staff. There should be a copy displayed in every practice area with the relevant contact numbers included.

Student does not attend placement

Student reports a concern to a member of staff (clinical/academic) regarding aspect of observed

care/conduct whilst in placement

There is an urgent concern relating to an aspect of student performance or conduct that

has been brought to the attention of the mentor

Mentor has a general query relating to an aspect of student learning/ personal development

Mentor informs senior practitioner, who calls the ‘on call’ University Link to discuss*

‘On call’ University Link will:

assess situation, liaising with senior practitioner regarding student support

discuss with award leader or senior member of education management team re: management

of student

Member of staff informs mentor or senior practitioner

1. Senior practitioner activates Trust procedures

2. Staff member calls the ‘on call’ University Link to discuss

Depending on the query, contact either the academic tutor, learning environment facilitator or

member of the University Link team

Yes

No

No

Yes

Yes

No

On call University Link numbersBasingstoke 01256 486 712 Portsmouth 07768 671 563Hampshire PT 01256 486 712 Southampton 07771 838 223Isle of Wight 01983 534 112 Winchester 01962 825 202

* No longer than 24 hours should elapse between mentor becoming aware of concern and ‘on call’ number activated

Call the ‘on call’ University Link to discuss

Locality lead/LEF will:

work closely with practitioner colleagues to ensure ongoing management of student support,

particularly in the event of an investigation

liaise with award leader/academic tutor re developments

Student remains excluded from practice

Invoke Fitness to Practice Committee procedures

Student returns to practice with agreed learning contract to assist in achieving successful

Assessment of Practice

Locality lead/ LEF informed of outcomes that require development of the learning environment

Student remains in practice, matter dealt with via Assessment of Practice procedures

Mentor will be supported by locality team in guiding student

No further action

Call the ‘on call’ University Link to discuss

Student is removed from practice while the situation is investigated by the award leader,

liaising with practitioner colleagues, locality lead and LEF. Statements collated within agreed time-

frame

Student interviewed by award leader and senior practitioners

The University Link will:

discuss with student and assess situation

inform academic tutor

inform locality lead

work with practitioner colleagues to ensure initial support for student

Can the student return

to practice?

Has query been addressed?

Does the student need to be removed

from practice?