catherine mcauley school of nursing and midwifery · comments by link lecturer on competency...

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Catherine McAuley School of Nursing and Midwifery University College Cork & Cork University Maternity Hospital BSc (Hons) Midwifery COMPETENCY ASSESSMENT BOOKLET 2017 INTAKE (YEARS ONE – NU1056 AND TWO – NU2083) Note: The Student is responsible for returning this document in its original form either in person or by registered post to Executive Assistant, at the School of Nursing and Midwifery, UCC, on the dates specified by the School. Failure to do so may result in failing the Practice Placement Module. Please ensure that you sign for the submission of the document if you return it in person. Students submitting the document by registered post should, in their own interest, make a photocopy of the document before posting. Except in the case of a document lost in the post, photocopied documents will not be accepted. Student’s Name: _____________________________________________________ Student ID: __________________________________________________________ This booklet remains the property of the UCC School of Nursing and Midwifery at all times. If found, please return this document to the School of Nursing and Midwifery, University College Cork

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BSc (Hons) Midwifery Competency Assessment Booklet 2017 Intake valid for 2017/2018 & 2018/2019

TABLE OF CONTENTS Page Practice Placement Agreement 1

Introduction 4

Definition of a midwife 5

Activities of a midwife 5

Practice Placement Assessment Details 7

Professional Behaviour and Standards 8

Student Declaration 9

Checklist/Guidelines prior to submission of booklet 9

Assessment of Practice Guidelines 11

Cues for Steinaker and Bells Taxonomy of Learning 17

Domains Years 1 and 2 18

Specialist Placements Evidence of Learning 40

Reflection 42

Reflection Time Record Sheet 1st Year 43

Student Reflective Notes Year 1 44

Reflection Time Record Sheet 2nd Year 51

Student Reflective Notes Year 2 52

Clinical Skills Midwifery 73

Clinical Skills Specialist Placements 86

Assessment of Practice Interviews 89

Orientation Interview Form 90

Assessment of Practice Interview Forms 91

Record of interactions or comments while learning to be a midwife 115

Appendices Appendix 1: Adapted Steinaker & Bell Guiding Framework 121 Appendix 2: Student Reflective Notes: Guidelines 123 Appendix 3: Gibbs’ Reflective Cycle 124 Appendix 4: Supportive Learning Plan 125 Appendix 5: Practice Module Descriptors and Programme Regulations 142 Appendix 6: End of Year 1 Clinical Assessment 144 Appendix 7: End of Year 2 Clinical Assessment 146 Appendix 8: Required Reading prior to, and during, all clinical placement 148 Comments by Link Lecturer on Competency Assessment Booklet 149

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BSc (Hons) Midwifery Competency Assessment Booklet 2017 Intake valid for 2017/2018 & 2018/2019 1

SCHOOL OF NURSING AND MIDWIFERY, UCC AND

PARTICIPATING HEALTH SERVICE PROVIDERS SAMPLE-DO NOT COMPLETE

PRACTICE PLACEMENT AGREEMENT 2017 INTRODUCTION As a Midwifery student you are studying to obtain a University Degree that will allow you to register with the Nursing and Midwifery Board of Ireland (NMBI), and upon registration, to work as a Registered Midwife. During your study you will gain practice experiences in various health care settings, interacting with individuals1, members of staff2, and other health care professionals. It is therefore essential that you agree with the conditions set out below to ensure that you can learn effectively and become a competent midwife. These conditions are based upon NMBI’s Requirements and Standards for the Midwife Registration Education Programmes (2005), http://www.nursingboard.ie/en/education.aspx, and Code of Professional Conduct (2014) http://www.nursingboard.ie/en/code/new-code.aspx, University College Cork’s (UCC) Student Policies http://www.ucc.ie/en/study/undergrad/orientation/policies/, and the School of Nursing and Midwifery’s Student Policies http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/. Failure to comply with the conditions set out in this agreement, which you will be asked to sign, may result in you not being allowed to continue in your BSc Midwifery programme. School of Nursing and Midwifery/

Participating Health Service Providers Student Name: ________________________________Student ID Number: _______________

I AGREE THAT: 1. I will listen to individuals and respect their views, treat individuals politely and considerately, and respect

their privacy, dignity, and their right to refuse to take part in teaching. 2. I will act according to NMBI’s Code of Professional Conduct and Ethics for Registered Nurses and

Midwives (2014). 3. My views about a person’s lifestyle, culture, beliefs, race, colour, gender, sexuality, age, social status, or

perceived economic worth will not prejudice my interaction with individuals, members of staff, or fellow students.

4. I will respect and uphold an individual’s trust in me. 5. I will always make clear to individuals that I am a midwifery student and not a registered midwife. 6. I will maintain appropriate standards of dress, cleanliness and appearance. 7. I will wear a health service provider identity badge with my name clearly identified. 8. I will familiarise myself and comply with the Health Service Provider’s values, policies and procedures. 9. I have read and understood the guidelines as set out in the current Practice Placement Guidelines Booklet

http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/. 10. I understand and accept to be bound by the principle of confidentiality of individuals’ records and data. I

will therefore take all necessary precautions to ensure that any personal data concerning individuals, 1 ‘Individual’ also refers to a woman, patient, client, resident, significant other, colleague, other health care professional 2 ‘Member of staff’ refers to both academic and health service personnel

http://www.nursingboard.ie/en/code/new-code.aspx

http://www.ucc.ie/en/study/undergrad/orientation/policies/

http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/


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which I have learned by virtue of my position as a midwifery student, will be kept confidential. I confirm that I will not discuss individuals with any other party outside the clinical setting, except anonymously. When recording data or discussing care outside the clinical setting, I will ensure that individuals cannot be identified by others. I will respect all Health Service Providers’ and individuals’ records.

11. I have read and understand the BSc Programme Grievance and Disciplinary Procedures

http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/.

12. I understand that if I have (or if I develop) an impairment or condition that may impact in any way on my ability to learn, perform safely in the clinical environment or affect the welfare of myself or others, it is my responsibility to share this with an appropriate person in the clinical setting (e.g. Allocations Liaison Officer, Clinical Placement Coordinator, Staff Nurse, Staff Midwife) and to declare on the relevant Fitness to Practice disclosure form http://www.ucc.ie/en/study/undergrad/orientation/policies/. I accept that only through disclosure of this impairment/condition can an appropriate plan of support to reach the required clinical learning outcomes/competencies be explored.

13. I understand that if I have any criminal conviction(s) during the programme that I will declare same on

the relevant Fitness to Practice disclosure form http://www.ucc.ie/en/study/undergrad/orientation/policies/.

14. If I am returning from a period of illness/hospitalisation/surgery it is expected that I report this to the Allocation Liaison Officer (attached to my Health Service Provider), as I may be required to attend the occupational health department prior to accessing my clinical placement.

15. I understand and accept that any dispute between parties in relation to this Agreement, outside of UCC’s

and NMBI’s relevant regulations, may be referred to the BSc Midwifery Joint Disciplinary Committee for a decision.

16. I confirm that I shall endeavour to recognise my own limitations and shall seek help/support when my level of experience is inadequate to handle a situation (whether on my own or with others), or when I or other individuals perceive that my level of experience may be inadequate to handle a situation.

17. I shall conduct myself in a professional and responsible manner in all my actions and communications (verbal, written and electronic including text, e-mail or social communication media).

18. I will attend all scheduled teaching sessions and all scheduled clinical placements, as I understand these are requirements for satisfactory programme completion. If I am unable to attend any theoretical or Mandatory/Essential Skills element (including online requirement) of the programme, I will notify the Attendance Monitoring Executive Assistant in G.03 (prior to scheduled date) and provide a written explanation for the Module Leader as soon as possible and in accordance with the current Mandatory and Essential Skills Policy ( http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/). I will also inform the relevant HSP Allocation Liaison Officer prior to the commencement date of my clinical placement. If I am then unable to attend my scheduled clinical placement due to the above reasons, I will act according to Local Health Service Provider Guidelines and the Practice Placement Agreement, and will inform the relevant personnel in a timely manner e.g. Clinical Placement Coordinator, Allocation Liaison Officer, Clinical Midwife Manager, Clinical Nurse Manager (as appropriate), as soon as possible.

By my signature hereunder I confirm that I have read and understood all the above conditions and that I agree to comply with ALL of these for the duration of the BSc Programme.

Student Signature: _________________________________ Date: _______/________/_______





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Signed on behalf of the Health Service Provider: Health Service Provider: ____________________________________________________________ Please print name Director of Midwifery/Nominee/Title: ________________________________________________ Please print name Signature: ________________________________________ Date: _______/________/_______ Signed on behalf of University College Cork: Head, School of Nursing and Midwifery/Nominee/Title: __________________________________ Please print name Signature: ________________________________________ Date: _______/________/_______

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INTRODUCTION The midwifery programme is committed to a student centred approach, building on existing skills and qualities, inspiring and supporting students towards becoming registered midwives. Midwifery education aims to encourage the development of accountable, confident and safe midwifery practitioners. Competency assessment aims to ensure that graduate midwives: 1. Proactively protect and promote the safety and autonomy of the woman and respect her experiences,

choices, priorities, beliefs and values. 2. Protect and promote the normal physiological process of birth utilising the contribution of biological and

social sciences. 3. Demonstrate knowledge and skills about pregnancy and childbirth and the newborn and provide effective

antenatal, childbirth and postnatal care for women and their families, in line with legislation and professional guidance including the full range of activities of the midwife as set out in the EC Directive 2005/36/EC and the adapted Definition of the Midwife (ICM, 2011) as adopted by NMBI and be responsible and accountable within their scope of midwifery practice.

4. Demonstrate comprehensive knowledge, skills and professional behaviours to provide safe, competent, kind, compassionate and respectful care to women and their babies before pregnancy, during pregnancy, labour and birth and the postnatal period as identified in the Scope of Nursing and Midwifery Practice (NMBI).

5. Establish and maintain effective equal interpersonal partnerships with the woman and her family and establish a relationship of trust and confidentiality.

6. Establish and maintain effective communication with women, women’s families and with the multidisciplinary healthcare team.

7. Proactively effect change to support healthy lifestyle choices that enhance the health and wellbeing of the woman, fetus and baby.

8. Actively fulfil a philosophy of midwifery and a commitment to high standards of professional practice within the scope of midwifery practice and the health care services using skills of reflection to maintain and enhance midwifery practice.

9. Recognise deviations from the norm in pregnancy, childbirth, postnatal period and in the new-born and take appropriate and corrective actions and provide emergency care to women and their babies when required within their scope of midwifery practice.

The assessment tool adopted is based on Steineker and Bell’s (1979) experiential learning taxonomy. Using this model it is expected that the student will move progressively through the stages of competencies, building from the experience of previous stages and on to the next. The assessment of stages may be demonstrated through observation, participation or through evidence written by the student on how competency was achieved and discussion to provide a more holistic picture. The midwifery programme recognises that student midwives are adults and thus bring a variety of experience to the course. The concept of self-assessment is an important component of personal and professional maturity within the clinical assessment tool and the student will be encouraged to assess her/his own progress. This will allow the student to become more self-aware and able to determine his/her own level of competence in practice. The Midwife Teacher facilitates the student’s progress throughout the programme. The preceptor, midwifery managers and other qualified midwives, clinical placement co-ordinators and clinical skills facilitators will support the student in the clinical area.

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***************** ICM INTERNATIONAL DEFINITION OF A MIDWIFE A midwife is a person who has successfully completed a midwifery education programme that is duly recognized in the country where it is located and that is based on the ICM Essential Competencies for Basic Midwifery Practice and the framework of the ICM Global Standards for Midwifery Education; who has acquired the requisite qualifications to be registered and/or legally licensed to practice midwifery and use the title ‘midwife’; and who demonstrates competency in the practice of midwifery. Scope of Practice The midwife is recognised as a responsible and accountable professional who works in partnership with women to give the necessary support, care and advice during pregnancy, labour and the postpartum period, to conduct births on the midwife’s own responsibility and to provide care for the newborn and the infant. This care includes preventative measures, the promotion of normal birth, the detection of complications in mother and child, the accessing of medical care or other appropriate assistance and the carrying out of emergency measures. The midwife has an important task in health counselling and education, not only for the woman, but also within the family and the community. This work should involve antenatal education and preparation for parenthood and may extend to women’s health, sexual or reproductive health and child care. A midwife may practise in any setting including the home, community, hospitals, clinics or health units. Revised and adopted by ICM Council June 15, 2011. Due for review 2017 ACTIVITIES OF THE MIDWIFE AND SCOPE OF MIDWIFERY PRACTICE The activities of a midwife and scope of midwifery practice are defined in the European Community Directive of 2005 (2005/36/EC). Article 42 states that: The Member States shall ensure that midwives are able to gain access and pursue at least the following activities: 1. provision of sound family planning information and advice: 2. diagnosis of pregnancies and monitoring normal pregnancies; to carrying out the examinations where necessary for the monitoring of the development for normal pregnancies; 3. prescribing or advising of the examination necessary for the earliest possible diagnosis of pregnancies at risk; 4. provision of programmes of parenthood education and complete preparation for childbirth including advice on hygiene and nutrition; 5. caring for and assist the mother during labour and to monitoring the condition of the foetus in utero by the appropriate clinical and technical means; 6. conducting spontaneous deliveries including where required an episiotomies and in urgent cases breech deliveries. 7. recognising the warning signs of abnormality in the mother or infant which necessitate referral to a doctor and to assist the latter where appropriate; taking the necessary emergency measures in the doctor’s absence, in particular the manual removal of the placenta, possibly followed by manual examination of the uterus;

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8. examining and care for the new-born infant; taking all initiatives which are necessary in case of need and carrying out where necessary immediate resuscitation; 9. caring for and monitoring the progress of the mother in the post-natal period and giving all necessary advice to the mother on infant care to enable her to ensure the optimum progress of the new-born ; 10. carrying out the treatment prescribed by doctors; 11. drawing up the necessary written reports. PRACTICE STANDARDS FOR MIDWIVES Practice Standard 1 Midwifery practice is underpinned by a philosophy that protects and promotes the safety and autonomy of the woman and respects her experiences, choices, priorities, beliefs and values. Practice Standard 2 Midwives practise in line with legislation and professional guidance and are responsible and accountable within their scope of midwifery practice. This encompasses the full range of activities of the midwife as set out in EC Directive 2005/36/EC and the adapted Definition of the Midwife (ICM, 2011) as adopted by the NMBI. Practice Standard 3 Midwives use comprehensive professional knowledge and skills to provide safe, competent, kind, compassionate and respectful care. Midwives keep up to date with midwifery practice by undertaking relevant continuing professional development. Practice Standard 4 Midwives work in equal partnership with the woman and her family and establish a relationship of trust and confidentiality. Practice Standard 5 Midwives communicate and collaborate effectively with women, women’s families and with the multidisciplinary healthcare team. (NMBI 2015 Practice Standards for Midwives Dublin: NMBI)

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PRACTICE PLACEMENT ASSESSMENT DETAILS STUDENT NAME: ____________________________________________________________ ID NUMBER: __________________ YEAR OF ENTRY TO BSc: ___________________ Complete practice placement assessment details in chronological order ORIENTATION WEEK PRACTICE PLACEMENT AREA: Core placements: Antenatal/Postnatal ward, Birthing Suite, Antenatal clinic, Specialist placement: Medical ward, Surgical including theatre, Neonatal unit, Community, Gynaecological, Mental health. Name of placement incl. core/specialist placemen t

Year, 1st/2nd

Allocation dates: from - to

Name of Preceptor/CMM

No of weeks allocated

No of weeks completed

ORIENTATION

Total number of weeks in Practice Placement in Years One: ________________ Total number of weeks in Practice Placement in Years Two: _______________

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Professional Behaviour and Standards Midwifery undergraduate programmes prepare students according to the standards and requirements necessary for entry onto a professional Register with the Nursing and Midwifery Board of Ireland (NMBI). The Code of profession Conduct and Ethics (2014) (NMBI 2014: p8) states that ‘every nurse and midwife has a responsibility to uphold the values of the professions to ensure their practice reflects high standards of professional practice and protects the public’. Re Forgery from 1st September 2009 Thus any suspected forgery of a signature or other unprofessional tampering with of Competency Assessment Booklet entries is deemed to be a very serious issue and will necessitate the invoking of the “Joint Health Service Provider and School of Nursing and Midwifery Disciplinary Procedures for Pre-registration students”. Under this procedure, if a student is found to have signed/forged another person’s signature, the disciplinary committee will recommend appropriate actions under the auspices of the joint disciplinary procedures. A minimum penalty as follows will apply: A fail judgement for the clinical practice module will automatically be recorded for anybody who is found to have forged another person’s signature either while on placement in clinical practice or within their clinical learning assessment documentation. If a situation exits where a student finds it difficult to access a preceptor to sign their booklet (while on a placement area or within a short time frame of leaving a placement area), the student is advised to discuss this in the first instance with their clinical placement co-ordinator or clinical nurse/midwife manager or associate preceptor or link lecturer. If a difficulty continues to arise the student should make contact with the branch leader or midwifery coordinator to discuss the matter. It is far better to leave a section unsigned and to explain the reasons for same to a clinical placement co-ordinator or practice module leader rather than to falsify a signature. Note: Please refer to School of Nursing and Midwifery website where further information relating to the BSc Programme can be accessed. Specific guidelines relating to professional and clinical matters are available for your information on this website. It is important that each student takes the time to familiarise themselves with these matters at the commencement of each academic year. http://www.ucc.ie/en/nursingmidwifery/

http://www.ucc.ie/en/nursingmidwifery/

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BSc Student Midwife DECLARATION - YEAR ONE I declare that I have achieved all the signed indicators, domains, skills and performance criteria through my own efforts, and that all signatures are the authentic signatures of the relevant named personnel. (to be signed at the end of year). Student Name (please print name): _________________________________________ Student Signature: ________________________________________________________ Date: ________________________________________ BSc Student Midwife DECLARATION - YEAR TWO I declare that I have achieved all the signed indicators, domains, skills and performance criteria through my own efforts, and that all signatures are the authentic signatures of the relevant named personnel. (to be signed at the end of year). Student Name (please print name): _________________________________________ Student Signature: ________________________________________________________ Date: ________________________________________ The following is a summary of my self-assessment. I confirm that all the required elements of my Clinical Practice Placements have been met and signed off as being complete as follows: Yes/No

Yr1 Yes/No Yr2

Name and Student ID on front cover of Booklet Clinical placements details completed Preceptor/Assessor Signatures completed Student and Preceptor/Assessor signatures/dates for all competencies achieved

Student and Preceptor/Assessor signatures/dates for all Skills achieved

Assessment of Practice Interviews completed & ALL signed with dates by student and Preceptors.

Reflective Notes written up with dates and Preceptor/Assessor Signatures

Reflection Time Record Sheet completed & signed

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PLEASE ALSO NOTE: "Entries made in error should be bracketed and have a single line drawn through them so that the original entry is still legible. Errors should be signed and dated. No attempt should be made to alter or erase the entry made in error. Erasure fluid should never be used. If an enquiry or litigation is initiated, then the record must not be altered in any way either by the addition of further entries or by altering an entry made in error" (Recording Clinical Practice Guidance to Nurses and Midwives, An Bord Altranais, November 2002:12). Students must submit their competency booklets at the agreed submission date(s), (as per grid on the school of nursing and midwifery website). For students who are unable to submit their booklet by the agreed submission date, an extension request form must be submitted in advance of the submission date. The extension request form must detail the reason for which an extension is required. Failure to complete the above will result in your competency booklet not been processed in time for the relevant examination board. If a student is paying back time/completing extra clinical time they must still submit their booklet on the specified date. If a student has any queries in this regard please contact the clinical module leader. The clinical module (Part B of BSc programme) is assessed when the competency booklets are examined and when evidence of completion of scheduled time is received by the Allocations Office, School of Nursing and Midwifery, UCC. Students must submit their time-sheets to the allocations office on or before the specific date indicated on the time-sheet. Loss of Booklet and student responsibilities The competency booklet remains the responsibility of the student during the completion of the clinical elements of the programme, once the clinical module results have been successfully completed and ratified at an examination board in year 2, the booklet is maintained on file in the School of Nursing and Midwifery, UCC thereafter as a permanent record of student attainment of the clinical elements of the programme. The competency booklet contains most of the evidence of attainment of the requirements for passing the clinical module in each of the years of the BSc programme. It is each student’s individual responsibility to ensure that they photocopy the relevant sections of their booklet after completion of each placement and retain such photocopies in a safe manner. Thus, in the rare event of a booklet being stolen (or lost etc) * the student has some evidence of what had been attained up to the time of the loss of the booklet. The competency booklet contains most of the evidence of attainment of the requirements for passing the clinical module in each of the years of the BSc programme. It is each student’s individual responsibility to ensure that they photocopy the relevant sections of their booklet after completion of each placement and retain such photocopies in a safe manner. Thus, in the rare event of a booklet being stolen (or lost etc) the student has some evidence of what had been attained up to the time of the loss of the booklet. If your booklet is lost or stolen, please make contact with your Practice Module Leader, Clinical Placement Co-ordinator(s) and/or Link Lecturer. In the event of a booklet being misplaced it is the student’s responsibility to compile the evidence of having completed all the relevant learning outcomes/competencies and skills etc and present such evidence to the practice module leader by the dates specified in the assignment submission grid. Evidence of having completed all the clinical module requirements is required for students to pass the clinical module. Extra Clinical Time for Extended Leave If a student has been absent from clinical placement for a continuous year they are recommended to undertake extra clinical placement. This placement is to facilitate re-visiting of skills and learning outcomes.

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ASSESSMENT OF MIDWIFERY PRACTICE GUIDELINES Introduction The emphasis during practice placement experiences is on providing students with opportunities to engage in clinical practice within a supportive learning environment, thereby enabling them to develop the competencies, attitudes, knowledge, and skills necessary for thoughtful, efficient and effective practice. The assessment of a student’s practice is organised around five Domains (An Bord Altranais 2005):

1. Professional and ethical midwifery practice 2. Holistic midwifery Care 3. Interpersonal relationships 4. Organisation and co-ordination of midwifery care 5. Personal and professional development

+ Clinical Skills Each domain (see glossary of terms below) has a number of performance criteria and each performance criterion has a number of indicators. Domains 1, 3, 4, and 5 represent the core domains and are assessed across all midwifery placements. Domain 2: Holistic midwifery care comprises of performance criteria specific to antenatal, labour, postnatal and neonatal placements. These performance criteria are assessed in the relevant areas. The student, during her/his 4-year programme, will be assessed against criteria based on Steinaker and Bell’s (1979) experiential learning taxonomy. This taxonomy has 5 levels: exposure, participation, identification, internalization, and dissemination. This Booklet refers only to exposure and participation levels, and is designed to assist and assess the student’s learning during practice placement experiences in Year 1 and Year 2. The students will have a similar booklet covering Year 3 and Year 4, but the emphasis there will be on the achievement of competencies, assessed against Steinaker and Bell’s levels of identification and internalization. Exposure: Steinaker and Bell (1979) define this level in the following terms: “Exposure is the process of becoming conscious of an experience. The invitation to an experience

where extrinsic forms of motivation are used to gain and focus attention; reduce anxiety and establish in the student a willingness to participate further.”

An Bord Altranais (2000)3 interpreted Steinaker & Bell’s (1979) taxonomy4 in the following manner as regards Exposure in a healthcare context.

‘The student observes a competent practitioner carrying out aspects of… care and shows a willingness and ability to relate the observed practice and its underlying theory to her/his own previous experience. The student is able to discuss with the practitioner how certain aspects of care are carried out, and identifies sources and types of information required to enhance further application of knowledge to the observed practice.’

3 An Bord Altranais (2005) 3rd Edition) Requirements and Standards for the Midwifery Registration Education Programmes Dublin Stationery Office 4 Steinaker, N. and Bell, R., (1979) The Experiential Taxonomy: A New Approach to Teaching and Learning New York: Academic Press

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Participation: Steinaker and Bell (1979) define this level in the following terms: “Participation level is the level at which the student decides to become physically a part of the

experience or becomes an active participant (to replicate in some way to which the student has been exposed)” Should be web site

An Bord Altranais (2000) interpreted Steinaker & Bell’s (1979) taxonomy in the following manner as regards Participation in a healthcare context.

‘The student participates with the supervision of a competent practitioner in carrying out aspects of care, having demonstrated knowledge through discussion. The student discusses with the practitioner aspects of care and its rationale, decision-making, practical skills, and means of acquiring further information and opportunities for practice. The student is able to engage in psychomotor and interpersonal skills, and is able to use communication and problem solving skills with guidance.’

It is expected that the student will achieve performance criteria progressively thought-out clinical placement. A student will need to achieve a minimum of 5 performance criteria at Exposure level or 3 performance criteria at Exposure level and 2 at Participation level to pass year 1. This is dependent on clinical placement in the maternity services. In relation to the holistic domains where students may work with mothers and babies in areas other than the maternity services and be with a registered midwife/public health nurse on community and gynaecological clinical placements, the holistic domains can be signed by a midwife. The student must have achieved ALL competencies and skills at Exposure and Participation level by the end of the final placement in Year 2, as part of the requirements for passing 2nd year practice placement module. Some clinical skills are transferrable and it is appropriate to ask preceptors to sign these where relevant to the clinical area. It is important to recognise that practice placement experiences differ from student to student. There are differences in the order and sequence, but also differences in the duration of the various experiences. Some experiences are assessed, others are not. The context of learning in year one and two needs to be interpreted flexibly.

LEVEL STAGE OF ACHIEVEMENT 1 Exposure Observes and reflects on the activity being carried out. Provides accurate

feedback. 2 Participation Participates under supervision, recognising the consequences of the care

provided. Provides a sound rationale for the care given, informed by research evidence.

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Glossary of Terms: Domains: These are defined as broad categories that represent the functions of the Registered Midwife in contemporary practice (An Bord Altranais 2003) Performance Criteria: These are statements of selected actions or behaviours that identify how achievement of competence is demonstrated (Glover 1999) Indicators: These are single, discrete, observable behaviours that are mandatory for the designed skill at the target level of practice and each element is designed to provide evidence of competence (An Bord Altranais 2003) The Focus in Years One and Two: The focus in Year One is on assisting students to familiarise themselves with midwifery practice and midwifery skills. Procedures and techniques are learned and practised in defined parts through guidance from, and with the supervision of, experienced practitioners, until confidence in each element is acquired. The learning focuses mainly on the development of skills, attitudes and knowledge directly related or relevant to midwifery practice. The focus in Year Two is on facilitating the student to begin to link and integrate different sources of knowledge and skills or in the context knowledge gained on specialist placement applicable to midwifery situations. The student will begin to identify and appreciate the relationships between different areas of knowledge, and will begin to adopt techniques, procedures, and strategies based on principles. However, students will still need guidance and support in prioritising and identifying salient aspects of specific midwifery situations. It is important to recognise that practice placement experiences differ from student to student. There are differences in the order and sequence, but also differences in the length of the various experiences. Some experiences are assessed, others are not. The context of learning in Year One and Two, as outlined above therefore needs to be interpreted flexibly. The Content: Domains, Performance Criteria (PCs) and Indicators

1. The assessment of practice is organized around 5 domains. 1. Domain 1 - Professional/Ethical practice. 2. Domain 2 - Holistic approaches and integration of knowledge. 3. Domain 3 - Interpersonal relationships. 4. Domain 4 - Organisation and management of care. 5. Domain 5 - Personal and professional development.

+ Clinical Skills

Each domain has a number of performance criteria and each performance criteria has a number of indicators to help your understanding of what is meant by each performance criteria. These indicators are not exclusive of all related aspects of the performance criteria.

2. The performance criteria are assessed against the exposure and participation level, based on Steinaker and Bell’s (1979) experiential learning taxonomy.

3. It is expected that the student will achieve performance criteria progressively through-out clinical placement. A student will need to achieve a minimum of 5 performance criteria at exposure or 3 performance criteria at exposure level and 2 at participation level to pass year one.

4. All performance criteria must be achieved at exposure and participation level at the end of year 2, as part of the requirement for passing NU2083 except if a student has not completed their neonatal placement.

http://www.nursingboard.ie/competency/comp2/domains1.asp





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5. Each performance criterion achieved needs to be signed and dated by the student and the preceptor5. A d can only be achieved if all the indicators, which represent the performance criteria and domain, have been assessed.

6. In the case of a student who has not met all the indicators in relation to the performance criterion during a placement, the preceptor should initial and date the indicator met to enable the student to follow up the outstanding indicator in subsequent placements. The preceptor in these subsequent placements will then be aware which indicators the student has ‘worked’ on so far.

7. Where performance criteria have been achieved, it is important that the student continues to demonstrate these within subsequent placements.

8. Students should have ample opportunities to achieve the indicators and the performance criteria.

The Process of Assessment

Continuous Assessment - Competency Assessment Booklet, Clinical Practice Experience (EU Requirements) Booklet and Clinical Assessment (Pass/Fail). Completion of scheduled clinical hours for first year prior to Summer Examination Board, NU1056 clinical placement duration is 7 supernumerary weeks.

1. The student and the preceptor agree at the 1st meeting (beginning of the placement) the specific performance criteria the student can best work on and achieve. The preceptor decides whether a domain/performance criterion can be assessed within the allocated placement time frame in which the student has had appropriate learning opportunities to avail of her/himself of. The CPC may be a helpful resource in this regard.

2. The student, preceptor and CPC may wish to consider the learning opportunities available, the student’s prior health care experience and the student’s course booklet for the academic input to assist in the identification of learning needs and attaining the performance criteria.

3. The agreed number of performance criteria should be determined by the nature and duration of the practice placement experience. Competencies and skills may need to be revisited as appropriate by preceptor.

4. The student and preceptor should schedule the next Mid-placement OR End of Placement Interview at first meeting.

5. The student and the preceptor meet for a mid-placement interview as part of the ongoing assessment and review of learning. A mid-placement interview is not required for placements up to and including 3 weeks duration. However, if a student is viewed by the preceptor as not progressing towards achieving the agreed performance criteria, the student must be advised of this in writing at the earliest opportunity during the placement.

6. Preceptors can adopt a variety of methods to assess the performance criteria. This may be through direct observation, feedback from staff, interview, discussion, assessment of documentation, or any other evidence that is considered to be relevant.

7. The student is encouraged when not working with their preceptor to ensure that other registered midwives comment on their clinical performance in notes page for Preceptors/Associate Preceptors/Staff Midwives/Nurses/CPC/CMMs.

8. The student is expected to self-assess as an integral part of the assessment process. 9. Students may be encouraged to revisit skills and competencies where indicated. 10. The student is required to write Reflective notes (using the Gibbs’ Cycle), and provide

other sources of evidence, including references and local policies where relevant, to assist in the assessment process. Evidence of learning can articles, care-plans, specific assessments undertaken, feedback from women/clients, and/or appraisal of own skill development.

11. Reflective Notes must be completed and shown to Preceptor on or before final interview. Each reflective note must be dated, and signed by the Preceptor. The CPC/Link Lecturer can review the reflective notes and offer advice and guidance as appropriate.

5 In the absence of a preceptor, a designated assessor undertakes this function.

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12. The student and the Preceptor/Assessor must meet for end of placement interview for assessment review of learning and sign off on student’s competencies and Skills achieved and/or competencies and skills revisited during making up time.

13. The student must make some concluding comments in writing at the end of placement interview form and must sign and date the interview page at time of interview.

14. The preceptor is required to make some concluding comments in writing at the end of placement interview that evaluate the student’s overall learning.

Additional Support

1. Additional support may be required if a Preceptor/Associate preceptor/CPC/other member of staff/Link Lecturer has a concern about a student’s lack of achievement of clinical learning requirements, apparent loss of student’s earlier level of achievement or if a student is not conducting themselves in a professional and responsible manner and/or not working within their agreed/signed Practice Placement Agreement (PPA).

2. This concern must be highlighted and communicated to the student by the Preceptor/Associate preceptor/CPC/Link Lecturer/other member of staff at the earliest opportunity and documented in the notes pages of the student’s Clinical booklet in the Student Interviews section. This can be done at any time e.g. before, during, or after the mid interview or at any time in a practice placement.

3. The Preceptor/Associate preceptor and/or other relevant personnel request a meeting with the student as soon as possible to address this concern. Depending on the nature of the concern the Link Lecturer (LL) may also attend. The purpose of this meeting is to: I. ascertain the student’s view of their practice and progress

II. highlight to the student by giving specific examples of the concerns which the Preceptor/CPC and/or relevant personnel have in relation to their competencies, skills, professional nursing practice/other.

III. give constructive feedback and direction by giving 2 or 3 specific guidelines to the student on what they need to do or work on to address the identified issue(s) or concern(s).

IV. Specify a date to review the learning/practice concern with the student/Preceptor/other

4. The nature of the concern, feedback and direction given with review date of next meeting or other outcome of meeting must be documented in the Mid-placement interview or Additional Supportive Interview Section.

5. The student needs to be given a reasonable amount of time (for example a minimum of one week) to address the concerns highlighted, where possible. If after this time the original concern(s) remain, an SLP/other mechanism6 may be introduced in advance of their final interview. [In exceptional circumstances however, an SLP/other mechanism may need to be introduced immediately e.g. student performing outside their scope of practice and/or patient safety concerns].

6. At this meeting, however, depending on the nature of the concern and following some discussion, there is a possibility that the need for a Supportive Learning Plan (SLP) or other mechanism may be suggested to the student to assist with their practice/learning issues or to address professional matters. The LL, if not present at the Additional Supportive interview may be informed by the CPC that an Additional Supportive interview has occurred. If an SLP/other mechanism is suggested then the L.L. and Practice Module Leader are informed of the need to arrange a meeting as appropriate.

7. Where a final interview has been completed and a concern is raised after this interview an Additional Supportive interview must be conducted with the student, preceptor/associate preceptor/ CPC and LL. The student must be given constructive

6 Other mechanism for example may include disciplinary procedures, fitness to practice, occupational health

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feedback and direction by giving 2 or 3 specific guidelines on what they need to do or work on to address the identified concern(s). This must be documented and signed by all present. This is carried forward into the next placement and the student on commencement of their next placement must inform his/her preceptor if an issue raised in the Additional Supportive interview is still ongoing.

Please refer to section on Supportive Learning Plan Guidelines Other Student-specific Guidance 1. The student ensures that the Booklet is at hand/available at each day of the placement including

during making up time. 2. The student maintains the Booklet in a neat and workable order during the two years of its use. 3. The student is responsible for ensuring that the achieved performance criteria are signed prior to

completion of the practice placement. Where this is not possible the student must negotiate an agreed date with the preceptor/associate preceptor/CNM/CMM (but this should be within a three week time-frame of finishing the clinical placement).

4. The student returns the Booklet to the School of Nursing and Midwifery, UCC at scheduled dates as prescribed by the School of Nursing and Midwifery

Commencement of Placement Interview The student and preceptor meet to explore learning needs and opportunities, so that specified competencies can be identified, practised and achieved. These should be identified and listed in the commencement of placement interview form as (a) a guide to structuring the practice experience, and (b) as a guide for discussion at the Mid Placement Interview. Mid Placement Interview (A mid-placement interview is not required for placements of up to and including 3 weeks’ duration. However, if a student is viewed by the preceptor as not progressing towards agreed competencies, the student must be advised of this at the earliest opportunity during placement. Where a mid-placement interview is required, the student and preceptor meet to review relevant aspects of the learning experiences and opportunities to date, and to assess progress. The student and the preceptor discuss and reflect upon the students’ learning needs, with particular emphasis on those areas that require particular attention. It is important that students should not learn of identified concerns at the end of the placement without having had the opportunity to reflect on those aspects of their learning, which require particular attention. On this basis, further opportunities are identified to meet specific competencies. These are documented, and form the basis of discussion at the end of placement assessment and interview. The achievement of specific competencies is recorded. End of Placement Interview The student and preceptor/assessor must meet for an End of Placement Interview to assess and discuss the student’s learning, their overall placement experience and to identify future learning needs. Students should request feedback from their Preceptor/Associate Preceptor about their performance in order to gain insight on their achievements/ability and with identifying areas for future learning and development. Both student and Preceptor/Associate Preceptor must document some concluding comments in the End of placement interview. ReferencesAn Bord Altranais (2005) 3rd Edition Requirements and Standards for the Midwife Registration Education Programmes Dublin Stationery Office Steinaker, N. and Bell, R., (1979) The Experiential Taxonomy: A New Approach to Teaching and Learning New York: Academic Press

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CUES FOR STEINAKER AND BELLS TAXONOMY OF LEARNING Year 1 & 2- Exposure/Participation Levels YEAR 1 EXPOSURE LEVEL The midwifery student observes and may participate in aspects of care with the support and guidance of a registered midwife/nurse, and can relay the care observed. E.g. checking vital signs with the understanding of normal parameters, admission procedure, hygiene and documenting care. The cues are:

• The student observes a competent practitioner carrying out aspects of care • The student becomes conscious /familiar of an experience or interaction • The student responds to an invitation to participate in an experience • The student interacts with the experience and anticipates participation in it

YEAR 2 PARTICIPATION The student participates in caring for patients with the support and guidance of a registered midwife/nurse e.g. admission procedure, hygiene, and documenting care. The student understands rationale for care provided e.g. rationale for checking vital signs on admission and checking vital signs post-surgery etc. The cues are:

• Physical and cognitive inclusion and involvement in an experience / learning opportunity

• Replication of a previously exposed experience at active participation level in all or part of the care or clinical skill e.g. venepuncture can assemble the equipment needed but may not have the skill, antenatal palpation can demonstrate total skill at end of second year.

• Demonstrating a curiosity and understanding about the care provided by asking the preceptor to explain rationale for care without being prompted to do so.

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DOMAIN ONE: PROFESSIONAL AND ETHICAL PRACTICE

This domain has three performance criteria, they focus on: Performance criteria 1.1 Legislation and professional guidelines for midwives and the policies and protocols for clinical practice Performance criteria 1.2 The philosophy of midwifery care Performance criteria 1.3 Competency for practice at the various levels as a student midwife. Each performance criterion achieved needs to be signed and dated by the student and the preceptor7. A performance criterion can only be achieved if all the indicators, which represent the performance, have been assessed. In the case of a student who has not met all the indicators in relation to the performance criterion during a placement, the preceptor should initial and date the indicator met to enable the student to follow up the outstanding indicator in subsequent placements. The preceptor in these subsequent placements will then be aware which indicators the student has ‘worked’ on so far. ***************** Performance Criteria 1.1 Practices in accordance with legislation and professional guidelines affecting midwifery practice Indicators: 1.1.1 Identifies the legislation and professional guidelines for midwifery practice. 1.1.2 Provides safe midwifery care involving the woman and her family in that care. 1.1.3 Maintains privacy and ensure confidentiality for the women and their families 1.1.4 Practices in accordance with local policies, protocols and guidelines for clinical practice 1.1.5 Responds appropriately to unsafe or unprofessional practice. 1.1.6 Respects and supports the rights, beliefs and cultural practices of women and their

families.

Level Student Signature Preceptor/Assessor Name (Print)

Preceptor/Assessor Signature

Date

Exposure Participation Revisit if applicable


feedback 2 Participation Participates under supervision recognising the consequences of the care

provided. Provides a sound rationale for the care given, informed by research evidence


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DOMAIN ONE: PROFESSIONAL AND ETHICAL PRACTICE Domain one performance criteria 1.2 Practice is underpinned by the distinct philosophy of midwifery. Indicators: 1.2.1 Promotes normality in childbirth practices as outlined within the philosophy of Midwifery in the An Bord Altranais Practice Standards for Midwives (2010). 1.2.2 Promotes women centred maternity care 1.2.3 Promotes role of the midwife. 1.2.4 Has a friendly, caring approach to women that makes them feel comfortable to discuss any aspect of their care and acts on their behalf when necessary.



Date





Domain one performance criteria 1.3

Practices within the limits of own competence and develops and maintains competency Indicators:

1.3.1 Practices in accordance with best available evidence. 1.3.2 Accepts accountability for own professional practice including own actions and omissions. 1.3.3 Practices within own scope of midwifery practice as outlined in the Scope of Nursing and Midwifery Practice Framework 1.3.4 Demonstrates the ability to evaluate own level of competence for midwifery practice 1.3.5 Identifies own limitations in the clinical area and takes appropriate action if delegated role and responsibility beyond level of competence



Date





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Domain One: Professional and ethical practice Evidence of Learning Please use this page to list/outline what has helped you learn about this Domain. This can include brief notes, on any clinical practice or a reference to any literature/indicator that has helped you learn. Can be completed at exposure/participation levels.

Student Date and sign

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DOMAIN TWO: HOLISTIC MIDWIFERY CARE Domain Two is about midwifery practice in antenatal, childbirth and the postnatal period. There is also holistic care of the sick neonate and this can be completed as applicable to the individual students clinical experience, it does not have to be fully competed until the student midwife attends the NNU for a formal placement. This domain has 2 performance criteria Performance Criteria 2.1: Provides safe and effective midwifery care that encompasses the full range of activities of the midwife as set out in the Definition of a Midwife (ICM 2011)

a Antenatal b Intrapartum c Postnatal d NNU

Performance Criteria 2.2: Works in partnership with the woman and her family adopting a partnership approach to care

a Antenatal b Intrapartum c Postnatal d NNU

Each performance criterion achieved needs to be signed and dated by the student and the preceptor8. A performance criterion can only be achieved if all the indicators, which represent the performance, have been assessed. In the case of a student who has not met all the indicators in relation to the performance criterion during a placement, the preceptor should initial and date the indicator met to enable the student to follow up the outstanding indicator in subsequent placements. The preceptor in these subsequent placements will then be aware which indicators the student has ‘worked’ on so far *****************


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DOMAIN TWO: HOLISTIC MIDWIFERY CARE ANTENATAL Performance Criteria1 2.1: Provides safe and effective midwifery care that encompasses the full range of activities of the midwife in the antenatal period. Indicators:

Exposure level Participation Student Preceptor/

midwife Student Preceptor/

midwife Date and sign Date and sign Date and sign Date and sign

2.1.1AN

Utilises and promotes best available evidence and practices to support holistic midwifery care in the antenatal period.

2.1.2 AN

Assesses and confirms the health and well-being of the woman in pregnancy and provides appropriate midwifery care Identifies the importance of a woman’s individual antenatal history.

Demonstrates sensitivity towards all information obtained.

2.1.3 AN

Assesses and confirms the health of the woman’s baby/babies and provides appropriate midwifery care.

2.1.4 AN

Recognises deviations from the normal pregnancy that necessitates consultation with or referral to another midwife/health professional.

2.1.5 AN

Discusses how to recognise and respond appropriately to emergencies affecting the health or safety of mothers and babies.

2.1.6 AN

Provides midwifery care in pregnancy when the health of a woman requires care by a medical practitioner in partnership with other members of the health care team.

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Indicators

Exposure level Indicators

Participation level

Student Preceptor Student Preceptor Date and sign Date and sign Date and sign Date and sign

2.1.7 AN

Provides midwifery care when the health of a fetus requires care by a medical practitioner in partnership with other members of the health care team.

2.1.8 AN

Evaluates care provided in partnership with the pregnant woman and plans future care.

2.2 Works in partnership with the woman and her family

2.2.1 AN 2.2.2 AN 2.2.3 AN

Utilises midwifery skills that enhance the woman’s experience of pregnancy Facilitates informed choice for the woman and involves the woman in decision making about her care Recognises and respects the role of the woman’s family in her experience of antenatal care




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Domain Two: Holistic Midwifery Care Antenatal Evidence of Learning Please use this page to list/outline what has helped you learn about this Domain. This can include brief notes, on any clinical practice or a reference to any literature/indicator that has helped you learn. Can be completed at exposure/participation levels.


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DOMAIN TWO: HOLISTIC MIDWIFERY CARE INTRAPARTUM Performance Criteria 2.1b: Provides safe and effective midwifery care that encompasses the full range of activities of the midwife in the Intrapartum period. Indicators:

Exposure level Participation Student Preceptor

/ midwife

Student Preceptor/ midwife

Date and sign

Date and sign

Date and sign

Date and sign

2.1.1 Intra-natal

Utilises and promotes best available evidence and practices to support holistic midwifery care in the intrapartum period.

2.1.2 Intra-natal

Assesses and confirms the health and wellbeing of the woman and fetus throughout labour and birth and provides appropriate midwifery care.

2.1.3 Intra-natal

Assesses and confirms the health of the newborn baby and provides appropriate midwifery care.

2.1.4 Intra-natal

Recognises deviations from normal labour that necessitates consultation with, or referral to another midwife/health professional.

2.1.5 Intra-natal

Discusses how to recognises and respond appropriately to emergencies affecting the health or safety of mothers and babies.

LEVEL STAGE OF ACHIEVEMENT 1 Exposure Observes and reflects on the activity being carried out.

Provides accurate feedback 2 Participation Participates under supervision recognising the

consequences of the care provided. Provides a sound rationale for the care given, informed by research evidence

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Indicators


/midwife Student Preceptor/

midwife

Date and sign

Date and sign

Date and sign

Date and sign

2.1.6 Intra-natal

Provides midwifery care when the health of a woman in the intrapartum requires care by a medical practitioner in partnership with other members of the health care team.

2.1.7 Intra-natal

Provides midwifery care when the health of a fetus/baby requires care by a medical practitioner in partnership with other members of the health care team.

2.1.8 Intra-natal

Evaluates care provided for the woman in labour in partnership with the woman and plans future care.

2.2 Works in partnership with the woman and her family

2.2.1 Intra-natal 2.2.2 Intra-natal 2.2.3 Intra-natal

Utilises midwifery skills that enhance the woman’s experience of childbirth Facilitates informed choice for the woman and involves the woman in decision making about her care Recognises and respects the role of the woman’s family in her experience of childbirth




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Domain Two: Holistic Midwifery Care Intrapartum Evidence of Learning Please use this page to list/outline what has helped you learn about this Domain. This can include brief notes, on any clinical practice or a reference to any literature/indicator that has helped you learn. Can be completed at exposure/participation levels.


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DOMAIN TWO: HOLISTIC MIDWIFERY CARE POSTNATAL Performance Criteria 2.1c: Provides safe and effective midwifery care that encompasses the full range of activities of the midwife in the Postnatal period. Indicators


/midwife Student Preceptor/

midwife Date and

sign Date and sign

Date and sign

Date and sign

2.1.1 PN

Utilises and promotes best available evidence to support holistic midwifery care in the postnatal period.

2.1.2 PN

Assesses and confirms the health and wellbeing of the mother throughout the postnatal period and provides appropriate midwifery care.

2.1.3 PN

Assesses and confirms the health of the woman’s baby/babies and provides appropriate midwifery care.

2.1.4 PN

Recognises deviations from the normal in the postnatal period that necessitates consultation with or referral to another midwife/health professional.

2.1.5 PN

Discusses how to recognise and respond appropriately to emergencies affecting the health or safety of mothers and babies.

2.1.6 PN

Provides midwifery care when the health of a woman in the postnatal period requires care by a medical practitioner in partnership with other members of the health care team.




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DOMAIN TWO: HOLISTIC MIDWIFERY CARE POSTNATAL continued Indicators Exposure level

Indicators

Participation level

Student Preceptor Student Preceptor Date and sign Date and sign Date and sign Date and sign

2.1.7 PN

Provides midwifery care when the health of a baby requires care by a medical practitioner in partnership with other members of the health care team.

2.1.8 PN

Evaluates care provided in partnership with the woman in the postnatal period and plans future care

2.2 Works in partnership with the woman and her family in the postnatal period

2.2.1 PN 2.2.2 PN 2.2.3cPN

Utilises midwifery skills that enhance the woman experience of postnatal care. Facilitates informed choice for the woman about postnatal care involves the woman in decision making about her care. Recognises and respects the role of the woman’s family in her experience of postnatal care.




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Domain Two: Holistic Midwifery Care Postnatal EVIDENCE OF LEARNING Please use this page to list/outline what has helped you learn about this Domain. This can include brief notes, on any clinical practice or a reference to any literature/indicator that has helped you learn. Can be completed at exposure/participation levels.


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DOMAIN TWO: HOLISTIC MIDWIFERY CARE NNU Competence Assessment Form Performance Criteria 2.1d: Provides safe and effective care to the ill baby embracing a family orientated approach to care.

Indicators

Exposure level Participation Level Student Preceptor/

midwife Student Preceptor/

midwife Date and sign

Date and sign

Date and sign

Date and sign

2.1.1 NNU

Assess the health and wellbeing of the baby in the NNU.

2.1.2 NNU

Discusses how to recognise changes in the baby’s condition and suggest appropriate action including referral to unit manager/neonatology team.

2.1.3 NNU

Discusses how to recognise and respond appropriately to emergencies affecting the health or safety of the baby in NNU.

2.1.4 NNU

Provides all the necessary support to the mother and family to enable them to care for the baby and adapt to this new role.

2.1.5 NNU

Monitors progress of the parent’s emotional state and adaptation to parenthood.

2.1.6 NNU

Evaluates care provided for the baby in partnership with the mother/parents and can outline the plans for future care.

LEVEL STAGE OF ACHIEVEMENT 1 Exposure Observes and reflects on the activity being carried out. Provides accurate feedback. 2 Participation Participates under supervision, recognising the consequences of the care provided.

Provides a sound rationale for the care given, informed by research evidence.

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Domain Two: Holistic Midwifery Care NNU EVIDENCE OF LEARNING Please use this page to list/outline what has helped you learn about this Domain. This can include brief notes, on any clinical practice or a reference to any literature/indicator that has helped you learn. Can be completed at exposure/participation levels.


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DOMAIN THREE: INTERPERSONAL RELATIONSHIPS Domain three has 2 performance criteria that focus on: Performance criteria 3.1 Communication with women Performance criteria 3.2 Communication with other members of the health care team. This domain can be completed in any midwifery placement and good communication skills apply to all areas of midwifery practice. ***************** Performance Criteria 3.1 Communicates effectively with women and their families in one to one and group situations Indicators: 3.1.1 Communicates effectively with women and their families using appropriate interpersonal

communication and listening skills. 3.1.2 Establishes and maintains caring interpersonal relationships with women, their families,

and/or groups. 3.1.3 Facilitates women, their families and groups in communication of their own needs. 3.1.4 Demonstrates an empathic approach to women and their families and alleviates barriers

to effective communication. 3.1.5 Demonstrates the skills necessary for managing challenging situations and respects other

people’s point of view. 3.1.6 Respects and supports the rights, beliefs and cultural practices of women and their

families. Level Student

Signature Preceptor/Assessor Name


Date


LEVEL STAGE OF ACHIEVEMENT 1 Exposure Observes and reflects on the activity being carried out. Provides

accurate feedback 2 Participation Participates under supervision recognising the consequences of the

care provided. Provides a sound rationale for the care given, informed by research evidence

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DOMAIN THREE: INTERPERSONAL RELATIONSHIPS CONTD. Performance Criteria 3.2 Communicates effectively with other members of the healthcare team Indicators: 3.2.1 Demonstrates the ability to accurately present and share information with other

members of the health care team and engage in decision making about midwifery practice.

3.2.2 Demonstrates the ability to work as a member of a health care team and contributes constructively to discussions with other members of the health care team. 3.2.3 Demonstrates the ability to record clinical practice in a clear and accurate manner within a legal and ethical framework.

Level Student Signature

Print Preceptor/Assessor Name


Date

Exposure Participation

Revisit if applicable


accurate feedback 2 Participation Participates under supervision recognising the consequences of the

care provided. Provides a sound rationale for the care given, informed by research evidence

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Domain Three: Interpersonal Relationships Evidence of Learning Please use this page to list/outline what has helped you learn about this Domain. This can include brief notes, on any clinical practice or a reference to any literature/critical element that has helped you learn. Can be completed at exposure/participation levels.


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DOMAIN FOUR: ORGANISATION AND COORDINATION OF MIDWIFERY CARE Domain Four has 2 performance criteria Performance Criteria: 1 is about prioritising and organising care Performance Criteria: 2 is about the provision of maternity services and how a quality

service is provided ***************** PERFORMANCE CRITERIA: 4.1 Effectively co-ordinates the midwifery care of

women and their families Indicators: 4.1.1 Demonstrates the ability to select and utilise resources for midwifery practice effectively and efficiently. 4.1.2 Demonstrates the ability to provide appropriate care to women and their families and effective time management and prioritisation. 4.1.3Adheres to Scope of Nursing and Midwifery Practice Framework (ABA 2000) with regards to delegation. 4.1.4Actively demonstrates flexibility whilst working as member of the health care team.

Level Student Signature Preceptor/Assessor

Name Preceptor/Assessor Signature

Date


Performance Criteria: 4.2 Supports the development and provision of effective midwifery

care for women and their families Indicators: 4.2.1 Values the importance of continuity of care for the woman through pregnancy, labour, birth and the postnatal period. 4.2.2 Evaluates provision of maternity services for women, families and communities. 4.2.3 Demonstrates the ability to integrate research/audit findings into practice. 4.2.4 Works from the premise that evidence based practice is central to the provision of quality initiatives and effective midwifery care. 4.2.5 Demonstrates an appreciation of the responsibilities of the midwife in risk management and health and safety.

Level Student Signature Preceptor/Assessor Name


Date


LEVEL STAGE OF ACHIEVEMENT 1 Exposure Observes and reflects on the activity being carried out. Provides accurate feedback 2 Participation Participates under supervision recognising the consequences of the care provided.

Provides a sound rationale for the care given, informed by research evidence

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Domain Four: Organisation and Coordination of Midwifery Care Evidence of Learning Please use this page to list/outline what has helped you learn about this Domain. This can include brief notes, on any clinical practice or a reference to any literature/critical element that has helped you learn. Can be completed at exposure participation levels.


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DOMAIN FIVE: PERSONAL AND PROFESSIONAL DEVELOPMENT Domain five has one performance criteria about developing lifelong learning skills, reflection, the philosophy of midwifery and ability to teach others. ***************** Performance Criteria 5.1 Practices in accordance with legislation and professional guidelines affecting midwifery practice Indicators: 5.1.1 Identifies and uses resources to facilitate lifelong learning. 5.1.2 Demonstrate commitment to on-going professional education in order to be a

midwife.

5.1.3 Promotes the unique professional identity and the role of the midwife. 5.1.4 Participates in self-assessment and with preceptor for review of clinical

practice. 5.1.5 Demonstrates the ability to reflect on and improve midwifery practice. 5.1.6 Actively promotes the development of a quality clinical learning environment 5.1.7 Contributes to the learning experiences of colleagues through support,

supervision and teaching. 5.1.8 Educates and utilises a wide range of approaches for health promotion for

women, their families and the wider community.

. Level Student Signature Preceptor/Assessor Name


Date



accurate feedback 2 Participation Participates under supervision recognising the consequences of the care


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Domain Five: Personal and Professional Development Evidence of Learning Please use this page to list/outline what has helped you learn about this Domain. This can include brief notes, on any clinical practice or a reference to any literature/critical element that has helped you learn. Can be completed at exposure/participation levels.


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SPECIALIST PLACEMENTS Evidence of learning To ensure anonymity throughout, please do not make any reference to named individual of placement areas, however record the learning area e.g., surgical, medical, NNU etc. Please use black pen only. Date:

Specialist Placement Area:

Learning opportunity:

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SPECIALIST PLACEMENTS Evidence of learning To ensure anonymity throughout, please do not make any reference to named individual of placement areas, however record the learning area e.g., surgical, medical, NNU etc. Please use black pen only. Date:

Specialist Placement Area:

Learning opportunity:

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REFLECTION The student is encouraged to reflect on his/her learning experiences, which s/he may wish to draw on in meetings with preceptors, clinical placement co-ordinators (CPC) and link lecturers. Reflection on clinical practice may help to refine reflective thinking and writing skills. Students need to complete one reflection per week related to the clinical practice area that they are in e.g. antenatal, postnatal, medical, surgical etc. These can be about any aspect of clinical practice and may incorporate performance criteria, indicators or any literature that the student considers appropriate to learning. The student and preceptor/midwife/assessor should sign competed reflective pieces. Guidelines for reflection are in Appendix 2.

*****************

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BSc. Midwifery Students: Reflection Time Record Sheet 1st Year Including an account of any of the following: Reflection/Self-Directed Study/Directed Learning/Problem Solving Activities During clinical placements each student is expected to complete 5 hours of reflective time per week, to augment their learning. This can be spent outside the practice placement area. This is a record of how the student spent this time.

Student Name____________________ Student Number _____________________ Date Activity Theme Student

Signature Total Hours

1

2

3

4

5

6

7

Student signature ____________________Date ____________________

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STUDENT REFLECTIVE NOTES 1 YEAR ONE To ensure anonymity throughout, please do not make any reference to named individual women/relatives/professionals, or names of placement areas. Please use black pen only.

PLEASE CIRCLE RELEVANT PLACEMENT AREA Core Placements; (Antenatal/Postnatal Ward) (Labour Ward) (Antenatal Clinic), Specialist placement; (Medical Ward) (Surgical including Theatre) (Neonatal Unit) (Community) (Gynaecological) (Mental health) Please circle level Exposure Participation Orientation Date: ___________________ Signature Preceptor____________________ Student___________________________

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PLEASE CIRCLE RELEVANT PLACEMENT AREA Core Placements; (Antenatal/Postnatal Ward) (Labour Ward) (Antenatal Clinic), Specialist placement; (Medical Ward) (Surgical including Theatre) (Neonatal Unit) (Community) (Gynaecological) (Mental health) Please circle level Exposure Participation Orientation Date: ___________________ Signature Preceptor____________________ Student___________________________

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PLEASE CIRCLE RELEVANT PLACEMENT AREA Core Placements; (Antenatal/Postnatal Ward) (Labour Ward) (Antenatal Clinic), Specialist placement; (Medical Ward) (Surgical including Theatre) (Neonatal Unit) (Community) (Gynaecological) (Mental health) Please circle level Exposure Participation Date: ___________________ Signature Preceptor____________________ Student___________________________

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STUDENT REFLECTIVE NOTES ON RESPECT FOR WOMEN AND THEIR FAMILIES BELIEFS, VALUES CHOICES OR PRIORITIES WEEK 6 YEAR ONE To ensure anonymity throughout, please do not make any reference to named individual women/relatives/professionals, or names of placement areas. Please use black pen only.


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CASE STUDY ON SAFE ADMISTRATION OF MEDICATIONS WEEK 7 YEAR ONE To ensure anonymity throughout, please do not make any reference to named individual women/relatives/professionals, or names of placement areas. Please use black pen only.


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BSc. Midwifery Students: Reflection Time Record Sheet 2nd Year

Student Name____________________________ Student Number _____________________________ Date Activity Theme Student

Signature Total Hours

1

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STUDENT REFLECTIVE NOTES 1 YEAR TWO To ensure anonymity throughout, please do not make any reference to named individual women/relatives/professionals, or names of placement areas. Please use black pen only.


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REFLECT ON DEVELOPMENT OF YOUR SCOPE OF PRACTICE AS A SECOND YEAR MIDWIFERY STUDENT

INDICATE HOW YOU HAVE DEVELOPED YOUR KNOWLEDGE, SKILLS AND PROFESSIONAL BEHAVIORS

WEEK 10 YEAR TWO To ensure anonymity throughout, please do not make any reference to named individual women/relatives/professionals, or names of placement areas. Please use black pen only.


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HOW DOES THE MIDWIFE DEMONSTRATE COMPASSION AND RESPECTFUL PROFESSIONAL CARE

WEEK 12 YEAR TWO

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CASE STUDY ON SAFE ADMINISTRATION OF MEDICATIONS WEEK 13 YEAR TWO To ensure anonymity throughout, please do not make any reference to named individual women/relatives/professionals, or names of placement areas. Please use black pen only.


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PROMOTIONG NORMAL PREGNANCY, OR CHILDBIRTH OR POSTNATAL CARE WEEK 20 YEAR TWO To ensure anonymity throughout, please do not make any reference to named individual women/relatives/professionals, or names of placement areas. Please use black pen only.


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STUDENT IDENTIFICATION OF FUTURE LEARNING NEEDS WEEK 21 YEAR TWO To ensure anonymity throughout, please do not make any reference to named individual women/relatives/professionals, or names of placement areas. Please use black pen only.

PLEASE CIRCLE RELEVANT PLACEMENT AREA Core Placements; (Antenatal/Postnatal Ward) (Labour Ward) (Antenatal Clinic), Specialist placement; (Medical Ward) (Surgical including Theatre) (Neonatal Unit) (Community) (Gynaecological) (Mental health) Date: ___________________ Signature Preceptor____________________ Student___________________________

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CLINICAL SKILLS IN MIDWIFERY Based on Johnson, R. and Taylor, W. (2011) 3rd Edition Skills for Midwifery Practice. Edinburgh: Churchill Livingstone.

ASSESSMENT OF MATERNAL AND NEONATAL VITAL SIGNS Temperature (Maternal)

Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Temperature (Baby) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Pulse assessment (Maternal) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Heart Rate/Pulse assessment (Baby) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Respiration assessment (maternal) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Respiration assessment (Baby) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Blood Pressure measurement (maternal automated cuff) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Blood Pressure measurement (maternal manual) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

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Pulse Oximetry (maternal) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Pulse Oximetry (baby) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Explanation of Irish Maternity Early Warning System (I-MEWS)


PRINCIPLES OF INFECTION CONTROL

Hand washing technique Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Standard Precautions Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

PRINCIPLES OF ELIMINATION MANAGEMENT

Maintaining fluid balance charts Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Insertion of indwelling urinary catheter Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Removal of indwelling urinary catheter Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Urinalysis Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

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Advice re bowel care Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Obtaining a mid-stream specimen of urine (MSU) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit PRINCIPLES OF MEDICATION ADMINISTRATION *Note: The learning outcomes for this skill must be in accordance with ‘Guidance to Nurses and Midwives on Medication Management (An Bord Altranais 2007) and local policies and protocols of Health Service Providers. While Exposure must be achieved in Year 1,2,3 for this skill, participation level is necessary as part of the requirement for passing the clinical module

Demonstration of Safe Practices in relation to Storage of Prescribed Medication Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Demonstration of Safe Practice in relation to Administration of Prescribed Medication Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Oral administration Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Injection technique Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Administration of medications per rectum (opportunistic) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

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Inhalation Analgesia: Entonox Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Assist with Epidural analgesia Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

CLINICAL SKILL INTRAVENOUS FLUID MANAGEMENT SKILLS

N.B.To be conducted under direct supervision of a Registered Midwife Priming an intravenous line

(with normal saline 0.9%, Hartmann’s solution, dextrose 5%, dextrose saline or Oxytocin infusion) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Revisit

Revisit

Insertion of primed intravenous line (containing normal saline 0.9%, Hartmann’s solution, dextrose 5%, dextrose saline or Oxytocin infusion) correctly into a pump

Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Revisit Revisit

Calculation and setting of flow rate using roller clamp of an infusion (of normal saline 0.9%, Hartmann’s solution, dextrose 5%, dextrose saline or Oxytocin infusion ) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Revisit Revisit

Calculation /adjustment of flow rate of an infusion pump (with normal saline 0.9%, Hartmann’s solution, dextrose 5%, dextrose saline or Oxytocin infusion) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Revisit Revisit

Connection of primed line to a peripheral venous cannula (containing normal saline 0.9%, Hartmann’s solution, dextrose 5%, dextrose saline or Oxytocin infusion)


Trouble shooting of infusion device alarms of an infusion pump (delivering normal saline 0.9%, Hartmann’s solution, dextrose 5%, dextrose saline or Oxytocin infusion). A Reregistered Midwife must be contacted immediately.


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Replacement of completed intravenous infusion with prescribed follow-on infusion (of normal saline 0.9%, Hartmann’s solution, dextrose 5%, dextrose saline or Syntocinon).


Care of lure lock attachment before attachment of intravenous fluids


Correct use of pause function of an infusion pump delivering normal saline 0.9%, Hartmann’s solution, dextrose 5% or dextrose saline. Note pause function can be used when attending to patient hygiene, clothes change or elimination needs but infusion must not be restarted without direct supervision of a registered midwife/nurse. Pause function can also be used in the event of suspected phlebitis or extravasation but a registered midwife/nurse must be consulted immediately. Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Revisit Revisit

Correct use of pause function of a roller clamp delivering normal saline 0.9%, Hartmann’s solution, dextrose 5% or dextrose saline. Note pause function can be used when attending to patient hygiene, clothes change or elimination needs but infusion must not be restarted without direct supervision of a registered midwife/nurse. Pause function can also be used in the event of suspected phlebitis or extravasation but a registered midwife/nurse must be consulted immediately. Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Revisit Revisit

ANTENATAL PERIOD

Full antenatal examination, abdominal palpation Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

The initial antenatal interview including antenatal screening blood tests Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

The use of the pinard stethoscope and assessment of fetal wellbeing Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

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PRINCIPLES OF INTRAPARTUM SKILLS Coping with contractions, promoting normal birth Non pharmacological methods and pharmacological methods


Examination per vaginum Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Exposure Revisit

Application of CTG Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Interpretation of CTG Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Normal birth, care in first stage of labour Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Care in the second stage of labour Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Episiotomy simulated or opportunistic Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Exposure Revisit

Third stage issues: Physiological management of third stage opportunistic Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Exposure Revisit

Third stage issues: Active management of third stage Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

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Estimation of blood loss please circle, in practice or simulated NPEC, EU requirement Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Examination of the placenta, EU requirement that you examine the placenta for every birth you personally assist at


Examination of genital tract following birth Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Observation of Perineal repair opportunistic or simulated Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Management of postpartum haemorrhage opportunistic or simulated Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Midwives’ role at instrumental birth Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Revisit

Management of retained placenta opportunistic or simulated in theory


ASSESSMENT AND CARE OF THE BABY AT BIRTH

Assessment at birth and Apgar score, associated documentation Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

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Facilitate Skin to skin contact for a mother and baby Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Examination of the newborn, at birth, that you personally assist at associated documentation Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Administration of Vitamin K, associated documentation Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Baby security and associated documentation Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

CLINICAL SKILLS IN BREASTFEEDING Based on 10 Steps for Successful Breastfeeding, World Health Organisation

Inform and support a woman with breastfeeding (provide information on benefits of breastfeeding, skin to skin contact, early breastfeeding, rooming in, infant led feeding, avoiding the use of artificial teats, unnecessary supplementation and postnatal support)


Assist a mother to latch and position her baby on the breast Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Observe a full breastfeed from latch to completion Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Attendance Theory session first year and all 20 hour WHO Breastfeeding Programme for Health Professionals (to be signed by link lecturer)


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Provide a woman with information on postnatal breastfeeding support Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

PRINCIPLES OF INFANT NUTRITION (BFHI recommendations) Providing postnatal information on sterilisation of feeding equipment and how to prepare formula feeds safely


Provide a woman with postnatal support when formula/bottle feeding Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

POSTNATAL CARE OF MOTHER AND BABY

Postnatal period examination of the mother Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Daily, routine examination of the newborn Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Information provided to mothers about Blood spot screening for the new born (skill may be opportunistic)


Midwives role for plan of care for screening and referral for Developmental dysplasia of the hips Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Postnatal Discharge information Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

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PRINCIPLES OF HYGIENE NEEDS Care of a woman’s hygiene needs (may include bed bath, assistance with shower, hygiene postoperatively)


Baby bathing Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Nappy changing Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Routine care of the babys’ eyes advice for mothers Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Care of the umbilical cord Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

PRINCIPLES OF PHLEBOTOMY

Blood glucose measurement Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Venepuncture Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Assisting with intravenous cannulation Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Removal of intravenous cannula Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

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PRINCIPLES OF PERIOPERATIVE SKILLS

Preparation of woman for theatre Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Collection of woman from theatre Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Care of woman postoperatively on ward Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

PRINCIPLES OF WOUND MANAGEMENT

Caesarean wound management Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

Aseptic technique (opportunistic – includes Medical/Surgical Placements or in theatre in Maternity Services)


Management of perineal trauma postpartum Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

PRINCIPLES OF RESTRICTED MOBILITY

Discuss pressure area care Medical/surgical placements or in theatre in Maternity Services Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

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Prevention of thromboembolism, application of TED stockings Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation Revisit

MANDATORY ATTENDANCE

Prevention and control of healthcare Associated Infection (attendance at training session) Programme first year HSE Venue/Module Preceptor/Assessor Name CPC signature Date

PRINCIPLES OF CARDIOPULMONARY RESUSCITATION

Maternal resuscitation Basic Life support programme date of programme Venue Outcome Pass or repeat skills Student Signature Date

Neonatal resuscitation simulated skills first year and second year lecturer

Level Module Lecturer Student Signature Date Participation 1st year

Revisit Skills Second year

PRINCIPLES OF MOVING AND HANDLING

Programme completed Principles of moving and handling Venue Student Signature Preceptor/Assessor Name Student Signature Date

WHO 20 HOUR BREASTFEEDING PROGRAMME

Programme completed Principles of moving and handling Venue/Module Lecture Name Student Signature Date Day 1 Day 2 Day 3

This list is not exhaustive and other learning opportunities may present themselves during clinical placement – please specify below: Other:


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Other:


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SPECIALIST PLACEMENTS Please identify skills achieved during specialist placements

Neonatal/SCBU/NICU/Neonatal Clinic

Skill: Discuss reasons for admission to the NNU

Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date Exposure Participation

Skill: What is developmental care?


Skill: discuss the care of a baby with pathological jaundice versus physiological jaundice


Skill: discuss weight gain in new-born babies


Community Placement

Skill: Explain the Role of a Public Health Nurse


Skill: How does the Public Health Nurse prioritise the care she gives with her caseload


Skill: How does the public health nurse maintain asepsis in the community


Skill: Discuss what happens at the first visit by the PHN to a woman with a newborn opportunistic or


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Gynaecological Placement Skill: Care of women with early pregnancy loss


Skill: Care of women requiring gynaecological investigations


Skill: Care of women requiring surgical gynaecological procedure


Skill: Demonstrate an awareness of the care of a woman requiring oncological care


Medical Placement Skill: Explain any medical condition to a Registered nurse (this depends on where you are allocated for medical placement)


Skill: Administration of medications, explain what happens to administer medications safely.


Skill: Explain fluid balance charts


Skill: Participate in total hygiene needs for a person admitted to a medical ward.


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Mental Health Placement Skill: Observation/participation Communication Skills with clients


Skill: Observe one intervention to support recovery


Skill: Look up one Psychotropic medication and explain how it works, and side effects


Skill: Documentation (Observe staff documenting care)


Surgical placement, including theatre Skill: Theatre Check List


Skill: Escort to theatre and hand over


Skill: Collection and post op observations


Skill: Wound management


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ASSESSMENT OF PRACTICE INTERVIEW(S) Assessment of Practice Interview Forms are set out in the following pages. Commencement of Placement Interview: The student and preceptor meet to explore learning needs and opportunities, so that specified performance criteria and skills can be identified, practised and achieved. These are then documented as (a) a guide to structuring the practice experience, and (b) as a guide for discussion at the mid placement interview. Mid Placement Interview (A mid-placement interview is not required for three-week placements. However, if the preceptor views a student as not progressing towards the agreed performance criteria outlined, the student must be advised of this at the earliest opportunity during placement. Where a mid-placement interview is required, the student and preceptor meet to review relevant aspects of the learning experiences and opportunities to date, and to assess progress. The student and the preceptor discuss and reflect upon the students’ learning needs, with particular emphasis on those areas that require particular attention. It is important that students should not learn of identified concerns at the end of the placement without having had the opportunity to reflect on those aspects of their learning, which require particular attention. On this basis, further opportunities are identified to meet the specific performance criteria. These are documented, and form the basis of discussion at the end of placement assessment and interview. The achievement of specific performance criteria is recorded. End of Placement Interview The student and preceptor meet to assess and discuss the student’s learning, to discuss the overall placement experience, and to identify areas for future learning. The achievement of specific performance criteria is recorded. Specialist Placements 1. The student and the preceptor agree at the 1st meeting (beginning of the placement) the learning

opportunities and outcomes to be achieved, relevant to the placement area. The student and the preceptor may wish to consider the learning opportunities in association with the student’s prior health care experience and the student’s course booklet for the academic programme.

2. The student is required to identify the appropriate clinical skills achieved, write reflective notes, and provide sources of evidence to assist in the assessment process. Evidence can be in the form of care-plans, specific assessments undertaken, feedback from clients, and/or appraisal of own skill development

3. The student and the preceptor meet for mid placement interview where assessment and review of learning takes place. A mid-placement interview is not required for two-week placements.

4. The student and the preceptor meet for end of placement interview for assessment and review of learning

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ORIENTATION INTERVIEW FORM Preceptor Name:

Practice Placement Area: Core Placements; (Antenatal/Postnatal Ward) (Labour Ward) (Antenatal Clinic), Specialist placement; (Medical Ward) (Surgical including Theatre) (Neonatal Unit) (Community) (Gynaecological) (Mental health) Is this a Revisit to a clinical area Yes No

Placement Dates: From To At commencement of placement please locate the following: fire exits, fire extinguishers, tel. nos. for Cardiac arrest, obstetric emergencies and fire. Bleep systems

COMMENCEMENT OF PLACEMENT INTERVIEW Student Comments Preceptor/Assessor Comments Student Signature: Date: Preceptor/Assessor Signature and print: Date: MID PLACEMENT INTERVIEW Student Comments Preceptor/Assessor Comments Student Signature: Date: Preceptor/Assessor Signature and print: Date: END OF PLACEMENT INTERVIEW Student Comments Preceptor/Assessor Comments Student Signature: Date: Preceptor/Assessor Signature and print: Date: CMM 1 and/or CMM 2 Signature and print: Date:

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ASSESSMENT OF PRACTICE INTERVIEW(S) FORM Preceptor Name:




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Additional Interview Section Student’s view of his/her progress

Preceptor’s concern about student’s progress Decisions reached Preceptor signature Date

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COMMENCEMENT OF PLACEMENT INTERVIEW Student Comments Preceptor/Assessor Comments Student Signature: Date: Preceptor/Assessor Signature: Date: MID PLACEMENT INTERVIEW Student Comments Preceptor/Assessor Comments Student Signature: Date: Preceptor/Assessor Signature and print: Date: END OF PLACEMENT INTERVIEW Student Comments Preceptor/Assessor Comments Student Signature: Date: Preceptor/Assessor Signature and print: Date: CMM 1 and/or CMM 2 Signature and print: Date:

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COMMENCEMENT OF PLACEMENT INTERVIEW Student Comments Preceptor/Assessor Comments Student Signature and print: Date: Preceptor/Assessor Signature and print: Date: MID PLACEMENT INTERVIEW Student Comments Preceptor/Assessor Comments Student Signature: Date: Preceptor/Assessor Signature and print: Date: END OF PLACEMENT INTERVIEW Student Comments Preceptor/Assessor Comments Student Signature: Date: Preceptor/Assessor Signature and print: Date: CMM 1 and/or CMM 2 Signature and print: Date:

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RECORD OF INTERACTIONS OR COMMENTS WHILE LEARNING TO BE A MIDWIFE.

For student midwives, preceptors, link lecturers, clinical placement coordinators, clinical coordinator or any other staff involved in midwifery education to record any event that has supported student learning. This can include regular records of dates and times of meetings with students and comments that indicate support for student learning. Student midwives are encouraged to write in this section on a regular basis about interactions that have helped them learn about midwifery. Date Comment Signature

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APPENDIX 1 ADAPTED STEINAKER AND BELL’S (1979) EXPERIENTIAL TAXONOMY Steinaker and Bell’s (1979) first four levels (exposure, participation, identification and internalisation) of their experiential taxonomy have been adopted to guide and assist both the students and preceptors in the assessment of the students’ competencies. The framework presented below is based on an in-depth examination of Steinaker and Bell’s 1979 text ‘The Experiential Taxonomy: A New Approach to Teaching and Learning’. The guiding principle in developing the framework has been to retain as far as possible the language used by Steinaker and Bell. Please note that the dissemination level is included for information purposes only. It is suggested that this level may be adopted when assessing the practice of students (Registered Midwives) who undertake Postgraduate Diploma programmes. Taxonomy = A classification of organisms into groups based on similarities of structure or origin (Collins English Dictionary, 1999) Experience = “A hierarchy of stimuli, interaction, activity and response within a scope of sequentially related events beginning with exposure and culminating in dissemination” (Steinaker and Bell, 1979:9). “Experience is cyclic as is life” (Steinaker and Bell, 1979:33).

EXPOSURE Level Sub categories of

Exposure Level Examples of

Activities at Exposure Level

Implications for Students Implications for Preceptors

Guidance for Assessment of Practice

The process of becoming consciousness of an experience. The invitation to an experience where extrinsic forms of motivation are used to:

• gain and focus attention

• reduce anxiety and • establish in the student

a willingness to participate further

Sensory The student is exposed to an experience Leading to a Response The student interacts with the experience Leading to Readiness The student accepts the experience and anticipates participation in it.

Uses audio or visual materials Observes examples to illustrate a principle, concept or skill Locates resources Listens to facts or principles being presented Views situations, objects, roles Asks fundamental / naïve questions Recognises changing relationships between previously used words, images, activities

The student uses all 5 senses:

• Seeing • Hearing • Smelling • Touching • Tasting

The student reacts, recognises and notices with a degree of controlled thought

The preceptor: • Motivates the student • Focuses attention

on the experience • Keeps the student’s

anxiety within bounds

• Maintains the student’s confidence

Observe and sense the positive and/or negative reactions of the student Determine initial understanding and willingness to proceed

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PARTICIPATION Level Sub categories of the Participation Level

Examples of Activities at Participation Level

Implications for Students Implications for Preceptors

Guidance for Assessment of Practice

The level at which the student decides to become physically a part of the experience

or becomes an active participant (to replicate in some way to which the student has been exposed)

Representation (characterised by a feeling of discovery) Reproducing, mentally and/or physically, an experience either:

• covertly - a private rehearsal or

• overtly - in a small/large group interaction.

Leading to Modification (characterised by cognitive confirmation) With the input of past personal activities the experience develops and grows (the student defines a beginning frame of reference) The student becomes an active participant

Participates in structured data gathering activities Discusses and reviews data presented Avails of opportunities to practice an observed event Participates in hands-on activities Reacts to new, difficult or unusual occurrence

The student engages in mental and/or physical activities: Mental Activities

• Visualising • Modelling • Recalling • Role playing

(‘walking through’) of experiences

Physical Activities • Exploring • Manipulating • Collecting,

discussing and inferring from available data relevant to the experience

The preceptor: acts as a catalyst for the student’s progress provides initial guidance and supportive feedback bridges gap between what the student already knows and what the student needs to know encourages the student to think critically about the experience

Examine and judge the designed and implemented learning activities Ask questions that demonstrate understanding and ability to succeed Determine whether the student’s knowledge and skills need further advancement or need to revise learning activities

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APPENDIX 2 STUDENT REFLECTIVE NOTES: GUIDELINES

Frequently Asked Questions

1. What is reflective learning? Reflective learning is another way of learning. It is a process that enables you to learn from what you see and what you do during your clinical placements. The aim of reflection is to encourage you to examine and explore your behaviours, thoughts, feelings and attitudes about your clinical experiences. You are expected to write one reflective note per short clinical placement (i.e. 1 – 3 week placements). During placements of longer duration, reflective notes must be written for every of placement.

2. Why do I need to reflect on my practice?

There are many reasons why you need to reflect on your practice. For example, it helps you to acknowledge your thoughts and feelings, thereby enabling you to scrutinise your practice. Following on from this it may prompt you to embrace new ideas and better ways of delivering midwifery care. This helps to improve your midwifery skills and make clearer links between theory and practice. Reflection assists you to identify your own learning needs and develop your practice further. Reflecting on practice will identify for you your own core decision making skills, help you to problem solve and assist you in developing your critical thinking skills

.3. What should I reflect on?

You can reflect on anything that occurs during clinical placement. It may be an experience that went well, an experience that was particularly demanding, a very ordinary, everyday experience or an experience in which things did not go as planned. You can link your reflective notes back to any one of the Clinical learning outcomes or Domains that you have achieved.

4.How can I reflect? • Use Gibbs Cycle (1988) framework and use all stages of that framework • You may also find it helpful to refer to lecture/practice notes on reflection from NU1027 • Start writing as early as possible, in your own words. You may find it helpful to refer to the literature for examples of how to write reflectively. While there is no right or wrong style of writing up your reflections, these guidelines may make it easier for you • You are provided with five hours per week as off ward time to write up your reflections • It may be helpful to write something, leave it, return to it later and then try to question different aspects of this experience • Remember to maintain confidentiality and anonymity of the individual, staff and placement area • Use the supports available to you e.g. CPC, preceptor, link lecturer, and other students. It may help you to get started by talking through an experience with somebody • Remember reflection is a skill that you can develop, so the more you practice the better you will become. Also you may find that you will write less as your skills of reflection develop.

Note: All Reflective Notes must be completed and signed prior to/or at the final interview References Collington V and Hunt SC (2006) Reflection in midwifery education and practice: an exploratory analysis. Evidence Based Midwifery. Vol 4, No 3, pp 76-82 Dykes F. (2006) The education of health practitioners supporting breastfeeding women: time for critical reflection. Maternal and Child Nutrition. Vol 2, No 4, pp 204-216 Gibbs, G. (l988) Learning by Doing A guide to Teaching and Learning’ Methods. Oxford Polytechnic, Further Education Unit. Minter A. (2005) Teaching and assessing: reflection upon planning, delivery and evaluation. British Journal of Midwifery. Vol 13, No 11, pp 722-725 Phelan O. (2006) Structured reflection in midwifery practice. All Ireland Journal of Nursing and Midwifery. Vol 2, No 3, pp 18-19

APPENDIX 3 – GIBBS REFLECTIVE CYCLE

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Description What Happened?

Action Plan Feeling Conclusion Evaluation Analysis What sense can you make of the situation? (Gibbs, 1988), cited in Johns, 2000)

If it arose again, what would you do?

What else could you have done? What was good and bad about the experience?

What were you thinking and feeling?

Format for Documenting Reflective practice Description of event (what happened?) Feelings (what I was feeling and thinking) Evaluation (what was good and bad about the experience) Analysis (what sense can I make of the situation – re evaluating the experience) Conclusion (what else could I have done, what knowledge did or could have informed me) Action Plan (If the situation arose again, what else could I do?) References (to support your reflection)

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Clinical Supportive Mechanisms for Student Learning

Additional Support

Additional Supportive Interview

Supportive Learning Plan

BSc Nursing and BSc Midwifery

Agreed by: Steering Group – July 2015 Revised by: Clinical Practice Committee – February 2016 Review Date: May 2017

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Supportive Mechanisms for Student Learning 1. ADDITIONAL SUPPORT Every effort is made to support and guide a student in achieving their competencies and clinical skills however, some students may require additional support. The need for additional support does not mean that a student will not achieve or is more likely not to achieve their clinical requirements but quite the contrary, in that, the earlier a preceptor/associate preceptor or indeed the student themselves may see that more support is needed in a specific area then the more likely they are to achieve their clinical requirements. Furthermore, the earlier this is addressed by either party also the more time there is to set out specific objectives to support a student with achieving their identified requirements. Additional support is provided by way of an Additional Supportive Interview or a Supportive Learning Plan. 2. ADDITIONAL SUPPORTIVE INTERVIEW The Additional Supportive Interview section should (where possible), be implemented prior to the initiation of a Supportive Learning Plan (SLP). This can be done at any time e.g. before, during, or after the mid interview or at any time in a practice placement. The Additional Supportive Interview page is located in the student’s Clinical Booklet in the Student Interviews section. See page for specific requirements to complete. Process for conducting an Additional Supportive Interview The Preceptor/Associate preceptor/CPC and/or other relevant personnel request a meeting with the student as soon as possible to address this concern. Depending on the nature of the concern the Link Lecturer (LL) may also attend. The purpose of this meeting is to:

• Ascertain the student’s view of their practice and progress • Highlight to the student by giving specific examples of the concerns which the

Preceptor/CPC and/or relevant personnel have in relation to their competencies, skills, professional midwifery practice/other.

• Give constructive feedback and direction by giving 2 - 3 specific guidelines to the student on what they need to do or work on to address the identified issue(s) or concern(s).

• Specify a date to review the learning/practice/concern with the student/Preceptor/other • The nature of the concern, feedback and direction given with review date of next meeting

or other outcome of meeting must be documented in the Additional Supportive Interview Section.

It is essential that the Preceptor/Associate preceptor/CPC or other member of staff document any concerns re: learning, in the students’ clinical booklet in an objective and factual manner, providing examples from student’s practice. The student should be provided with a reasonable timeframe (pending length of placement) to address performance/learning issues identified (two days to one week where possible). This record, including “decisions reached” must be signed and dated by both the student and preceptor. If after

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this time the original concern(s) remain, a Supportive Learning Plan (SLP) or other mechanism9 may be introduced in advance of their final interview. If an Additional Supportive Interview remains open at the end of a clinical placement, then this (Additional Supportive Interview) is carried forward to the student’s next clinical placement area. The student, on commencing their next placement must inform his/her Preceptor/CPC/CNM/CMM, if an issue raised in the Additional Supportive Interview is ongoing. The student must then be assessed and evaluated during the 1st week of placement in relation to issues/actions identified in the Additional Supportive Interview. A decision is then made to either close the Additional Supportive Interview or to progress to opening a Supportive Learning Plan (SLP). At this meeting (Additional Supportive Interview) however, depending on the nature of the concern, there is a possibility that the need for an SLP or other mechanism may be suggested to the student to assist with their practice/learning issues or to address professional matters. The LL, if not present at the Additional Supportive interview must be informed by the CPC that an Additional Supportive interview has occurred. If an SLP/other mechanism is suggested, then the LL and Practice Module Leader/Programme Leader are informed of the need to arrange a meeting as appropriate. N/B: [In exceptional circumstances however, and pending nature of event, an SLP/other mechanism may need to be introduced immediately without an Additional Supportive Interview e.g. student performing outside their scope of practice and/or patient safety concerns]. The Clinical Placement Co-ordinator (CPC) / Link Lecturer (LL) will inform CPC/LL for next placement as appropriate. 3. SUPPORTIVE LEARNING PLAN NB – See section on “Additional Support” and “Additional Supportive Interview” above prior to initiating a Supportive Learning Plan. Definition A Supportive Learning Plan (SLP) is a structured process to provide additional support to a student in the achievement of agreed clinical learning requirements during a practice placement. The process is a supportive mechanism undertaken by UCC and respective HSP personnel. All personnel involved will demonstrate respect for the dignity of the student and their colleagues, and will maintain confidentiality at all times during the process. Indicators for a Supporting Learning Plan The need for a SLP may reflect:

• When a student has not achieved requirements using the Additional Supportive Interview section

• A requirement for additional support for a student in order to achieve agreed clinical learning requirements at the required rate with respect to the BSc programme and reasonable for that clinical area.

• Explicit loss of a student’s earlier level of achievement • The student’s own wishes for additional support because they are not achieving clinical

learning requirements relative to their identified learning needs

9 Other mechanism for example may include disciplinary procedures, fitness to practice, occupational health etc.

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• Where a student could benefit from support in relation to professional behaviour (for example, interpersonal relationships)

• Support for a student to practice within their agreed/signed Practice Placement Agreement.

Please note: Placement duration should have no bearing on the need to initiate an SLP. Timing of Opening an SLP In the absence of exceptional circumstances, an SLP must not be initiated on last day of placement. A Supportive Learning Plan (SLP) can only be initiated during allocated clinical placement time and SLP meetings can only take place during allocated clinical placement time. A student must not be called out of theory (study leave or any other leave) for an SLP meeting. Setting up a Supportive Learning Plan Meeting The Preceptor must liaise with the Clinical Placement Co-ordinator (CPC)10 who will contact the area specific Link Lecturer (LL) regarding the need to initiate an SLP. The CPC11 must liaise with the LL to arrange a meeting of the relevant personnel, consisting of a minimum of four and a maximum of five people. This must include the student, preceptor, LL, CPC and/or the CNM/CMM. The CPC/LL, in advance of the meeting will provide the student and other personnel with the details of the meeting (the process, purpose, date, time, venue and persons to be present). In the event of the unavailability of a LL for a specific clinical area (ideally the LL should arrange their own cover for SLP meetings), and to avoid an unnecessary delay in the scheduling of an SLP meeting, the CPC or LL are required to inform the Practice Module Leader, Programme Leader if LL (or cover) is unavailable. The Practice Module Leader/Programme Leader will then take responsibility for allocating a replacement LL to attend SLP meeting.

The Process of Conducting and Documenting the SLP Plan Meeting INITIAL MEETING The CPC/LL or CNM/CMM will chair the meeting and the LL or CPC will record the process that includes the student’s specific learning requirements. All parties, or their representatives, must be present at all meetings relating to the SLP. First, the student is invited to give a view of his/her progress. Secondly, the preceptor is asked to comment on the following: (using specific examples/incidents)

• why he/she considers it necessary to implement an SLP • identify the student’s clinical learning requirements needing attention (See indicators for

SLP above). The student is given the opportunity to respond to the preceptor’s comments/concerns.

Thirdly, any other evidence that supports the preceptor’s concerns in relation to the student can then be presented e.g. from a CPC/CNM/CMM or LL where relevant. The student is given the opportunity again to respond.

10Where CPCs are not in place, the preceptor must liaise with the Clinical Development Coordinator or LL. 11 If no CPC linked to a clinical area the LL arranges the SLP meeting of the relevant personnel, consisting of a minimum of three and a maximum of five persons and must include student, preceptor, LL and a CNM/CMM where possible.

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Fourthly, the steps the student needs to take towards achieving their learning requirements must be clearly identified and documented as Agreed Goals. The Agreed Goals must reflect the associated Domains/competencies, and outcomes specified in the Competency Assessment booklet12. The SLP should also identify methods of achieving the Agreed Goals. For example, provide a maximum of three measurable outcomes (measured by observation, problem-solving exercises, regular communication or other evaluation methods), using active verb statements (e.g. report, plan, document, demonstrate, communicate etc.) to give the student specific direction of how to achieve their clinical learning. Finally, a reasonable review date must be agreed and set to provide the student with an opportunity to discuss/demonstrate progress by that date or for further supports to be put in place. The SLP must be signed and dated by both the Preceptor, student and all others present at the meeting. The Link lecturer informs the Practice Placement Module Leader, Programme Leader and Director of Practice Education of the implementation of an SLP. The Link lecturer must place a copy of the SLP in the student’s file in G03, School of Nursing & Midwifery, UCC. The original copy must remain in the student’s Competency Assessment Booklet. REVIEW MEETING At the review meeting, the CPC/CNM/CMM or LL will either chair the meeting or record the process. Similar to the Initial meeting (as outlined above) the student is asked to comment on his/her progress. Then the preceptor responds to the student’s comments. Others present at meeting may comment on the student’s progress where relevant. A judgment will be made by the preceptor following discussion (at the meeting) with all parties present whether to continue or close the SLP on the basis of progress made by the student. The section “Review of student’s progress and further recommendations” in the Competency Assessment Booklet is intended for use at the review meeting. The SLP review meeting record must be signed and dated by the preceptor, student and all others present at the meeting. The LL informs the Practice Placement Module Leader, Programme Leader and Director of Practice Education of the outcome of the SLP review meeting. The LL must place a copy of the SLP review meeting in the student’s file in G03, SONM, UCC. The original copy must remain in the student’s Competency Assessment Booklet.

12 Students can also work to achieve clinical learning outside of identified learning within the SLP during their Clinical Placement if deemed appropriate

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The Process of Notification Student Responsibilities. The student must:

• On commencing their next placement, inform his/her preceptor/CPC13 either verbally or via e-mail that they are carrying an OPEN SLP forward from a previous placement or previous academic year.

The Clinical Placement Coordinator (CPC) Responsibilities. The CPC must:

• Inform the Nurse/Midwife Practice Development Coordinator if a student has an open SLP. • Inform the CPC for the next practice placement of the open SLP14. • Liaise with the student at the commencement of the next clinical placement.

The Link Lecturer (LL) Responsibilities. The LL must:

• Inform the Practice Module Leader, Programme Leader, Director of Practice Education and LL in the student’s next placement of a student having an open SLP.

• Liaise with the external hospital sites, in relation to a student going to or leaving a placement with an open SLP.

The Programme Leader/Practice Module Leader in consultation with the Allocations Officer (AO), Allocations Liaison Officer (ALO) may consider the suitability of the next placement in order for the student to achieve the learning requirements outlined in the SLP. This is in context of a general or specialist placement. Whilst some re-organisation may be achievable for years one, two or three of the BSc programme however, students must complete the entire 18 weeks of their specialist placements prior to internship placements in year four as stated by ABA, 2005) “All theory, supernumerary core placements and the specialist placements must be completed prior to students undertaking the final placement of 36 weeks internship which consolidates the completed theoretical learning and supports the achievement of clinical competence within the learning environment” (ABA, 2005, p.20). Therefore, SLPs may be carried over to specialist placements. Process for Carrying an Open SLP to the Next Academic Year Students are required to meet the pass and progression requirements for the respective years. However, if an SLP is initiated during an academic year and remains open at the end of that year, then on commencement of their next clinical placement for the next academic year, a meeting must be held to review the open SLP. Follow guidelines for review meeting and student responsibilities outlined above. Student Refusal to Engage with the SLP process The SLP is initiated with the agreement of the student. If a student refuses to participate with an SLP, the CPC must arrange a meeting with the student, preceptor, CPC and LL. to discuss the matter. This can be done at mid interview or as an additional interview. Here the student’s reasons for refusing to participate with the SLP process must be documented as well as advice

13Where CPCs are not in place, the student must liaise with the Practice Development Coordinator or LL. 14 BSc Integrated Children’s programme only: Child and Adult specific learning requirements must be achieved in the relative disciplines whereas shared can be achieved in either child or adult placements. These principals remain relevant during the SLP process.

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given and signed by all present. The student is made aware of the implications of this i.e. they may not achieve Pass and Progression requirements for their clinical module. If a student refuses to engage with the SLP processes and/or refuses to sign the SLP, in the interest of patient/client safety the student will be notified by the CPC/LL that this refusal to engage with the SLP process may be in breach of the Practice Placement Agreement for example

“I confirm that I shall endeavour to recognise my own limitations and shall seek help/support when my level of experience is inadequate to handle a situation (whether on my own or with others), or when I or others perceive that my level of experience may be inadequate to handle a situation”. “I shall conduct myself in a professional and responsible manner in all my actions and communications (verbal, written and electronic including text, email or social communication media).

The student is advised that this may have implications for their pass and progression to the next academic year. The student will also be notified by the CPC/LL that they may be removed from placement as deemed appropriate15. In the event of a student refusing to engage with the SLP processes and /or refusing to sign the SLP, the LL/CPC (if applicable) must organise a meeting to review this situation within a maximum timeframe of 2 weeks with the relevant personnel in the Health Service Provider & School of Nursing & Midwifery, UCC. This meeting must include the student, CPC, Nurse/Midwife Practice Development Co-ordinator (N/MPDC), Programme Leader and Director of Undergraduate Practice Education. Student with Continuous or high volume of SLP’s If a student has continuous open SLP’s or has a high number of SLPs within an academic year, the LL/CPC (if applicable) must organise a meeting to review this situation prior to completion of the student’s clinical placement for that academic year. A review meeting with the relevant personnel in the HSP and SONM, UCC will be held. This meeting must include the student, CPC, LL, Nurse/Midwife Practice Development Co-ordinator (N/MPDC) and Programme Leader.

15 In the event of a student being removed from placement the AO in UCC and ALO in the HSP must be notified immediately by the CPC/LL. Any time missed from clinical practice by the student must be repaid in full as per the NMBI requirements and standards.

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SUPPORTIVE LEARNING PLAN (SLP) ALGORITHM

Planning the SLP Review outcome of Additional Supportive Interview Preceptor/CNM/CMM/CPC/LL identifies that a student is not achieving their clinical

learning requirements, is not conducting themselves in a professional and responsible manner and/or not working within their agreed Practice Placement Agreement (PPA).

Preceptor/CNM/CMM liaises with CPC/CDC to discuss the ongoing concerns in relation to a student’s failure to progress following Additional supportive interview.

Student is informed by the preceptor/CNM/CMM/CPC or LL in advance of the proposed/scheduled SLP meeting and of their preceptors/CNMs concerns.

CPC/CDC/LL liaises with all relevant personnel (student, preceptor/CNM/CMM, CPC, LL) to arrange a meeting, giving details of the purpose, date, time and venue.

Initial Meeting The CPC/LL or CNM/CMM will chair the meeting and either the LL/CPC will record the process. First, the student is invited to give a view of his/her progress. Secondly, the preceptor is asked to comment on the following: (using specific examples/incidents)

• why he/she considers it necessary to implement an SLP • to identify the student’s clinical learning requirements needing attention (See indicators

for SLP above, pgs. 126/127 of this book). The student is given the opportunity to respond to the preceptor’s comments/concerns. Thirdly, any other evidence that highlights a student’s learning deficits is then presented/discussed e.g. from a CPC/CNM/CMM or LL where relevant. The student is given the opportunity again to respond. Fourthly, an appropriate plan with Agreed Goals and support mechanisms are identified to help the student to achieve the learning/practice concern(s). Finally, a time frame is agreed and review date set. SLP is signed and dated by all present. The SLP is documented in the student’s Clinical Booklet and a copy must be placed in the student’s file in the School of Nursing and Midwifery, GO3, UCC. Review Meeting The student’s progress is reviewed. Follow procedure as for Initial meeting (outlined above) Student is invited to give a view of his/her progress. Preceptor/CNM/CMM/CPC/LL gives his/her feedback. If learning/practice concern(s) has been achieved - SLP is signed off and closed If the student is not achieving the Agreed Clinical Goals, a revised plan is formulated

with a new review date within a reasonable timeframe. (Refer to ‘notification’ section above if student with open SLP moving to a new placement area)

The section “Review of student’s progress and further recommendations” in the Clinical Booklet is intended for use at the review meeting.

The SLP review meeting record must be signed and dated by all present at meeting. LL must place a copy of the SLP review meeting in the student’s file in G03, SONM, UCC.

On closure of an SLP, there is no requirement to notify future placement areas of the prior existence of an SLP, thus upholding confidentiality.

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SUPPORTIVE LEARNING PLAN FOR PRACTICE Student Name: ______________________ Intake Year: _______________ Student I.D Number: ____________________ Practice Placement Area___________________________________________________ Practice Placement Dates: From ___________________ To __________________ Preceptor’s Name & Grade: _______________________________________________ Date_________________ Description of specific concern/s as described by Student and Preceptor. (Link specific concerns with the Domains and the Competencies). Agreed Goals (Suggested/recommended methods to facilitate achievement of Competencies) Student Signature __________________ Preceptor Signature ______________________ Link Lecturer_________________________________________ Clinical Placement Coordinator _________________________________________ Clinical Midwife Manager _________________________________________ Review Date Agreed ___________________________

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REVIEW MEETING Date of Review Meeting _________________ Agreed Evaluation of agreed goals Further recommendations and comments Student Signature __________________ Preceptor Signature ______________________ Link Lecturer_________________________________________ Clinical Placement Coordinator _________________________________________ Clinical Midwife Manager _________________________________________

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APPENDIX 5 – PRACTICE MODULE DESCRIPTIONS AND PROGRAMME REGULATIONS NU1056 Midwifery Practice I

Please refer to University Book of Modules 2017/2018 for most current version

Credit Weighting: 10 Semester(s): Semesters 1 and 2. No. of Students: Max 25. Pre-requisite(s): None Co-requisite(s): None Teaching Method(s): 7weeks(s) Placements (Clinical Practice Placement - Supervision, Role Modelling, Reflection); 26hr(s) Other (Lectures, Praticals, Directed Learning). Module Co-ordinator: Ms Geraldine McLoughlin, School of Nursing & Midwifery. Lecturer(s): Ms Agnes Phelan, School of Nursing & Midwifery; Staff, School of Nursing & Midwifery. Module Objective: To facilitate students' midwifery practice with particular emphasis on the five domains/competencies for Midwifery Practice as required by Nursing and Midwifery Board of Ireland in relation to acquiring knowledge and skills for antenatal, intranatal, postnatal and newborn care. Module Content: Clinical practice with appropriate supervision in maternity units/contexts with an emphasis on developing knowledge and skills for midwifery practice to provide care for women and their families in relation to pregnancy, childbirth and care of the mother and baby in the postnatal period. Cardio-pulmonary Resuscitation (Basic Life Support for Healthcare Providers) programme; first-aid programme; Physics relating to momentum, levers and forces; Moving and Handling programmesafe; introduction and familiarisation with Competency Assessment Booklet and Learning Outcomes for Midwifery, Record of Clinical Practice Booklet (EU requirement), clinical placement procedures and processes; partake in the evaluation of placement process. Learning Outcomes: On successful completion of this module, students should be able to: Observe and participate in the care of women during normal pregnancy, labour and in the care of a woman and her baby in the postnatal period. Apply theoretical knowledge to the practice of midwifery skills in the clinical area. Recognise the needs of women and their families with an at risk pregnancy. Identify sources and types of information required to enhance further application of knowledge to the observed practice. Engage in reflective practice within a supportive learning environment. Discuss the health and safety considerations of health care environments with reference to relevant legislation and implement safe patient handling techniques in the maternity services. Demonstrate basic life support and first aid skills. Demonstrate professionalism in all aspects of the midwifery student's role.

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Assessment: Continuous Assessment: Competency Assessment Booklet, Clinical Practice Experience Record Booklet and Clinical Assessment (Pass/Fail). Attendance in Clinical Practice 7 weeks as scheduled in the programme (Pass/Fail). Completion of Clinical Hours record time sheet (Yes/No). Compulsory Elements: Students must complete all Preparatory Practice Requirements prior to commencing clinical practice placements as prescribed by the School of Nursing and Midwifery. Penalties (for late submission of Course/Project Work etc.): Work which is submitted late shall be assigned a mark of zero (or a Fail Judgement in the case of Pass/Fail modules). Pass Standard and any Special Requirements for Passing Module: A Pass Judgement for achievement of competencies (as specified in the Competency Assessment Booklet). Submission of completed sections of the Competency Assessment Booklet (i.e. relevant reflective notes, interviews, placement details, declaration), and a record of having completed scheduled clinical hours. The only acceptable form of completion of scheduled clinical practice hours is the submission of a signed and completed time sheet to the Allocations Office, The School of Nursing and Midwifery, UCC. Formal Written Examination: No Formal Written Examination. Requirements for Supplemental Examination: Passed elements of continuous assessment are carried forward. Failed elements must be repeated as prescribed by the School of Nursing and Midwifery. Students failing to achieve a pass judgement at the Autumn Examination Board will be required to repeat the module in a repeat year. In addition, failure to attend 'repeat time' and/or 'time owing' as prescribed/scheduled by the School of Nursing and Midwifery, will result in a fail judgement and students will be required to repeat the module in a repeat year. Please see book of modules 2018/2019 for NU2083 Midwifery practice II Note: Please also refer to BSc programme regulations.

• Undergraduate calendar entry • BSc Midwifery marks and standards these can be accessed on the UCC web

http://www.ucc.ie/en/CurrentStudents/.

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APPENDIX 6: End of year Clinical Assessment Year One (NU1056) Aim of the Assessment: To fulfil the requirement of the Midwifery Practice Module (NU1056) Purpose of the Clinical Assessment: To enhance practice based learning through the assessment of midwifery knowledge, skills and attitudes. Assessment Approach: A student-centered approach will be adopted in relation to the assessment strategy. The assessment strategy will incorporate two parts:

• Review of notes and clinical assessment of a woman in the clinical area • Simulation of a clinical skill.

Students will be presented with assessment performance criteria in advance of this clinical assessment by the programme coordinator. You will need to wear your uniform (essential that it is neat and tidy) and it is beneficial to come to the unit some time in advance of your assessment. The assessment will be of 1hr duration. The focus is on normal pregnancy, childbirth and postnatal period. Students will review the woman’s notes with the assessor and can be asked questions about various aspects of care by the assessors prior to meeting the woman. The second part of the assessment will be a simulation of clinical skill in a room away from the clinical area. There is an opportunity at the end of the session for students to ask questions. Feedback is not given until after summer. If you do not hear from the programme coordinator you have passed your clinical assessment. There may be a need repeat a clinical assessment or to revisit a particular skill with a student and this will be followed up at an individual level with the student by the link lecturers. Assessors: Assessors can be midwifery manager/staff midwife and midwife teacher, allocations officer, clinical placement coordinator or alternatively two midwife teachers will undertake the assessment. Date and Venue: To be distributed in consultation with students and assessors. Students are to come to the Centre of Midwifery Education, Fifth Floor, CUMH to meet the assessors prior to the assessment.

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End of Year Practice Assessment 1st Year Name of Student______________________ Date_____________ Start time____________ Finish ____________________

CASE PRESENTATION NORMAL PREGNANCY

Good knowledge

Needed Some prompting

Need a lot of prompting

Comment

Review of maternal chart Care of a woman in normal labour Interpretation of CTG

DEMONSTRATES Competency Year 1

With mother and baby

Good Knowledge and skills



Comment

Hand hygiene + 5 moments Antenatal assessment including antenatal examination

Assessment of postnatal woman including postnatal examination of woman

Assessment of baby including examination of the newborn

Communications with woman/staff Professional Approach Adherence to Safety Criteria

DEMONSTRATES PRACTICE SKILLS SIMULATION




Comment

Antenatal examination Postnatal examination Examination of the newborn Fetal skull and pelvis Definitions: lie, attitude, presentation, presenting part, position, engagement, denominator

Mechanism of labour: Occipito Anterior (OA) position

Vital Signs, T,P,R, BP, Additional topics, knowledge and skill performance Adherence to Safety Criteria Overall Performance

Unsatisfactory Adequate Good Very Good

Pass: Referral: Overall comment: Signature: _________________________ __________________________ Midwife/ Midwife Manager Midwife Lecturer

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APPENDIX 7 – End of year Clinical Assessment Year Two (NU2083) Aim of the Assessment: To fulfil the requirement of the Midwifery Practice Module (NU2083) Purpose of the Clinical Assessment: To enhance practice based learning through the assessment of midwifery knowledge skills and attitudes. Assessment Approach: A student-entered approach will be adopted in relation to the assessment strategy. The assessment strategy will incorporate two parts:

• Presentation of case notes and clinical assessment of a woman in the clinical area • Simulation of a clinical skill away from the clinical area.

Students will be presented with assessment performance criteria in advance of this clinical assessment by the programme coordinator. You will need to wear your uniform (essential that it is neat and tidy) and it is beneficial to come to the unit some time in advance of your assessment. The assessment will be of 1hr duration. The focus is on normal pregnancy, childbirth and postnatal period. The student chooses the woman who will be part of her assessment e.g. normal antenatal or normal postnatal period and presents the case notes and will be questioned on the various aspects of care as they arise for the woman. The students will perform a clinical examination of the woman and again can be questioned on other aspects of care. The second part of the assessment strategy will incorporate an assessment of a simulated clinical skill in the classroom. There is an opportunity at the end of the session for students to ask questions Feedback is not given until all students have completed their clinical assessments. There may be a need repeat a clinical assessment or to revisit a particular skill with a student and this will be followed up at an individual level with the student by the link lecturers. Assessors: Assessors can be midwifery manager/staff midwife and midwife teacher, allocations officer, clinical placement coordinator, clinical skill facilitators, clinical postgraduate co-ordinators and clinical skills facilitators for postgraduate midwives or alternatively two midwife teachers will undertake the assessment. Date and Venue: To be distributed in consultation with students and assessors. Students are to come to the Centre of Midwifery Education, Fifth Floor, CUMH to meet the assessors prior to the assessment.

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End of Year Practice Assessment 2nd Year Name of Student______________________ Date_____________ Start time____________ Finish ____________________

CASE PRESENTATION NORMAL PREGNANCY

Good knowledge



Comment

Review of maternal chart, Normal birth Care of a woman in normal labour, IOL, CS, Instrumental Birth

Interpretation of CTG

DEMONSTRATES Competency Year 1

With mother and baby




Comment

Hand hygiene + 5 moments Antenatal assessment including antenatal examination

Assessment of postnatal woman including postnatal examination of woman

Assessment of baby including examination of the newborn

Communications with woman/staff Professional Approach Adherence to Safety Criteria

DEMONSTRATES

PRACTICE SKILLS SIMULATION




Comment

Antenatal examination Postnatal examination Examination of the newborn Fetal skull and pelvis Definitions: lie, attitude, presentation, presenting part, position, engagement, denominator

Mechanism of labour: Occipito Anterior (OA) position

Vital Signs, T,P,R, BP, IMEWS, ISBAR, Care of deteriorating woman, ABCDE

Prep of Resucitaire, Initial Steps Vaginal Examination

Additional topics, knowledge and skill performance Adherence to Safety Criteria Overall Performance

Unsatisfactory Adequate Good Very Good

Pass: Referral: Overall comment: Signature: _________________________ __________________________ Midwife/ Midwife Manager Midwife Lecturer

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APPENDIX 8 – REQUIRED READING PRIOR TO, AND DURING, ALL CLINICAL PLACEMENTS Please note students are required to refer to the most up to date version of these policy and guidance documents, available at http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/ Disciplinary Policy Grievance Policy Intravenous BSc Student Nurse Competency Policy for BSc Nursing (General & Integrated) Students Manual Handling and People Load Moving and Handling Training Policy Policy for Repeating Clinical Module Practice Placement Guidelines ‘Request for Extension’ Form Mandatory and Essential Skills for BSc Nursing & BSc Midwifery Students Clinical Supportive Mechanisms for Student Learning: Additional Support, Additional Supportive Interview, Supportive Learning Plan BSc Nursing and BSc Midwifery Appendix 2 is not an exhaustive list and is intended as a guide only, students are required to refer to the School of Nursing & Midwifery web site, current students section, for the most up to date versions of the documents listed above. http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/



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