canterbury christ church university faculty of health ... · administration of vaccines no yes yes...

Canterbury Christ Church University

Faculty of Health & Wellbeing

Mental Health Nursing Pathway

On-going Achievement Record [OAR]

Part 4 of 4

Clinical Skills Acquisition Document

Student Name___________________________________________________

ID Number______________________________________________________

Cohort _________________________________________________

Cohort Leader___________________________________________________

http://www.canterbury.ac.uk/

2

Record of Essentials Skills Development

This record is designed to provide the supporting evidence of the achievement of a selection of the essential nursing skills identified by the NMC

(2010) as necessary to progress from year 1 to year 2 and from year 2 to year 3 and finally to register as a mental health nurse. The record relates

to some of the essential skills that are applied to the competencies in your year 1, year 2 and year 3 Assessment of Practice Tools [APTs]. In

order to have the essential skills clusters [ESCs] for care, compassion and communication, nutrition and fluid management, infection control and

medicines management within these APTs signed off by your mentor you will need to have the related skills signed off in this record. The skills

identified in this record are just some of the ESCs and the evidence which is related to the competencies in your APTs. The ESCs in this record

have a mainly psychomotor and numeracy skills focus. However, all the ESCs have been mapped and identified in the APTs. It is advisable

to carry your record with you when on duty so that you can have skills signed of as you achieve them. Make use of the record to influence what

you include in your learning contract and which learning opportunities you participate in. This record must be signed by your mentor.

To support your ongoing learning and development and to meet regulatory requirements for supporting learning and assessment in practice it is

essential that you understand that you will be required to share the contents of your APTs with practitioners, academic links and your cohort

leader. Sharing your documentation ensures that any issues can be identified and addressed in order to give you the opportunity to achieve the

requirements in placement that will enable you to progress to subsequent years or qualified status.

In your last placement at the end of your three year programme your ‘Sign-off’ Mentor will review all elements of your OARs and you will be

required to provide evidence of meeting your practice competencies.

Submission Arrangements: In your final placement before each exam board your mentor will examine everything recorded in your OARs and

Skills Booklets (part 4). Mental Health Nursing students will submit their OARs to a central location on a pre- arranged date. Your OAR will

then be disseminated to your personal tutor who will review all sections and confirm successful completion prior to each of the end of year

examination board

For this reason, you are strongly advised to photocopy assessment documentation after each placement and keep it in a safe place. This will

ensure that a complete copy of your documentation can be produced, if for any reason your working copy is mislaid. If you are unable to

produce your documentation, you are at risk of being unable to have your competence confirmed.

3

STUDENT CONSENT

I ………………………………………………….(full name) understand that I will be expected to share the records of my achievement held in

this document with mentors, academic links and my cohort leader and that at progression points one and two my mentor will review all of my

programme documentation. During my final placement in year three a sign-off Mentor will review all of my year / programme documentation

and use this to inform the final sign off of my proficiency. I am aware that this document is my responsibility and that it must be kept intact so

that my mentor can see my progression across my placements. I understand that I will need to maintain a photocopy of each completed section to

ensure that I am able to produce a complete set of documentation prior to my final summative assessment.

I also understand that I must seek consent from all service users that I work with, for their permission to receive care from me and that they have

the right to withdraw this consent at any time and this will not affect their care.

Signed:………………………………………………………

Print name:………………………………………………….

Date:……………………………………..

4

Levels of Performance for Participation in Clinical Skills – Supervision Guide

Levels of

Performance

Year 1 (participation)

When involved in the care of

patients, under direct supervision

the student:

Year 2 (identification)

When involved in the care of

patients, under supervision

the student:

Year 3 (management)

When managing a case load or a

ward, under indirect

supervision/independently

the student:

Knowledge and

understanding

Through discussion with their Mentor

is able to demonstrate a working

understanding of the principles

underpinning essential care and

routine monitoring.

Through student initiated discussion

with their Mentor demonstrates a

working understanding of the wider

factors that underpin and impact on

effective nursing practice

Applies relevant knowledge and skills

to more complex and unexpected

situations

Problem-solving

skills

Under guidance of their Mentor can

apply a problem-solving process to

simple and straightforward situations

Applies a problem-solving approach to

their practice and can identify for their

Mentor possible solutions to more

demanding clinical problems

Demonstrates sound problem-solving

skills and clinical judgement.

Values and

attitudes

Demonstrates an interest in learning

about practice. In routine situations

can interact appropriately with

patients and their carer’s and friends

and work well within the team.

Acknowledges and works within the

boundaries of their knowledge, skills

and level of education

Takes an active role in leading own

learning experience. Can interact

effectively with patients, families and

colleagues in more demanding

situations. Acknowledges and works

within the boundaries of their

knowledge, skills and level of

education

Manages and develops own practice

and that of others in accordance with

the NMC (2008) professional code.

Clinical skills Applies safe principles to core

essential skills under the supervision

of their Mentor

Can undertake core skills safely with

minimal supervision and can perform

more complex skills under the

guidance of their Mentor

Performs more complex skills with

minimal supervision and is able to

guide a junior student nurse to

undertake essential core skills

5

SKILLS ACQUISITION

Guidelines for participation in clinical skills – Mental Health Pathway

These guidelines are an indicator of when students are able to participate in clinical skills based on the timing of their theoretical input and should be used in conjunction with the levels of performance for participation in clinical skills guide. This is not an exhaustive list and does not limit the student’s opportunity to learn through observation and direct supervision. All skills should be supervised and practised as part of individualised care to an identified group of patients and be based on student and mentor assessment of competence. They may be practised on several occasions before final signature of competence is achieved except those identified that have a specified number of attempts. Please remember mentors are accountable for delegation decisions and students are responsible for ensuring that they work within their limitations.

6

Skill

Students may perform in practice

Yes / No

Conditions

Year 1 Year 2 Year 3

Emergency procedures

First Aid Yes Yes Yes Following participation in annual mandatory training within

CCCU

Life Support Yes Yes Yes Following participation in annual mandatory training within

CCCU

Check emergency drugs No Yes Yes As 2nd

checker only

Administer emergency drugs No No No Under no circumstances

Oral Suction using yankaeur sucker Yes Yes Yes Under direct/closer supervision

Suction tracheostomy tubes No No No Under no circumstances

Drug administration

Checking and calculating

medications

Yes Yes Yes Under direct supervision

Checking and calculating controlled

medications

No Yes Yes As 2nd

checker only and in line with Trust policy

Administration of drugs Yes Yes Yes Under direct supervision

Administration of controlled

medications

No No No Under no circumstances

Administration of intravenous

medications


7

Skill


Yes / No

Conditions


Drug administration continued

Check and calculate rate of intravenous

fluids

Yes Yes Yes Under direct supervision

Change giving sets and administer

intravenous fluids


Administration of vaccines No Yes Yes Under direct supervision and if have received

anaphylaxis training in line with Trust policy

Participate in administration of blood

transfusion and blood products

No As per Trust policy Under direct supervision and in line with Trust

policy

Use volumetric pumps Yes Yes Yes Under direct supervision

Monitoring

Temperature recordings Yes Yes Yes See supervision guide

Pulse Yes Yes Yes See supervision guide

Respirations Yes Yes Yes See supervision guide

Oxygen saturations Yes Yes Yes See supervision guide

Urinalysis Yes Yes Yes See supervision guide

Complete neurological observations No Yes Yes See supervision guide

Completion of Early Warning Score

Charts

Yes Yes Yes See supervision guide

Peak flow measurements Yes Yes Yes See supervision guide

Attach patient for cardiac monitoring No Yes Yes See supervision guide

Perform an ECG recording Yes Yes Yes If in line with Trust policy and under direct

supervision

Blood glucose monitoring Yes Yes Yes If training has been provided

8

Skill


Yes / No

Conditions


Other nursing procedures

Assessment of wounds Yes Yes Yes Under direct supervision

Aseptic technique Yes Yes Yes See supervision guide

Care of central lines No No No Under no circumstances

Insertion of peripheral venous cannulae No No No Under no circumstances

Removal of peripheral venous cannulae Yes Yes Yes See supervision guide

Insertion of naso-gastric tube Yes Yes Yes See supervision guide

Care of PEG feeding tubes Yes Yes Yes See supervision guide

Care and removal of urinary catheter Yes Yes Yes See supervision guide

Insertion of female urinary catheter Yes Yes Yes See supervision guide

Insertion of male urinary catheter No No No Under no circumstances

Insertion of sutures No No No Under no circumstances

Removal of sutures and clips Yes Yes Yes See supervision guide

Removal of wound drains Yes Yes Yes See supervision guide

Removal of chest drains No No No Under no circumstances

Carry out therapeutic observations of a

patient – within eyesight

No

No

Yes

Under supervision and in accordance with Trust

policy

Transfers and escorts

Escorting to and from procedures No No No Under no circumstances

Accompanying patients to witness

procedures (with escort) after obtaining

patient consent

Yes

Yes

Yes

Student to remain supernumerary to escort and not

left unaccompanied with patient at any time

Accompanying patients to court (with

escorts) after obtaining patient consent)

Yes Yes Yes Student to remain supernumerary to escorts and not

left unaccompanied with patient at any time

Mental Health Clinical Skills Acquisition Book

Completion of the skills on the following pages will ensure the student can

evidence aspects of care in order to achieve the progression point criteria at the

end of each year of practice.

Please note to achieve the required standard in the listed skills the student must:

1. Have been taught the skill either in the academic skills facility or in the

practice setting

2. Have the opportunity to observe a registered practitioner undertaking the

skill following local policies and procedures

3. Practice the skill safely and in line with local policies and procedures and

NMC guidelines

4. Have undertaken the skill with due attention to Informed Consent, the

comfort, safety, privacy and dignity of the individual

5. Performed the skill smoothly and safely without need of the intervention

of a registered practitioner

6. Demonstrate appropriate interpersonal skills (verbal and non-verbal)

7. Demonstrate empathy for the patient and understanding of the

implication of the skill for them

8. Complete accurate record keeping after undertaking the skill

9. Be aware what the evidence suggests regarding best practice and is

able to discuss some of the relevant theory

10. Provide a rationale for the skill and resources used

Please note: Students are expected to continue to practice with attention to

points 3-10 at all times even after skills have been achieved and signed off by

mentors


Progression Point 1

[Year 1]

Skills Acquisition Criteria

Mentors: Please note the statements in BOLD font MUST be achieved for the

student to provide evidence of having met all of the NMC ESCs and NMC

proficiencies for each progression point criteria and are cross-referenced to the

relevant competencies in the Assessment of Practice Tools. If a skill is

demonstrated in practice then BOTH boxes must be signed once competence

achieved.

Statements that are in bold italic font and marked with an asterisk (*) are

essential skills that have been brought forward from the second year

(progression point two) as they are considered within this mental health

programme to be important to include in year one. These skills are achievable in

the first year due to the placements structure – Wellbeing; Care of Older People

and Learning Disabilities. If a student achieves these successfully in year one

and there is not an opportunity to achieve them in the second year eg aseptic

technique, these may be counted as having been completed for progression point

two. All progression point two ESCs that have been brought forward to year

one, are included again in year two as these are skills that students should

frequently perform if there is the opportunity in the placements.

Statements in light italic font are additional skills related to the ESCs that may be

achieved whilst in the practice settings

Extra blank boxes have been made available to be completed if additional skills are

experienced within the clinical setting.

Lecturers: Please note the above instructions for mentors. Please sign skills that

have been demonstrated in University.


ESC/Module/ Domain/ Competency

Essential Skills (bold) additional useful skills (italics)

Demonstrated in University or Practice

Competence in Skill Achieved (Registered Nurse / Mentor)

Essential skills cluster : Care, compassion and communication

Date Signed Date Signed

1.2 CP1 D1 5, 6, 8

Works within limitations of the role and recognises own level of competence by:

Asks for advice/guidance when necessary;

Aware of skills are able to perform in year one and those they are not.

1.4 PHIR D1 3

Shows respect for others by:

Communicates with patients in a courteous manner which takes into account their mental health issues, culture and physical needs.

1.5 PHIR D2 1 D3 8

Is able to engage with people and build caring professional relationships by:

Actively listens to patients in an attentive manner;

Shows understanding of patients’ circumstances;

Shows empathy towards patients.

5.5 DRCMH D1 7, 8.1 D2 1.2, 3, 5, 5.1 D4 4

Evaluates ways in which own interactions affect relationships to ensure that they do not impact inappropriately on others by:

Discussing interactions with patients in supervision with mentor.



Essential Skills (bold) Additional useful skills (italics)



Essential skills cluster : Organisational aspects of care


9.1 HB1 D3 7

Responds appropriately when faced with an emergency or a sudden deterioration in a person’s physical or psychological condition (for example abnormal vital signs, collapse, cardiac arrest, self harm, extremely challenging behaviour, attempted suicide) including seeking help from an appropriate person by:

Immediately seeks help from an appropriate person;

Can identify systems in place in the clinical area eg use of panic buttons;

Is able to give an accurate account of what they observed in the patient’s behaviour.

*9.2 HB1 D3 3

*Accurately undertakes and records a baseline assessment of weight, height, temperature, pulse (including apex beat), respiration and blood pressure using manual and electronic devises (this is an ESC – 9.2 which is repeated in year 2 – second progression point) The student is required to demonstrate numeracy skills in this assessment eg calculation of pulse etc by:

Identifies and uses appropriate documentation to record baseline assessments;

Can give a normal range of weight, height, temperature, pulse, respiration and blood pressure that could be expected for three patients whose care they are observing (90% accuracy).



Essential Skills (bold) Additional useful skills (italics)





*9.7 HB1 D3 7

*Performs routine, diagnostic tests for example urinalysis under supervision as part of assessment process (near client testing). (This is an ESC – 9.7 which is repeated in year 2 – second progression point) by:

Requests a urine sample from a patient and providing the appropriate receptacle for the sample;

Performs the diagnostic test using the right equipment

17.1 HB1 D3 6

Recognises when situations are becoming unsafe and reports appropriately by:

Informs appropriate person that eg patient is becoming angry/unsettled


ESC/Module/

Domain/

Competency

Essential Skills (bold) Additional useful

skills (italics)

Demonstrated in

University or

Practice

Competence in

Skill Achieved

(Registered

Nurse / Mentor)

Essential skills cluster : Infection

prevention and control


21.1 HB1 D3 6

The student follows local and national guidelines and adheres to standard infection control precautions by:

Using appropriate universal precautions eg gloves, disinfectant;

Correctly uses and disposes of items (equipment) in accordance with local policy and manufacturers’ guidance eg gloves and instruments;

Wears appropriate personal protective equipments eg disposable apron;

Appropriate use of coloured disposal bags;

Appropriate use of laundry bags;

22.1 HB1 D3 6

The student demonstrates effective hand hygiene and the appropriate use of standard infection control precautions when caring for all people by:

Washes hands in accordance with policy

Explains to patients rationale for using specific infection control precautions eg use of gloves, requesting patient to wash hands when entering clinical area


ESC/Module/

Domain/

Competency


skills (italics)

Demonstrated in

University or

Practice

Competence in

Skill Achieved

(Registered

Nurse / Mentor)




24.1 HB1 D3 6

Adheres to local policy and national guidelines on dress code for prevention and control of infection including: footwear, hair, piercing and nails by:

Wears appropriate footwear in line with Trust policy

Hair is appropriately presented in line with Trust policy

The visibility of body piercing is in line with Trust policy and is not an infection control risk

Jewellery is worn in line with Trust policy

Nails are kept short and clean

24.2 HB1 D3 6

The student maintains a high standard of personal hygiene by:

Uniform/clothing is cleaned regularly to prevent cross infection

24.3 HB1 D3 6

The student wears appropriate clothing for the care delivered in all environments by:

Wears clothes that are appropriate for patient/clinical area and are approved by the Trust/placement area


ESC/Module/

Domain/

Competency


skills (italics)

Demonstrated in

University or

Practice

Competence in

Skill Achieved

(Registered

Nurse / Mentor)




*25.1 HB1 D3 6

*The student demonstrates understanding of the principles of wound management, healing and asepsis. (this is an ESC – 25.1 which is repeated in year 2 – second progression point) by:

Safely performs basic wound care using clean and aseptic techniques in a variety of settings.

*25.2 HB1 D3 6

*Assists in providing accurate information to people and their carers on the management of a device, site or wound to prevent and control infection and to promote healing wherever that person might be, for example, in hospital, in the home care setting, in an unplanned situation. (This is an ESC – 25.2 which is repeated in year 2 – second progression point) by:

Explains to a patient how to care for a wound

Explains to a patient how to prevent wound infection


ESC/Module/ Competency/




Essential skills cluster : Nutrition and fluid management


27.10 HB1 D3 5.1 Can be met in year 1, 2 or 3

In liaison with a Registered Midwife, the student provides essential advice and support to mothers who are breast feeding (this is an ESC – 27.10 – which is repeated in year 3 – entry to the register) by:

Explains to the mother one advantage of breast feeding to the baby and to the mother

Explains to the mother how and where to obtain advice during period of breast feeding other than midwife

30.1 HB1 D3 6

The student reports to an appropriate person where there is a risk of meals being missed by:

Informs appropriate person when a patient may miss a meal for whatever reason

Has knowledge of diet and fluid requirements needed for health and during illness//recovery

Record and monitor whether patient is eating and drinking sufficiently

Accurately monitors, records and reports fluid intake and output appropriately to other team members recognising where it falls below requirements

Assists patients to drink and eat where appropriate

30.2 HB1 D3 6

The student follows food hygiene procedures by:

Ensures that food is offered and given to patients in a hygienic manner eg environment, utensils, plates, own and patients’ hands are clean and that where food is heated, it is at appropriate temperature


ESC/Module/

Domain/

Competency




Essential skills cluster : Medicines management


33.1 HB1 D3 6

The student is competent in basic medicines calculations relating to: Tablets and capsules Liquid medicines Injections including : unit dose; sub and multiple unit dose; SI unit conversion by:

Can accurately calculate quantity of tablets/capsules required to meet prescribed dosage of medication;

Can accurately calculate quantity of liquid medication required to meet prescribed dosage of medication;

Can accurately calculate quantity of liquid medication required to meet prescribed dosage of medication.

In University by:

Passing the computer based programme “Safe Medicate”. A minimum pass mark of 80% is required an only two attempts will be allowed for this assessment.


Additional Skills Demonstrated in Practice Competence in Skill Achieved (Registered Nurse / Mentor)


MODULES: CP1 Collaborative Practice 1 PNP Principles of Nursing Practice PHIR Promoting Health Through Interpersonal Relationships DRCMH Developing Recognition of Common Mental Health Problems HB1 Human Biology for Mental Health 1 : Foundations


Progression Point 2

[Year 2]




proficiencies for each progression point criteria and are cross referenced to the



achieved.

Statements that are in bold italic font and marked with an asterisk (*) are

essential skills that have been brought forward from the third year (entry to the

register) to this year (year two, progression point two) as they are considered

within the mental health pathway to be important to include in year two. These

skills are achievable in the second year due to the placements structure –

Working Age Adult (In-patient) and Working Age Adult (Community). If a

student has achieved these successfully in year two and there is not an

opportunity to achieve them in the third year eg medicines management, these

may be counted as having been completed for progression point three. All

progression point three ESCs that have been brought forward to year two, are

included again in year three as these are skills that students should frequently

perform if there is the opportunity in the placements.








ESC/Module

Domain/

Competency

Essential Skills (bold) additional useful

skills (italics)

Demonstrated in

University or

Practice

Competence in

Skill Achieved

(Registered

Nurse / Mentor)

Essential skills cluster : Care,

compassion and communication


2.4 SUESMI D3 8, 8.1

The student actively supports people in their own care and self care by:

Assists a patient to perform personal hygiene whilst respecting their privacy and dignity

8.2 LEMH D1 1

The student applies principles of consent in relation to restrictions relating to specific client groups and seeks consent for care by:

Ensures patient gives consent for care

Can identify circumstances where patient consent is complex

8.3 LEMH D1 1

The student ensures that the meaning of consent to treatment and care is understood by the people or service users by:

Asks the patient’s understanding of consent to treatment

Explains to the patient why consent to treatment is necessary






Essential skill cluster : Organisational aspects of care


9.2 HB2 D3 7

The student accurately undertakes and records a baseline assessment of weight, height, temperature, pulse, respiration and blood pressure using manual and electronic devices (this assessment requires the student’s numeracy to be tested) by:

Carries baseline measurement of all the above;

Accurately records the above measurements on the appropriate documents

9.3 HB2 D3 5, 5.1

The student understands the concept of public health and the benefits of healthy lifestyles and the potential risks involved with various lifestyles or behaviours, for example, substance misuse, smoking, obesity by:

Can identify the effect alcohol misuse can have on weight;

Can identify the effect drug misuse eg smoking cannabis can have on blood pressure;

Can identify the effect obesity can have on blood pressure and weight;

9.4 HB2 D2 6

The student can recognise indicators of unhealthy lifestyles by:

In relation to an identified patient identify one or more indicators of an unhealthy lifestyle eg smoking; unhealthy diet


ESC

/

Mo

du

le/

Do

mai

n/

Co

mp

ete

ncy




Essential skill cluster : Organisational aspects of care


9.6 HB2 D3 7

The student measures and documents vital signs under supervision and responds appropriately to findings outside the normal range (This assessment requires the student’s numeracy skills to be tested) by:

Accurately measures blood pressure;

Accurately measures temperature;

Accurately measures respiration.

Can identify normal ranges for the above and if the patient’s measurements are outside of these ranges;

* Can articulate possible reasons for measurements being outside

Normal ranges

9.7 HB2 D3 7

The student can perform routine, diagnostic tests for example urinalysis under supervision as part of assessment process (near client testing) by:

Gives the appropriate receptacle to the patient to collect a urine sample;

Carries out routine diagnostic test using the appropriate equipment and in line with Trust policy;

Identifies when results are outside of normal ranges.

9.8 HB2 D3 7

The student collects and interprets routine data, under supervision, related to the assessment and planning of care from a variety of sources by:

Collects data such as smoking – amount, type and frequency;

Collects data such as weekly alcohol intake – amount, alcohol % and frequency;

Collects data such as taking of illicit drugs – amount, type and frequency.

Collects data on the above in relation to their effects of the patient physically, socially and mentally.






Essential skill cluster : Infection prevention and control


21.2 HB2 D4 6

The student participates in assessing and planning care appropriate to the risk of infection thus promoting the safety of service users by:

Identifies when there is a potential risk of infection and participates in planning the care for the patient.

21.3 HB2 D4 6

The student participates in completing care documentation and evaluation of interventions to prevent and control infection by:

With an identified patient identified in 21.2 above, complete care plan and evaluate the efficacy of the interventions used to prevent and/or control infection.

21.4 HB2 D4 6

The student is aware of the role of the Infection Control Team and Infection Control Nurse Specialist, and local guidelines for referral by:

Identifies appropriate policy and guidelines for referral;

Can identify how referral is carried out according to Trust policy

21.5 HB2 D4 6

The student can recognise potential signs of infection and reports to relevant senior member of staff by:

Recognises when a wound is at risk of becoming infected;

Can articulate the signs of a wound becoming infected;

Can articulate who they would report the above to.








22.3 HB2 D3 6

The student participates in the cleaning of multi-use equipment between each person by:

Demonstrates using the appropriate cleaning mechanism eg stethoscope;

22.4 HB2 D3 6

The student uses multi-use equipment and follows the appropriate procedures by:

Uses equipment such as a stethoscope and ensures prevention of cross infection.

22.5 HB2 D3 6

The student safely uses and disposes of, or decontaminates, items in accordance with local policy and manufacturers’ guidance and instructions by:

Demonstrates disposal of items and can identify the local policy and guidance.

22.6 HB2 D3 6

The student adheres to requirements for cleaning, disinfecting, decontaminating of “shared” nursing equipment, including single or multi-use equipment, before and after every use as appropriate, according to recognised risk, in accordance with manufacturers’ and organisational policies by:

Can demonstrate how to clean/disinfect or decontaminate an item of shared nursing equipment such as a stethoscope.








25.1 HB1 D3 6

The student demonstrates understanding of the principles of wound management, healing and asepsis. Safely performs basic wound care using clean and aseptic techniques in a variety of settings by:

Carries out a clean and an aseptic technique;

Alerts an appropriate person if concern about wound eg possible infection/deterioration

(This assessment was brought forward to year one, progression point one. If ESC successfully passed in year one and there is no opportunity for wound care in this year, student can demonstrate procedure as if in real practice – skills rehearsal)

25.2 HB2 D3 6

The student assists in providing accurate information to people and their carers on the management of a device, site or wound to prevent and control infection and to promote healing wherever that person might be, for example, in hospital, in the home care setting, in an unplanned situation by:

Explains to a patient or their carer how to manage a wound to promote healing.

(This assessment was brought forward to year one, progression point one. If ESC successfully passed in year one and there is no opportunity for wound care advice in this year, student can demonstrate procedure as if in real practice – skills rehearsal)








26.1 HB2 D3 6

The student adheres to health and safety at work legislation and infection control policies regarding the safe disposal of all waste, soiled linen, blood and other body fluids and disposing of “sharps” including in the home setting by:

Disposes of soiled linen in correct laundry bag;

Disposes of all bodily waste in accordance with Trust policy;

Disposes of sharps correctly accordance with Trust policy.

26.2 HB2 D3 6

The student ensures dignity is preserved when collecting and disposing of bodily fluids and soiled linen by:

Explains to patient what student is doing;

Ensures collection and disposal is given privacy;

Demonstrates understanding and empathy for patient whilst above is being carried out.

27.10 HB1 D3 5.1 Can be met in year 1, 2 or 3





ESC/Module/

Domain/

Competency


skills (italics)

Demonstrated in

University or

Practice

Competence in

Skill Achieved

(Registered

Nurse / Mentor)

Essential skills cluster : Nutrition and

fluid management


27.2 HB2 D3 5.1

The student accurately monitors dietary and fluid intake and completes relevant documentation (this assessment requires the student’s numeracy skills to be tested) by:

Monitors and adds up fluid and dietary intake over a period of time;

Completes the relevant documentation;

Reports findings to the appropriate person.

27.5 HB2 D3 5.1

The student identifies people who are unable to or have difficulty in eating or drinking and reports this to others to ensure adequate nutrition and fluid intake is provided by:

Identifies patients who, due to their health are unable to or are having difficulty eating and drinking;

Reports this to an appropriate person and ensures adequate nutrition and fluid intake is provided.

28.1 HB2 D3 5

The student takes and records accurate measurements of weight, height, length, body mass index and other appropriate measures of nutritional status (this assessment requires the student’s numeracy skills to be tested) by:

Records the patient’s weight;

Measures the patient and records height;

Can calculate the body mass index using the appropriate mathematical formula;

Can identify signs of dehydration

Identifies the normal range for a patient’s BMI


ESC/Module/

Domain/

Competency


skills (italics)

Demonstrated in

University or

Practice

Competence in

Skill Achieved

(Registered

Nurse / Mentor)


fluid management


29.2 HB2 D3 5

The student applies knowledge of fluid requirements needed for health and during illness and recovery so that appropriate fluids can be provided by:

Identifies normal fluid intake;

Identifies variations to normal fluid intake in relation to patient’s health problem;

29.2 HB2 D3 5

The student accurately monitors and records fluid intake and output (this assessment requires the student’s numeracy skills to be tested) by:

Accurately adds fluid intake and output over a period of time.


ESC/Module Domain/ Competency




Essential skills cluster : Medicines Management


33.2 HB2 D3 6

*The student is competent in the process of medication related calculation in mental health nursing involving: Tablets and capsules; liquid medicines; injections; IV infusions including unit dose, sub and multiple unit dose/complex calculations/SI unit conversion (this assessment requires the student’s numeracy skills to be tested) by:

Can calculate with 100% accuracy the amount of tablets/capsules to be given according to prescribed dosage;

Can calculate with 100% accuracy the amount of liquid medicines to be given according to prescribed dosage;

Can calculate with 100% accuracy sub and multiple unit dose/complex calculations/SI unit conversions

(This is ESC 33.2 which is brought forward from year 3 and will be repeated in year 3).

36.4 HB2 D3 6

*The student safely manages drug administration and monitors effects (this assessment requires the student’s numeracy skills to be tested) by:

Accurately and safely administers medication to the patient as prescribed;

Is aware of possible side effects;

Can monitor for possible side effects.

(This is ESC 36.4 which is brought forward from year 3 and will be repeated in year 3)


ESC/Module/

Domain/

Competency


skills (italics)

Demonstrated in

University or

Practice

Competence in

Skill Achieved

(Registered

Nurse / Mentor)


fluid management


38.4 HB2 D3 6

*The student safely and effectively administers and, where necessary, prepares medicines via routes and methods commonly used and maintains accurate records (this assessment requires the student’s numeracy skills to be tested) by:

With 100% accuracy prepares and administers medication via routes and methods commonly used with the client group.

(This is ESC 38.4 which is brought forward from year 3 and will be repeated in year 3)



MODULES SUESMI : The Service User Experience of Serious Mental Illness

HB2 Biology for Mental Health Practice 2 – Mental Disorders and their Physical Treatment LEMH : Law and Ethics for Mental Health


Progression Point 3

[ Year 3]

Entry to the Register




proficiencies for each progression point criteria and are cross-referenced to the



achieved.

Some ESCs in this year have been brought forward to year two (progression

point two) as they were achievable in the second year due to the placements

structure (Working Age Adult (in-patient) and Working Age Adult

(Community) and as they are considered, within the mental health pathway to be

important to include in year two.

If a student has achieved these successfully in year two and there is not an

opportunity to achieve them in the third year eg medicines management, these

may be counted as having been completed for progression point three. All

progression point three ESCs that have been brought forward to year two, are

included again in year three as these are skills that students should frequently

perform if there is the opportunity in the placements.








ESC

/Mo

du

le/

Do

mai

n/

Co

mp

ete

ncy






9.20 HB3 D3 7

The student acts autonomously and appropriately when faced with sudden deterioration in people’s physical or psychological condition or emergency situations, abnormal vital signs, collapse, cardiac arrest, self-harm, extremely challenging behaviour, attempted suicide by:

Assesses the patient’s situation and can identify the first action required eg use of a panic button, use of emergency phone number;

Reflects on own action in a critical manner;

9.21 HB3 D3 2

The student measures, documents and interprets vital signs and acts autonomously and appropriately on findings by:

Measures signs eg blood pressure, pulse, respiration, notes patient’s colour;

Takes appropriate course of action eg positions patient correctly, calls for help.

14.9 PLM D4 6

The student takes effective role within the team adopting the leadership role when appropriate by:

Manages a team/ward taking a leadership role on repeated occasions where appropriate.

20.2 HB3 D3 6

The student safely uses and maintains a range of medical devices appropriate to the area of work, including ensuring regular servicing, maintenance and calibration including reporting adverse incidents relating to medical devices by:

Safely uses relevant medical devices eg stethoscope and ensures regular monitoring to check efficacy.






Essential skills cluster : Infection prevention and control


21.11 HB3 D3 6

The student recognises infection risk and reports and acts in situations where there is need for health promotion and protection and public health strategies by:

Can articulate when there is a potential risk of infection and acts appropriately.

22.9 HB3 D3 6

The student adheres to infection prevention and control policies and procedures at all times and ensures that colleagues work according to good practice guidelines by:

Can identify appropriate policies in line with the Trust;

Ensures colleagues are aware of policies and work in line with them.

22.10 HB3 D3 6

The student challenges the practice of other care workers who put themselves and others at risk of infection by:

Identifies possible behaviours and practices of other care workers who may put selves and others at risk of infection;

Challenges other care workers in an assertive manner and ensures practices are revised;

Take further action if practices are not improved.








25.3 HB3 D3 6

The student safely performs wound care, applying non-touch or aseptic techniques in a variety of settings by:

Can demonstrate a safe non-touch and an aseptic technique (this can be skills rehearsal if there is no opportunity in placement).

26.4 HB3 D3 6

The student manages hazardous waste and spillages in accordance with local health and safety policies by:

Can demonstrate the procedure for managing hazardous waste and spillages in accordance with Trust policy;

Can demonstrate how would instruct others to do the same.

27.10 HB1 D3 5.1 Can be met in year 1, 2 or 3 MUST be met by / in Year 3









Essential skills cluster : Nutrition and fluid management


27.8 HB3 D3 5.1

The student refers to specialist members of the multi-disciplinary team for additional or specialist advice by:

Can identify when referral may be necessary and can articulate how to do this via Trust policy.

28.5 HB3 D3 5.1

The student makes a comprehensive assessment of people’s needs in relation to nutrition identifying, documenting and communicating level of risk (this assessment requires the student’s numeracy skills to be tested) by:

Assesses a patient’s nutrition needs in relation to their general health;

Formulates a care of plan that ensures adequate nutrition;

Monitors level of risk associated with possible nutrition status;

Communicates possible risks to others.

28.10 HB3 D3 5.1

The student acts autonomously to initiate appropriate action when malnutrition is identified or where a person’s nutritional status worsens, and report this as an adverse event by:

Can identify when a person may be at risk of or has malnutrition;

Can identify how to report this as an adverse event and the steps that should be taken for the patient.








29.6 HB3 D3 5.1

The student identifies signs of dehydration and acts to correct these (this assessment requires to student’s numeracy skills to be tested) by:

Can identify signs of dehydration eg poor urinary output, acute confusion, dry skin etc

Records and monitors fluid intake over a period of time;

Records and monitors fluid output over a period of time.

30.8 HB3 D3 5.1

The student ensures that appropriate food and fluids are available as required by:

Offers food and fluids that are acceptable to the patient;

Employs kindness and sensitivity when the patient has difficulty in eating or drinking;

Orders appropriate food and fluid from appropriate resources eg kitchen, community, meals on wheels.


ESC

/Mo

du

le/

Do

mai

n/

Co

mp

ete

ncy




Essential skills cluster : Medicines management


33.2 HB3 D3 6

The student is competent in the process of medication related calculation in mental health nursing involving: Tablets and capsules; liquid medicines; injections; IV infusions including unit dose, sub and multiple unit dose/complex calculations/SI unit conversion (this assessment requires the student’s numeracy skills to be tested) by:

Can calculate with 100% accuracy the amount of tablets/capsules to be given according to prescribed dosage;

Can calculate with 100% accuracy the amount of liquid medicines to be given according to prescribed dosage;

Can calculate with 100% accuracy sub and multiple unit dose/complex calculations/SI unit conversions This will be assessed within practice and Safe Medicate.

36.4 HB3 D3 6

The student safely manages drug administration and monitors effects (this assessment requires the student’s numeracy skills to be tested) by:

Accurately and safely administers medication to the patient as prescribed;

Is aware of possible side effects;

Can monitor for possible side effects.

38.4 HB3 D3 6

The student safely and effectively administers and, where necessary, prepares medicines via routes and methods commonly used and maintains accurate records (this assessment requires the student’s numeracy skills to be tested) by:

With 100% accuracy prepares and administers medication via routes and methods commonly used with the client group.




Assist a patient to recover following a short-term anaesthetic eg following ECT.

Demonstrate ability to carry out therapeutic observations of a patient – within eyesight – in accordance with Trust policy.

Explain the rationale for therapeutic observations and levels used within placement Trust policy.

MODULES HB3 : Human Biology for Mental Health Practice 3 –

Physical Disorders and their Treatment

PLM : Policy, Leadership and Management


FINAL ASSESSMENT OF PROFICIENCY

A sign-off mentor who has met the NMC additional criteria for assessing proficiency must

complete this final assessment of proficiency1

Sign off Mentor Declaration:

I confirm that student nurse/ midwife* …………………………………………………

HAS / HAS NOT*, provided sufficient evidence to demonstrate that the NMC standards of

proficiency have been achieved progressively on Year 1, Year 2 and Year 3 placements.

In addition, the student CAN / CANNOT demonstrate that they have maintained the requisite

standards of proficiency in their final placement and, therefore, meets / does not meet* the defined

NMC standards of proficiency for entrance to the register.

*Please delete as necessary

Final Outcome: PASS / FAIL (please specify)

Sign-Off Mentor Name (print):

Full Signature: Date:

Nurse

Adult:

Child:

Mental Health:

Workplace

Evidence seen by Mentor in support of final practice assessment: (e.g. Yr1, 2, 3 OARS, Clinical Skills Book, Assessment in placement, feedback from service users & colleagues)

1 Please refer to the NMC (2008 Stand ards to Support Learning and Assessment in Practice,

Section 3.2.6 for further information


Process of Practice Assessment

Preparation for placement by

University [in collaboration

with providers]

Student researches

placement and identifies

learning needs to inform

Learning Contract

Formal discussion and negotiation of learning

contract related to competencies with mentor.

Agree date of formative assessment and

document on Learning Contract

Undertake self assessment in

relation to progress referring to

Standards / ESC’s and Learning

Contract

Student satisfied with progress /

opportunities

Completion of evidence

to support learning,

Formative meeting and

completion of

assessment.

Provision of formative

feedback.

Progress satisfactory?

Review and develop learning

contract work towards

identified summative

assessment date.

Student summative self-

assessment in relation to

progress referring to APT and

Learning Contract

Student satisfied with progress

/ opportunities

Summative meeting and

completion of

assessment with

mentor. Summary of

assessment completed.

Pass / Fail noted.

Identification of future

learning needs for

next placement

Tripartite meeting with

academic link, mentor

and student

NO

YES

FAIL

Undertake

planned resit

opportunities

PASS

YES NO

YES

NO

Documented submitted

43

Assessing my students’ progress

YES

Do I have any concerns?

Are the criteria within the OAR being met?

Mentor

Personal reflection HAVE I?

Negotiated a learning contract?

Clarified my expectations?

Given feedback?

Provided the learning opportunity?

Demonstrated appropriate practice?

Shared my opinion with colleagues?

Discussed with Academic Link / workplace facilitator?

If student is making satisfactory progress in all

areas, give constructive feedback to encourage

further development. Update assessment

documentation

SUMMATIVE ASSESSMENT

Tripartite meeting with mentor, Link Teacher and student

Renegotiate learning contract

Identify support system

Set review date

Document meeting on Record of Discussion Sheet

NO Not Met

YES Met Formative assessment Constructive feedback /update

assessment / new learning contract

Informal discussion of progress and concerns

Set up a system to ensure adequate support

Set a review date

Notify the Link Teacher

Mentor to address

personal responsibilities

FAIL STUDENT

Tripartite process with

student mentor and

Academic Link

NO

YES

University to organise

resit opportunity

NO

SUMMATIVE ASSESSMENT

YES

NO

PASS STUDENT

PASS STUDENT

YES met

canterbury christ church university faculty of health ... · administration of vaccines no yes yes...

Documents