ongoing achievement record (oar) scotland · 2016-11-07 · ongoing achievement record (oar)...
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ONGOING ACHIEVEMENT RECORD (OAR) Scotland
Student’s Name: _______________________________________
University: ____________________________________________
University ID: __________________________________________
Programme: ___________________________________________
Year of Intake: __________________________________________
Learning Team Facilitator: ________________________________
Field of Practice: ADULT
GLOSSARY OF TERMS AND ABBREVIATIONS
APC Academic Practice Contact BLS Basic Life Support CCP Health care worker who has undertaken the
Cleanliness Champion Programme for Education (Web-based with mentor support)
CHEF Care Home Education Facilitator CPR Cardiopulmonary Resuscitation ESC Essential Skills Clusters MH Manual Handling HAI Healthcare Associated Infection HEI Higher Education Institute NES NHS Education for Scotland NHS National Health Service NHSS National Health Service Scotland LTF Learning Team Facilitator NMC Nursing and Midwifery Council OAR Ongoing Achievement Record Part 1 Year One Part 2 Year Two Part 3 Year Three and Four PEF Practice Education Facilitator PLAD Practice Learning Assessment Documentation PSMAV Prevention & Safe (Therapeutic) Management of
Aggression and Violence. PLE Practice Learning Experience SLAiP Standards to support learning and assessment in
practice SOM Sign-Off Mentor
Table of Contents
SECTION 1: GUIDANCE ........................................................................................................ 1
1.0: Introduction to the Scottish Ongoing Achievement Record (OAR) .................................. 2
1.1 Information for students .................................................................................................... 3
1.2 Information for mentors and supervisors .......................................................................... 4
1.3 Performance review process ............................................................................................ 5
1.3.1 Pre-practice activities............................................................................................ 5
1.3.2 Initial meeting........................................................................................................ 6
1.3.3 Interim performance.............................................................................................. 6
1.3.4 Final performance................................................................................................. 7
1.3.5 Progression Points................................................................................................ 7
1.4 Users, carers, and professional colleagues ...................................................................... 7
1.5 Risk assessment............................................................................................................... 9
1.6 Due regard ...................................................................................................................... 10
1.7 Reasonable adjustment .................................................................................................. 11
1.8 Attendance...................................................................................................................... 11
1.8.1 Working time directive ........................................................................................ 11
1.8.2 Attendance record sheets................................................................................... 12
1.8.3 Authorised absence............................................................................................ 12
1.8.4 Unauthorised absence........................................................................................ 12
1.8.5 Reporting sickness / absence............................................................................. 12
1.8.6 Returning from sickness / absence..................................................................... 12
1.9 Record of signatories ...................................................................................................... 13
1.10 Record of signatures for other registered professionals ............................................... 15
SECTION 2: PRACTICE LEARNING EXPERIENCE (PLE) ................................................. 17
2.0 Programme outline.......................................................................................................... 18
2.1 School of Nursing and Health Science Assessment Criteria .......................................... 19
2.2 Confidentiality statement – good health and good character statement ......................... 29
2.3 Indemnity/liability letter.................................................................................................... 30
2.4 Mandatory training .......................................................................................................... 32
2.5 Record of compulsory practice skills............................................................................... 33
SECTION 3: POLICIES, GUIDELINES, PROTOCOLS ...................................................... 370
3.0 Student support protocol/policy/guidance ..................................................................... 371
3.1 Reporting a cause for concern in practice identified by a stdent .................................. 371
3.2 Risk assessments ......................................................................................................... 373
USEFUL REFERENCES FOR STAFF AND STUDENTS .................................................. 396
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SECTION 1: GUIDANCE
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1.0: Introduction to the Scottish Ongoing Achievement Record (OAR)
All Scottish Higher Education Institutions (HEIs) deliver their pre-registration nursing programmes in accordance with the Nursing and Midwifery Council (NMC) Standards for pre-registration nursing education (2010a), the Standards to support learning and assessment in practice (SLAiP) (2008) and the European Union Directive 2005/36/EC requirements. All Scottish HEIs have worked collaboratively to produce a single Ongoing Achievement Record (OAR) for Scotland, which must be completed by all nursing students undertaking a pre-registration programme. The purpose of the OAR is to provide a record of practice learning progress and achievement of learning outcomes throughout each practice learning experience (PLE) (NMC 2008, page 30). This allows current and future mentors to see an overview of the student’s progress from the first PLE right through to the last. The OAR is an integral part of the learning process. It is not simply a catalogue of learning activities; rather, it should be clear evidence of the learning that has occurred. The OAR should provide evidence of learning from academic activities as well as from practice experience; it is particularly important to demonstrate achievement of the NMC Standards for pre-registration nursing education (NMC 2010a).
All pre-registration nursing students have consented to the carrying of practice learning documentation throughout the length of their programme and recognise the importance of the OAR to ongoing learning, the final assessment of competence by the Sign-Off-Mentor and for future practice.
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1.1 Information for students
Your OAR is an important tool in presenting an overall picture of your achievements at progression points and at the end of your programme. It provides evidence for your mentor or sign-off mentor about your achievements and/or needs. This is in accordance with the NMC Standards to Support Learning and Assessment in Practice which states, that “an ongoing achievement record, including comments from mentors, must be passed from one practice learning environment to the next to enable judgements to be made on the student’s progress” (NMC 2008, p.41).
Role of the student:
1. Take a proactive approach to practice and personal learning by developing learning plans.
2. Complete the pre practice learning activities prior to the start of the PLE. 3. Determine who is the associated Academic Practice Contact or Practice/Care
Home Education Facilitator (PEF/CHEF) for the area and the approved mechanism by which a student may raise concerns about the safety of service users. This is addressed through the “Raising and escalating a concern” in section 3 of this booklet and all students MUST make themselves aware of their responsibilities in relation to this aspect of their role.
4. Students must respect the rights of a service user to decline care at all times. 5. Take your OAR to your PLE on day 1 so that your mentor can review your
progress to date. If you do not, then you may be sent away to get them. 6. Ensure that your mentor signs the ‘record of signatories’ form once he/she
has reviewed your OAR. 7. All actions and entries in your OAR must be undertaken in collaboration with
your mentor or sign-off mentor and documented by them. 8. To identify experiences and learning opportunities with mentors to enable the
achievement of practice outcomes, NMC Domains, generic and field specific competencies and personal objectives.
9. To reflect in and on your practice. 10. Demonstrate ability to integrate theoretical learning with practice. 11. Provide mentors with evidence of learning and development to inform
assessment of performance and feedback from mentors. 12. Ensure that all elements of the assessment section are completed fully and
signed before you leave your PLE. 13. On completion of the PLE, submit the document to your Learning Team
Facilitator (LTF) as required by the School of Nursing and Health Sciences Assessment schedule.
In addition to the activities described above, the student must also be aware of the requirement to complete an evaluation of the PLE which is part of the formal university audit process. You will be invited to participate in evaluation by email sent to your university email account.
This OAR will be useful to show your achievements, progression through the programme and culminate in your entry to the NMC register. If you have any questions regarding this document or how to use it please do not hesitate to speak to your Learning Team Facilitator.
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The Nursing and Midwifery Council (2008 pg. 39) states that:
“Pre-registration students have supernumerary status and can expect to be able to work with mentors.”
Supernumerary status means that
• students will not be considered part of the workforce. Students’ names may appear on duty rotas for scheduling purposes but they will not be counted as part of the workforce.
• the learning experience should provide the student with opportunities to meet their learning outcomes and learning needs. Where appropriate students may visit other areas as determined by their learning needs in discussion with their mentor
1.2 Information for mentors and supervisors
Mentors are registered nurses who have undergone mentorship preparation and are on a ‘live’ mentor register for a practice area (NES 2013a). Supervisors are registered professionals, who are not nurses and have undertaken appropriate preparation to support student nurses. Their names are included on a register. In order to remain on the live register, mentors and supervisors are required to undertake annual updating and triennial review. Some mentors are also designated as ‘sign-off’ mentors and as such, are responsible for verifying students’ competence and readiness for registration with the NMC at the end of the programme. If you are a student-mentor, all entries in the OAR must be signed by the student-mentor and countersigned by the supervising mentor.
Mentors are required to determine the amount of direct and indirect supervision needed by each student, however at least 40% of students’ time must be supervised directly or indirectly by a mentor whilst giving care within the practice setting (NMC 2008).
Responsibilities of the mentor:
1. Keep up to date with respect to the structure and content of the pre-registration nursing programme and NMC (2010a) standards.
2. Provide support and guidance to the student when applying new knowledge. 3. Act as a resource to the student to facilitate learning and professional growth. 4. Directly manage the student’s learning in practice to ensure public protection. 5. Ensure the student’s supernumerary status is maintained 6. Directly observe the student’s practice, or use indirect observation where
appropriate, in order to ensure that NMC defined outcomes and standards of competence are met.
7. Assess the student and complete all relevant documentation. Responsibilities of sign-off mentor are contained within the sign-off documentation section.
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Please read the following information which will assist you in the assessment process, including users, carers and other professionals involvement, risk assessment, due regard, reasonable adjustment, any cause for concerns, and attendance.
Please note: If acting as a supervising mentor for someone undertaking mentorship preparation (student-mentor) then you must countersign all entries made by the student-mentor in the students’ practice learning assessment documentation
1.3 Performance review process
The Process of Assessment The NMC (2010a, p11) define competence as “the overarching set of knowledge, skills and attitudes required to practise safely and effectively without direct supervision”. Assessment is often categorised as formative and summative. Formative assessment is designed to give students feedback on the progress they are making within new PLEs. It provides students and those involved in providing learning and support with the opportunity to make adjustments to the learning process. Within the practice environment, formative assessment occurs formally at the interim interview and review of progress. However, students should be given feedback at any time to ensure they are aware of how they are progressing, justifying areas of strength and areas requiring improvement. Summative assessment is concerned with measuring the standard to which predetermined outcomes have been achieved. Summative assessment usually involves measuring against criteria to determine achievement. In the case of practice learning the NMC Domains, Generic and Field Specific Competencies and Essential Skills Clusters (NMC 2010a) for entry to the register constitute the subject of assessment. Assessing a student often comes from the direct observation of practice by you, the mentor. It will also be through probing theoretical principles or decision making processes, perhaps through posing hypothetical questions relating to practice situations, from feedback from others involved in supporting the student during the practice experience, and from service user/carer feedback. This may supplement other more direct methods of assessing, especially as the student should develop initiative and require less direct supervision as they progress. This documentation is designed to assist you with this process.
1.3.1 Pre-practice activities
Pre-practice learning activities including practice information - student The University has set designated activities and it is essential that these are completed by the student prior to commencing within the PLE. These focus on the nature of the care area, the staffing profile, the types of clients, and the nature of common conditions that may be encountered. These activities will enable potential learning opportunities to be identified thereby facilitating the development of a learning plan to achieve the required competencies whilst within the practice learning
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environment. These pre-practice activities are documented as completed by the mentor in the OAR once the student commences the PLE.
1.3.2 Initial meeting
Orientation and Induction to practice learning environment - mentor and student The “Orientation Outcomes” specified within this booklet should be completed by the student within the first 48 hours in order to familiarise themselves with the nature of the practice learning environment. It should also be signed off by a mentor within the first 48 hours. This ensures that the students understand how to make best use of the practice learning environment with a particular emphasis on their own and others safety.
The mentor will complete the details required within the Record of signatories section (section 1.9) to enable confirmation of their status as a mentor.
The student and mentor must have a preliminary meeting to discuss the student’s learning needs (within the first 48 hours), at which they will review the learning plan/s from their second PLE onwards and determine a plan for achieving the prerequisite learning as recorded in the OAR. This discussion and review of learning needs is documented by the mentor in the OAR. At this point it is strongly recommended that the dates for the interim and final assessments are agreed and documented by the mentor and student.
1.3.3 Interim performance
Interim review of progress – mentor and student It is recommended that the student and mentor meet regularly (for example once every two weeks) to discuss progress and to review the learning plan formulated within the first 48 hours of the PLE. It is necessary for the student, in collaboration with the mentor, to ensure that the interim review of progress is completed close to the mid-point of the PLE. Prior to the interim review of progress, students should reflect on their progress within the PLE and this should inform the discussion and formulation of any strategic plan to address the students learning needs. This discussion and review assessment is formative and should be documented and signed by the mentor in the OAR.
Situations may arise where there are concerns about a student’s knowledge, competence, professionalism or fitness to progress. The NMC Code (2015) reminds mentors of their professional accountability and responsibilities and where a student is recognised as being “weak and not achieving”, it is essential that they “are identified early and given the right amount of encouragement and support and concerns dealt with in a timely manner” (NMC 2010b, p. 23). Consequently, you may need support when making difficult assessment decisions and may feel anxious about being accountable for such decisions, at this point the Learning Team Facilitator/PEF/CHEF should be involved as soon as a problem is identified. An action plan needs be developed between the student, the mentor and the Learning Team Facilitator/PEF/CHEF to address these concerns at the earliest opportunity.
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1.3.4 Final performance
Final Performance Assessment
It is the responsibility of the student, in collaboration with the mentor, to ensure that the final interview and summative assessment of performance is completed at the end of the PLE. This should be completed during the last few days of the PLE. In anticipation of this, the mentor should review the student’s progress, identifying evidence upon which can be made a professional judgement. This should involve discussion with all others who have supported the student and include reference to the service users/carers asked to provide feedback to the student during the PLE.
Following this assessment, the student should reflect upon their progress and document this along with their learning needs within the Learning Plan. In the event of the student not achieving the specified practice learning outcomes or demonstrating an unsatisfactory level of performance, you must forewarn the Learning Team Facilitator as soon as this is evident. It is anticipated that this would be discussed in advance of the final assessment. If the outcome is unsatisfactory the Learning Team Facilitator should normally be present when the assessment is discussed with the student. 1.3.5 Progression Points
The NMC (2010a pg.67) Standard 5.3.2 states that: “Programme providers must ensure that there are two progression points, normally separating the programme into three equal parts”. All Scottish University providers of pre-registration nursing programmes have these progression points at the end of part 1, the end of part 2 and entry to the Register. The School of Nursing and Health Sciences has these progression points at the end of each year of the programme.
Progression in acquiring the competencies is mapped through the use of minimum progression criteria based on safety and values. The safety criteria comprise safeguarding and protection of all people of all ages, their carers and their families and the values criteria comprise professional values, expected attitudes and the behaviours that must be shown towards people, their carers, their families and others.
Part One (Year One) – there are 18 Progression Point Criteria (PPC) for part one, as defined within the Essential Skills Clusters (NMC, 2010a) and a full list of these can be found in Section two of this document.
Part Two (Year Two) - The PPC for part two require the following two statements to be achieved: ‘Works more independently, with less direct supervision, in a safe and increasingly confident manner. Demonstrates potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice’ NMC (2010a).
1.4 Users, carers, and professional colleagues
The NMC (2010a) values the role of service users, carers and professional colleagues in assessment of the student’s practice learning, advocating their involvement in the assessment process. As such, we would encourage you to
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consider feedback received from these individuals when reviewing the student’s performance and take cognisance of this when preparing to discuss and document the student’s final written performance assessment. You may consider seeking feedback from service users and carers on the student’s abilities in relation to:
Giving compassionate care Communicating effectively Respect of the person’s individuality, dignity and rights.
Please note the following for your guidance however-
1. It is your responsibility as mentor to collate and document this feedback in a sensitive, anonymous manner within the student’s document in the appropriate section.
2. Any comments included should be an overall consensus of the feedback received from service users, carers and professional colleagues and must not include any identifiers. Please remember, this document will be photocopied by the student and will be viewed by a variety of practice staff, academic staff and others. It is therefore imperative that any comments made cannot be traced back to the individual who made them
3. Feedback received from users, carers and professional colleagues should be considered in light of your own experiences of working closely with the student and documented taking cognisance of this experience and your assessment of the student’s overall performance
4. Maintaining the anonymity of those who have provided feedback, you should ensure that the student is informed of the summarised comments if choosing to document this within their OAR.
Guidance for Mentors: Service user/carer feedback form
1. Mentors should encourage students to gain valuable feedback from service users and carers as an ongoing aspect of their care delivery. For the purposes on this feedback exercise the key points will be recorded on the form.
2. Service users and carers participating in the feedback exercise of students should be selected in consultation with their mentor(s). Please reassure the service user/ carer that they do not have to participate and if they do not want to, it will not affect their future care or treatment.
3. Mentors should explain the feedback process using the information on the form to contextualise the feedback exercise. If the service user/carer agrees the Mentor will ask the service user/carer for feedback on the listed points and then write the comments on the form. They will read them back to the service user / carer to ensure that the wording is what they wanted to say.
4. It is the Mentor's responsibility to ensure the comments are an accurate account of the service user/carers experience.
5. It is the responsibility of the Mentor to discuss the evidence with the student and sign the form regarding the accuracy of the evidence.
6. The mentor and student will both sign the form indicating that this activity has taken place; the service user/carer should not be identified on the form.
7. The mentor will gain feedback from service users and/or carers/family member and the following is recommended:
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a. In part one, without the student being present. b. In part two, if the service user and/or carers/family member consents
the student nurse can be present but the mentor facilitates the discussion.
c. In part three, if the service user and/or carers/family member consents the student and mentor will be present and the student will facilitate the discussion.
8. Any professional ethical issues identified during this evaluation, should be addressed through the NHS board, and HEI policy.
9. These feedback forms have been approved by The School of Nursing and Health Sciences Learning and Teaching Committee and Quality and Academic Standards Committee.
Please also refer to the NHS Education for Scotland (NES) document-
NES (2013b) Evaluation of Current Practices to Involve Service Users and Carers in Practice Assessment in 11 Higher Education Institutes (HEIs) in Scotland. 1.5 Risk assessment Introduction: During a programme of pre registration nurse education each accredited HEI has a duty of care to ensure that students are safe while undertaking PLEs. The HEI and practice providers work collaboratively to support all students. According to current Health and Safety legislation (Management of Health and Safety at Work Regulations 1999) some groups of student nurses must be aware of particular hazards in the practice setting. Students who have not attained the age of 18 (Young workers) and those who are pregnant or breastfeeding may need additional consideration, to ensure that they are not exposed to undue risk. For such students, risk assessment should be carried out prior to the PLE to identify areas of concern and control measures. See section 3 for the following information: Student Nurses as Young workers Students who are pregnant or breastfeeding Outline of roles and responsibilities in relation to risk assessment process Outline of roles and responsibilities in relation to risk assessment process Student responsibilities are to:
1. Alert the university as soon as possible if they are pregnant or will be under the age of 18 when they first commence practice.
2. Consent to sharing information. While any information divulged by a student will be treated sensitively it will be necessary to share information relating to their situation with the member of staff responsible for the practice learning environment.
3. Comply with measures recommended to control risk.
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Academic staff responsibilities are to: • HEI staff identify that student is under 18 at time of commencing first PLE • Ensure initial risk assessment is carried out (by an identified individual) and
recorded on the appropriate form (Section 3 of this OAR). • Ensure recommended control measures are implemented. • Seek alternative PLE allocation for student if risks cannot be controlled
Service provider (Senior Charge Nurse or Nurse Manager in charge of the practice learning environment) responsibilities are to:
• Carry out risk assessment. • Suggests control measures to reduce risk in line with local procedures and
guidelines. • Record these on the appropriate form (Section 3 of this OAR). • Liaise with mentor about control measures. • Ensure recommended control measures are implemented.
1.6 Due regard
“A nurse mentor who has completed specific preparation in assessing students is normally responsible for ongoing supervision and assessment in practice settings” (NMC 2010a, p9). There are however some circumstances where the student will be supervised by a nurse from a different part of the register (different field of practice), or a different profession. This may be the case with inter-professional and shared learning opportunities. Other registered professionals who have been suitably prepared can supervise and contribute towards the assessment of nursing students with the exception of the last PLE where it must be a sign-off mentor who is registered in the field of practice that the student intends to enter. If you require guidance regarding this aspect of student assessment please contact the student’s Learning Team Facilitator or the Academic Practice Contact in a timely fashion. Further guidance can be sought from the NES document on due regard (NES 2013c) and the quick reference table below. Throughout each part of the programme
At the first progression point
At the second progression point
For entry to the register
A registered nurse mentor or, where decisions are transferable across professions, an appropriately registered professional, who has been suitably prepared.
Normally a mentor who is a registered nurse from any of the four fields of practice.
A mentor who is a registered nurse from any of the four fields of practice.
A sign-off mentor who is a registered nurse from the same field of practice as that which the student intends to enter.
Ref: NES (2013c) Please also refer to the NHS Education for Scotland Document-
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NES (2013c) An Exploration of the Interpretation and Application of the use of Due Regard in Pre-registration Nursing Programmes. 1.7 Reasonable adjustment Reasonable adjustments may have been made to allow a student with a disability to achieve competency. It is important to recognise that reasonable adjustments can be made to support the student and to assess how they can demonstrate that they have met a competency or standard. Standards and competencies must be maintained and therefore are not subject to adjustment (NMC 2010a). Ultimately it is the student’s own responsibility to inform the mentor of any reasonable adjustment in practice that they may require. It is therefore good practice to discuss with the student at the preliminary interview whether reasonable adjustments can be made to enable the student to practise safely and effectively. Feedback on how the reasonable adjustments are working can be made on the interim assessment pages by students, mentors and other members of practice education staff. Further information on policies and reasonable adjustments can be accessed at the Government site and the NMC. 1.8 Attendance
The NMC Standards for pre-registration nursing education (NMC 2010a) state that students must achieve 2,300 hours in practice during their programme. Attendance at practice is mandatory. It is therefore essential that practice time is recorded and any absence is made up. For advice on how time is made up see Section two for the School of Nursing and Health Sciences regulations. 1.8.1 Working time directive
• The number of weeks that students must engage with their PLE is allocated by the Placements Office. Students must not negotiate any reduction to their allocated time.
• Students are expected to work the shift pattern determined by the practice learning environment. Student requests for alteration to designated shift patterns, for any reason, should be made to the Learning Team Facilitator / Field Lead.
• During the education programme, the NMC requires all students to undertake practice learning that enables them to experience the full range of care delivered to patients within a 24 hour period, 7 days per week.
• When in practice, students are normally expected to work an average time of 37.5 hours per week over the duration of the programme. In some PLEs a minimum of 30 hours or a maximum of 48 hours per week may be the established working pattern. Mentors will advise.
• Students must ensure that any external work activity that they regularly undertake does not result in them working more than 48 hours per week. This is to ensure the health and safety of the student nurse, their colleagues and the patients and clients that they care for.
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• To fulfil the NMC (2010a) requirements, students are expected to work a minimum of 40% of the practice time with a mentor and must therefore be prepared to be flexible to accommodate this.
1.8.2 Attendance record sheets
• Attendance records are important documents, in that they provide evidence to confirm that students have achieved the minimum NMC requirement of 2,300 hours of practice during the pre-registration nursing programme.
• Both students and mentors are responsible for ensuring attendance records are accurate and signed.
• Attendance records should accurately reflect the number of hours of practice undertaken.
• The student (in the OAR) should keep a photocopy of each attendance record for future reference.
• Attendance records should not be signed in advance. If the mentor is not going to be on duty during the last few days of a student’s PLE the attendance records for these days should be signed by another member of staff.
1.8.3 Authorised absence
Please refer to the authorised absence policy. 1.8.4 Unauthorised absence
Students who accrue significant periods of unauthorised absence will have this addressed through the School of Nursing and Health Sciences disciplinary policy. This may ultimately result in discontinuation from the programme. 1.8.5 Reporting sickness / absence
Students who are unable to attend the practice learning experience, for any reason must, either personally or by someone on their behalf contact the School of Nursing and Health Sciences Voicemailbox (01382 388194) AND phone the practice learning environment stating the reason for non-attendance. Please try to phone the practice learning environment before the start of the shift or as soon as possible thereafter. Note that certain hospitals and health centres operate a policy where, if a person who is off sick does not phone in by a certain time, they are automatically marked absent, even if they phone in later. Please remember that it is courteous to inform colleagues in the practice learning environment. Students should provide the practice learning environment with a contact number. This will only be held while the student is on practice and will be deleted when the PLE has ended. 1.8.6 Returning from sickness / absence
Students should contact or phone the practice learning environment to tell them when they are returning and contact the Voicemailbox when they have returned. A medical certificate/fit note is required for all sickness of 7 days or more. Failure to do this will result in students still being recorded as sick/absent and may have implications for their attendance record on the programme.
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1.9
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1.10 Record of signatures for other registered professionals
In order to verify the identity of all those involved in assessing student performance and to minimise the possibility of fraud, please enter your details in the table below if you contribute any signature / initials to the student’s documentation while on practice.
FULL NAME (PRINT)
POSITION HELD/ PLACE OF WORK
SIGNATURE
INITIALS
USED JOHN O’KEEFE
Advanced Nurse Practitioner
J. O’Keefe JO
SHARON HOPKIN
Social Worker Sharon Hopkin SH
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1.10 Record of signatures for other registered professionals
In order to verify the identity of all those involved in assessing student performance and to minimise the possibility of fraud, please enter your details in the table below if you contribute any signature / initials to the student’s documentation while on practice.
FULL NAME (PRINT)
POSITION HELD/ PLACE OF WORK
SIGNATURE
INITIALS
USED JOHN O’KEEFE
Advanced Nurse Practitioner
J. O’Keefe JO
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SECTION 2: PRACTICE LEARNING EXPERIENCE
(PLE)
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2.0 Programme outline
Description of the programme
This pre‐registration nursing programme is designed to ensure students are fit for registration as a Registered Nurse with the Nursing and Midwifery Council. It is a full time programme of study over three years. The programme is 50% theory and 50% practice over each year with a modular structure. This programme will produce professional graduate nurses who are compassionate, caring, knowledgeable, skilled, adaptable and capable, whose education has equipped them with the skills to meet the changing health needs of the Scottish and UK population through the early decades of the twenty‐first century
Shared Modules
Students engage in shared learning modules across the three years of the programme. A key theme for the shared modules is the nature of nursing, which provides exposure to, and the opportunity to reflect on, the profession that the student is entering. Skills for practice modules provide students with opportunities to acquire a wide range of skills, techniques and practices associated with nursing, both generic and field specific. These modules run throughout the year and are closely aligned to content in the field modules and also with practice learning.
Adult Pathway
The adult programme adopts an integrated holistic approach, reflecting the shifting balance of care from acute hospital‐based services to primary care services. All nurses are required to understand the NMC public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and inequalities (NMC 2010). Long term condition management and enduring health needs, the public health agenda and government policy are integrated with the pathophysiology and disease pathway within the programme recognising their interdependence.
In Year one and two field specific modules focus on the continuum of care. This ensures that there is recognition of the shift in the balance of care towards community care and self‐management of long term conditions. Each module addresses different health conditions using a systems approach. Core to the modules is the promotion of self‐care and anticipatory care.
Year three will focuses on more complex care issues including acute management and caring for the individual with complex health needs both at home and in hospital. Year three emphasises independent learning and students are encouraged to take responsibility for their own learning through increasing use of problem or enquiry‐based learning. The module content and delivery will make use of innovative learning and teaching methods including the use of technology enhanced learning approaches. There is an emphasis on graduate qualities in learning and from Year one to Year three importance is placed on critical thinking skills being built into the teaching in an incremental way. Throughout the programme, practice learning is aligned to module content and outcomes to reflect the changes in healthcare delivery.
19
2.1 School of Nursing and Health Science Assessment Criteria
How to assess performance level
Students must demonstrate the following to pass a placement.
Year General Level Criteria Criteria to be achieved in the progression point / Sign Off point placement
1 Participates in previously observed care under the direct observation and guidance of a Registered Practitioner.
Demonstrates understanding of the care and relates this to their developing knowledge base.
Performs care safely and effectively with close supervision within an appropriate time limit.
Is able to demonstrate clear understanding of the care and must be able to relate this to their developing knowledge base.
May occasionally lack confidence and seek clarification from their mentor.
2 Performs care safely and effectively under supervision thought they may require guidance on some aspects of care.
Demonstrates understanding of the care and is able to relate this to their developing knowledge base.
Performs care safely and effectively and is developing the ability to recognise and operate within their own limitation, under the supervision of a Registered Practitioner.
Is able to demonstrate clear understanding of the care and is able to relate this to their developing knowledge base.
3 Is safe and effective in care delivery and is developing confidence in their ability to practice with minimal guidance.
Is able to make a direct application of knowledge to practice.
Is safe, confident and effective in care delivery. Requires minimal or no guidance but recognises the ultimate responsibility of the Registered Practitioner.
Is able to offer a rationale for care that draws on their professional knowledge base and is consistent with current professional standards.
20
2.2 MENTORING A STUDENT WHO IS EXPERIENCING DIFFICULTY ACHIEVING THE REQUIRED STANDARD Occasionally while on practice placement students may have difficulty achieving the required level of performance. This guide outlines how mentors, PEFs (where appropriate) and LTFs should address a cause for concern regarding a student’s ability to meet the required level of clinical performance and the appropriate outcomes for any part of the programme. The role of the PEF is to support the mentor and the role of the LTF is to support the student and offer the mentor appropriate guidance regarding the completion of the assessment documentation. Are you concerned about a student’s clinical performance? As soon as you become concerned, identify and document these concerns in the mentor's notes section of this document and discuss them with the student. If you are unsure about how to do this seek the advice of your PEF or the student’s LTF. Resolved? The student’s performance improves and there is no need for further action. If at the time of the midway assessment the student’s performance has not improved: You must inform the PEF and the student’s LTF. In completing the midway assessment you must ensure that you, as the mentor, clearly identify the reasons for non‐achievement of the outcomes expected. At this point, create an action plan, which includes timescales to give the student every opportunity to make good the identified deficits. It is good practice to involve the student’s LTF in the midway assessment meeting. Resolved? The student’s performance improves and they achieve the required outcomes by the end of the placement. If at the time of the final assessment the student’s performance has not improved: You must inform the PEF and the student’s LTF. In completing the final assessment you must ensure that you, as the mentor, clearly identify the reasons for non‐achievement of the outcomes expected of the student and record this in the student's practice documentation. It is essential to involve the student’s LTF in the final assessment meeting. You may also be asked to provide additional written comments. What happens next? The LTF will complete the appropriate documentation for the examination board and outline an appropriate plan of action for the student’s next placement. Please note if a student’s performance or behaviour in practice brings into question their fitness to practise then you must contact the PEF or the student’s LTF immediately for advice and guidance, as it may be necessary to remove the student from practice pending formal investigation. At all times, students and mentors should follow the School's Cause for Concern policy (section 3)
21
Co
mp
ete
nci
es
req
uir
ed
fo
r en
try t
o t
he r
eg
iste
r: A
du
lt N
urs
ing
Do
main
1:
Pro
fess
ion
al
Valu
es
Gen
eri
c S
tan
dard
fo
r C
om
pete
nce
D
1
All
nurs
es m
ust
act
first
and f
ore
most
to c
are
for
and s
afe
guar
d t
he
public
. They
must
pra
ctis
e au
tonom
ousl
y an
d b
e re
sponsi
ble
and a
ccounta
ble
for
safe
, co
mpas
sionat
e, p
erso
n-c
entr
ed,
evid
ence
-bas
ed n
urs
ing t
hat
res
pec
ts a
nd m
ain
tain
s dig
nity
and h
um
an r
ights
. They
must
show
pro
fess
ional
ism
and inte
grity
and w
ork
within
rec
ognis
ed p
rofe
ssio
nal, e
thic
al
and leg
al f
ram
ework
s. T
hey
must
work
in p
artn
ersh
ip w
ith o
ther
hea
lth a
nd s
oci
al ca
re p
rofe
ssio
nals
and a
gen
cies
, se
rvic
e use
rs,
thei
r ca
rers
and fam
ilies
in a
ll se
ttin
gs,
incl
udin
g t
he
com
munity,
ensu
ring t
hat
dec
isio
ns
about
care
are
shar
ed.
Fie
ld S
tan
dard
fo
r C
om
pete
nce
D
1 A
d
Ad
ult
nu
rses
must
als
o b
e ab
le a
t al
l tim
es t
o p
rom
ote
the
rights
, ch
oic
es a
nd w
ishes
of all
adults
and w
her
e ap
pro
priat
e,
child
ren a
nd y
oung p
eople
, pay
ing p
articu
lar
atte
ntion t
o e
qual
ity,
div
ersi
ty a
nd t
he
nee
ds
of
an a
gei
ng p
opula
tion.
They
m
ust
be
able
to w
ork
in p
artn
ersh
ip t
o a
ddre
ss p
eople
’s n
eeds
in a
ll hea
lthca
re s
ettings.
G
en
eri
c C
om
pete
nce
D
1.1
All
nurs
es m
ust
pra
ctis
e w
ith c
onfiden
ce a
ccord
ing t
o T
he
code:
Sta
ndard
s of co
nduct
, per
form
ance
and e
thic
s fo
r nurs
es
and m
idw
ives
(N
MC
2008),
and w
ithin
oth
er r
ecognis
ed e
thic
al an
d leg
al f
ram
ework
s. T
hey
must
be
able
to r
ecognis
e an
d
addre
ss e
thic
al c
halle
nges
rel
atin
g t
o p
eople
’s c
hoic
es a
nd d
ecis
ion m
akin
g a
bout
thei
r ca
re,
and a
ct w
ithin
the
law
to h
elp
them
and t
hei
r fa
mili
es a
nd c
arer
s find a
ccep
table
solu
tions.
Fie
ld S
peci
fic
Co
mp
ete
nce
D
1 A
d 1
.1
Adult n
urs
es m
ust
under
stan
d a
nd a
pply
curr
ent
legis
lation t
o a
ll se
rvic
e use
rs,
pay
ing s
pec
ial at
tention t
o t
he
pro
tect
ion
of
vuln
erable
peo
ple
, in
cludin
g t
hose
with c
om
ple
x nee
ds
aris
ing fro
m a
gei
ng,
cognitiv
e im
pai
rmen
t, long-t
erm
conditio
ns
and t
hose
appro
ach
ing t
he
end o
f lif
e.
Gen
eri
c C
om
pete
nce
D
1.2
All
nurs
es m
ust
pra
ctis
e in
a h
olis
tic,
non-j
udgm
enta
l, c
arin
g a
nd s
ensi
tive
man
ner
that
avo
ids
assu
mptions,
support
s so
cial
incl
usi
on;
reco
gnis
es a
nd r
espec
ts indiv
idual
choic
e; a
nd a
cknow
ledges
div
ersi
ty.
Wher
e nec
essa
ry,
they
must
ch
alle
nge
ineq
ual
ity,
dis
crim
inat
ion a
nd e
xclu
sion f
rom
acc
ess
to c
are
D 1
.3
All
nurs
es m
ust
support
and p
rom
ote
the
hea
lth,
wel
lbei
ng,
rights
and d
ignity
of
peo
ple
, gro
ups,
com
munitie
s and
popula
tions.
Thes
e in
clude
peo
ple
whose
liv
es a
re a
ffec
ted b
y ill
hea
lth,
dis
abili
ty,
agei
ng,
dea
th a
nd d
ying.
Nurs
es m
ust
under
stan
d h
ow
thes
e ac
tivi
ties
influen
ce p
ublic
hea
lth.
22
D
om
ain
1:
Pro
fess
ion
al
Valu
es
C
on
t’d
D 1
.4
All
nurs
es m
ust
work
in p
art
ner
ship
with s
ervi
ce u
sers
, ca
rers
, fa
mili
es,
gro
ups,
com
munitie
s and o
rganis
ations.
They
m
ust
man
age
risk
, and p
rom
ote
hea
lth a
nd w
ellb
eing w
hile
aim
ing t
o e
mpow
er c
hoic
es t
hat
pro
mote
sel
f-ca
re a
nd
safe
ty.
D 1
.5
All
nurs
es m
ust
fully
under
stan
d t
he
nurs
e’s
vari
ous
role
s, r
esponsi
bili
ties
and funct
ions,
and a
dap
t th
eir
pra
ctic
e to
m
eet
the
chan
gin
g n
eeds
of peo
ple
, gro
ups,
com
munitie
s an
d p
opula
tions.
D 1
.6
All
nurs
es m
ust
under
stan
d t
he
role
s an
d r
esponsi
bili
ties
of
oth
er h
ealth a
nd s
oci
al ca
re p
rofe
ssio
nals
, an
d s
eek
to w
ork
w
ith t
hem
colla
bora
tive
ly for
the
ben
efit o
f al
l w
ho n
eed c
are.
D 1
.7
All
nurs
es m
ust
be
resp
onsi
ble
and a
ccounta
ble
for
keep
ing t
hei
r kn
ow
ledge
and s
kills
up t
o d
ate
thro
ugh c
ontinuin
g
pro
fess
ional
dev
elopm
ent.
They
must
aim
to im
pro
ve t
hei
r per
form
ance
and e
nhan
ce t
he
safe
ty a
nd q
ualit
y of ca
re
thro
ugh e
valu
atio
n,
super
visi
on a
nd a
ppra
isal
.
D 1
.8
All
nurs
es m
ust
pra
ctis
e in
dep
enden
tly,
rec
ognis
ing t
he
limits
of th
eir
com
pet
ence
and k
now
ledge.
They
must
ref
lect
on
thes
e lim
its
and s
eek
advi
ce fro
m,
or
refe
r to
, oth
er p
rofe
ssio
nals
wher
e nec
essa
ry.
D
1.9
All
nurs
es m
ust
appre
ciat
e th
e va
lue
of ev
iden
ce in p
ract
ice,
be
able
to u
nder
stan
d a
nd a
ppra
ise
rese
arch
, ap
ply
re
leva
nt
theo
ry a
nd r
esea
rch f
indin
gs
to t
hei
r w
ork
, and iden
tify
are
as
for
furt
her
inve
stig
ation.
23
D
om
ain
2:
Com
mu
nic
ati
on
an
d I
nte
rpers
on
al
Skil
ls
Gen
eri
c S
tan
dard
fo
r C
om
pete
nce
D
. 2
All
nurs
es m
ust
use
exc
elle
nt
com
munic
atio
n a
nd inte
rper
sonal
ski
lls.
Thei
r co
mm
unic
atio
ns
must
alw
ays
be
safe
, ef
fect
ive,
com
pas
sionat
e an
d r
espec
tful. T
hey
must
com
munic
ate
effec
tive
ly u
sing a
wid
e ra
nge
of st
rate
gie
s an
d
inte
rven
tions
incl
udin
g t
he
effe
ctiv
e use
of
com
munic
atio
n t
echnolo
gie
s. W
her
e peo
ple
have
a d
isab
ility
, nurs
es m
ust
be
able
to w
ork
with s
ervi
ce u
sers
and o
ther
s to
obta
in t
he
info
rmat
ion n
eeded
to m
ake
reaso
nab
le a
dju
stm
ents
that
pro
mote
optim
um
hea
lth a
nd e
nab
le e
qual ac
cess
to s
ervi
ces.
Fie
ld S
tan
dard
fo
r C
om
pete
nce
D
2 A
d
Ad
ult
nu
rses
must
dem
onst
rate
the
abili
ty t
o lis
ten w
ith e
mpat
hy.
They
must
be
able
to r
espond w
arm
ly a
nd
posi
tive
ly t
o p
eople
of al
l ag
es w
ho m
ay
be
anxi
ous,
dis
tres
sed,
or
faci
ng p
roble
ms
with t
hei
r hea
lth a
nd w
ellb
eing
G
en
eri
c C
om
pete
nce
D
2.1
All
nurs
es m
ust
build
par
tner
ship
s an
d t
her
apeu
tic
rela
tionsh
ips
thro
ugh s
afe,
effec
tive
and n
on-d
iscr
imin
atory
co
mm
unic
atio
n.
They
must
tak
e ac
count
of in
div
idual
diffe
rence
s, c
apabili
ties
and n
eeds.
D 2
.2
All
nurs
es m
ust
use
a r
ange
of
com
munic
ation s
kills
and t
echnolo
gie
s to
support
per
son-c
entr
ed c
are
and e
nhan
ce
qual
ity
and s
afe
ty.
They
must
ensu
re p
eople
rec
eive
all
the
info
rmat
ion t
hey
nee
d in a
lan
guage
and m
anner
that
allo
ws
them
to m
ake
info
rmed
choic
es a
nd s
hare
dec
isio
n m
akin
g.
They
must
rec
ognis
e w
hen
lan
guag
e in
terp
reta
tion
or
oth
er c
om
munic
atio
n s
upport
is
nee
ded
and k
now
how
to o
bta
in it.
D2
.3
All
nurs
es m
ust
use
the
full
range
of co
mm
unic
atio
n m
ethods,
incl
udin
g v
erbal
, non-v
erbal
and w
ritt
en,
to a
cquire,
in
terp
ret
and r
ecord
thei
r kn
ow
ledge
and u
nder
stan
din
g o
f peo
ple
’s n
eeds.
They
must
be
aw
are
of th
eir
ow
n v
alues
an
d b
elie
fs a
nd t
he
impac
t th
ese
may
have
on t
hei
r co
mm
unic
atio
n w
ith o
ther
s. T
hey
must
take
acc
ount
of th
e m
any
diffe
rent
way
s in
whic
h p
eople
com
munic
ate
and h
ow
thes
e m
ay b
e in
fluen
ced b
y ill
hea
lth,
dis
abili
ty a
nd o
ther
fa
ctors
, an
d b
e ab
le t
o r
ecognis
e an
d r
espond e
ffec
tive
ly w
hen
a p
erso
n f
inds
it h
ard
to c
om
munic
ate.
Fie
ld S
peci
fic
Co
mp
ete
nce
D
2 A
d 1
.1
Ad
ult
nu
rses
must
pro
mote
the
conce
pt,
know
ledge
and p
ract
ice
of se
lf-c
are
with p
eople
with a
cute
and long-t
erm
co
nditio
ns,
usi
ng a
range
of
com
munic
atio
n s
kills
and s
trat
egie
s.
24
D
om
ain
2:
Com
mu
nic
ati
on
an
d I
nte
rpers
on
al
Skil
ls
C
on
t’d
Gen
eri
c C
om
pete
nce
D
2.4
All
nurs
es m
ust
rec
ognis
e w
hen
peo
ple
are
anxi
ous
or
in d
istr
ess
and r
espond e
ffec
tive
ly,
usi
ng t
her
apeu
tic
princi
ple
s,
to p
rom
ote
thei
r w
ellb
eing,
manag
e per
sonal
safe
ty a
nd r
esolv
e co
nflic
t. T
hey
must
use
eff
ective
com
munic
atio
n
stra
tegie
s an
d n
egotiat
ion t
echniq
ues
to a
chie
ve b
est
outc
om
es,
resp
ecting t
he
dig
nity
and h
um
an r
ights
of all
conce
rned
. They
must
know
when
to c
onsu
lt a
third p
arty
and h
ow
to m
ake
ref
erra
ls f
or
advo
cacy
, m
edia
tion o
r ar
bitra
tion.
D 2
.5
All
nurs
es m
ust
use
ther
apeu
tic
princi
ple
s to
engage,
mai
nta
in a
nd,
wher
e ap
pro
priat
e, d
isen
gag
e fr
om
pro
fess
ional
ca
ring r
elationsh
ips,
and m
ust
alw
ays
resp
ect
pro
fess
ional
boundar
ies.
D 2
.6
All
nurs
es m
ust
tak
e ev
ery
opport
unity
to e
nco
ura
ge
hea
lth-p
rom
oting b
ehav
iour
thro
ugh e
duca
tion,
role
model
ling
and e
ffec
tive
com
munic
atio
n.
D
2.7
All
nurs
es m
ust
mai
nta
in a
ccura
te,
clea
r and c
om
ple
te r
ecord
s, incl
udin
g t
he
use
of
elec
tronic
form
ats,
usi
ng
appro
priat
e an
d p
lain
lan
guag
e D
2.8
All
nurs
es m
ust
res
pec
t in
div
idual
rig
hts
to c
onfiden
tial
ity
and k
eep info
rmat
ion s
ecure
and c
onfiden
tial
in a
ccord
ance
w
ith t
he
law
and r
elev
ant
ethic
al a
nd r
egula
tory
fra
mew
ork
s, t
akin
g a
ccount
of lo
cal pro
toco
ls.
They
must
als
o
active
ly s
har
e per
sonal
info
rmat
ion w
ith o
ther
s w
hen
the
inte
rest
s of
safe
ty a
nd p
rote
ctio
n o
verr
ide
the
nee
d f
or
confiden
tialit
y
25
D
om
ain
3:
Nu
rsin
g P
ract
ice a
nd
Deci
sio
n M
akin
g
Gen
eri
c S
tan
dard
fo
r C
om
pete
nce
D
3
All
nurs
es m
ust
pra
ctis
e au
tonom
ousl
y, c
om
pas
sionat
ely,
ski
lfully
and s
afel
y, a
nd m
ust
mai
nta
in d
ignity
and p
rom
ote
hea
lth a
nd
wel
lbei
ng.
They
must
ass
ess
and m
eet
the
full
range
of
esse
ntial
phys
ical
and m
enta
l hea
lth n
eeds
of
peo
ple
of
all ag
es w
ho c
om
e in
to
thei
r ca
re.
Wher
e nec
essa
ry t
hey
must
be
able
to p
rovi
de
safe
and e
ffec
tive
im
med
iate
car
e to
all
peo
ple
prior
to a
cces
sing o
r re
ferr
ing
to s
pec
ialis
t se
rvic
es irr
espec
tive
of
thei
r fiel
d o
f pra
ctic
e. A
ll nurs
es m
ust
als
o m
eet
more
com
ple
x an
d c
oex
isting n
eeds
for
peo
ple
in
thei
r ow
n n
urs
ing f
ield
of
pra
ctic
e, in a
ny
sett
ing incl
udin
g h
osp
ital
, co
mm
unity
and a
t hom
e. A
ll pra
ctic
e sh
ould
be
info
rmed
by
the
bes
t av
aila
ble
evi
den
ce a
nd c
om
ply
with loca
l and n
atio
nal
guid
elin
es.
Dec
isio
n m
akin
g m
ust
be
shar
ed w
ith s
ervi
ce u
sers
, ca
rers
and
fam
ilies
and info
rmed
by
critic
al a
nal
ysis
of
a fu
ll ra
nge
of poss
ible
inte
rven
tions,
incl
udin
g t
he
use
of up-t
o-d
ate
tech
nolo
gy.
All
nurs
es
must
als
o u
nder
stan
d h
ow
beh
avio
ur,
culture
, so
cioec
onom
ic a
nd o
ther
fac
tors
, in
the
care
envi
ronm
ent
and its
loca
tion,
can a
ffec
t hea
lth,
illnes
s, h
ealth o
utc
om
es a
nd p
ublic
hea
lth p
riorities
and t
ake
this
into
acc
ount
in p
lannin
g a
nd d
eliv
erin
g c
are.
Fie
ld S
tan
dard
fo
r C
om
pete
nce
D
3 A
d
Ad
ult
nu
rses
must
be
able
to c
arry
out
accu
rate
ass
essm
ent
of peo
ple
of
all ag
es u
sing a
ppro
priat
e dia
gnost
ic a
nd d
ecis
ion-m
akin
g
skill
s.
They
must
be
able
to p
rovi
de
effe
ctiv
e ca
re f
or
serv
ice
use
rs a
nd o
ther
s in
all
sett
ings.
They
must
hav
e in
-dep
th u
nder
stan
din
g
of
and c
om
pet
ence
in m
edic
al an
d s
urg
ical
nurs
ing t
o r
espond t
o ad
ults’
full
range
of
hea
lth a
nd d
epen
den
cy n
eeds.
They
must
be
able
to
del
iver
car
e to
mee
t es
sential
and c
om
ple
x phys
ical
and m
enta
l hea
lth n
eeds.
Gen
eri
c C
om
pete
nce
D
3.1
All
nurs
es m
ust
use
up-t
o-d
ate
know
ledge
and e
viden
ce t
o a
sses
s, p
lan,
del
iver
and e
valu
ate
care
, co
mm
unic
ate
findin
gs,
influen
ce
chan
ge
and p
rom
ote
hea
lth a
nd b
est
pra
ctic
e. T
hey
must
mak
e per
son-c
entr
ed,
evid
ence
-bas
ed judgm
ents
and d
ecis
ions,
in
par
tner
ship
with o
ther
s in
volv
ed in t
he
care
pro
cess
, to
ensu
re h
igh q
ual
ity
care
. They
must
be
able
to r
ecognis
e w
hen
the
com
ple
xity
of
clin
ical
dec
isio
ns
requires
spec
ialis
t kn
ow
ledge
and e
xper
tise
, an
d c
onsu
lt o
r re
fer
acco
rdin
gly
. Fie
ld S
peci
fic
Co
mp
ete
nce
D
3 A
d 1
.1
Ad
ult
nu
rses
must
be
able
to r
ecognis
e an
d r
espond t
o th
e nee
ds
of al
l peo
ple
who c
om
e in
to t
hei
r ca
re incl
udin
g b
abie
s, c
hild
ren a
nd
young p
eople
, pre
gnan
t an
d p
ost
nat
al w
om
en, peo
ple
with m
enta
l hea
lth p
roble
ms,
peo
ple
with p
hys
ical
dis
abili
ties
, peo
ple
with
lear
nin
g d
isab
ilities
, old
er p
eople
, an
d p
eople
with long t
erm
pro
ble
ms
such
as
cognitiv
e im
pai
rmen
t.
26
Do
main
3:
Nu
rsin
g P
ract
ice a
nd
Deci
sio
n M
akin
g C
on
t’d
G
en
eri
c C
om
pete
nci
es
D
3.2
All
nurs
es m
ust
poss
ess
a bro
ad k
now
ledge
of
the
stru
cture
and funct
ions
of t
he
hum
an b
ody,
and o
ther
rel
evan
t kn
owle
dge
from
th
e lif
e, b
ehav
ioura
l an
d s
oci
al s
cien
ces
as a
pplie
d t
o h
ealth,
ill h
ealth,
dis
abili
ty,
agei
ng a
nd d
eath
. T
hey
must
hav
e an
in-d
epth
kn
ow
ledge
of
com
mon p
hys
ical
and m
enta
l hea
lth p
roble
ms
and t
reat
men
ts in t
hei
r ow
n fie
ld o
f pra
ctic
e, incl
udin
g c
o-m
orb
idity
and p
hys
iolo
gic
al a
nd p
sych
olo
gic
al v
uln
erab
ility
.
D3
.3
All
nurs
es m
ust
car
ry o
ut
com
pre
hen
sive
sys
tem
atic
nurs
ing a
sses
smen
ts t
hat
tak
e ac
count
of
rele
vant
phys
ical
, so
cial
, cu
ltura
l,
psy
cholo
gic
al,
spiritual
, gen
etic
and e
nvi
ronm
enta
l fa
ctors
, in
par
tner
ship
with s
ervi
ce u
sers
and o
ther
s th
rough inte
ract
ion,
obse
rvat
ion a
nd m
easu
rem
ent.
Fie
ld S
peci
fic
Co
mp
ete
nce
D
3 A
d 1
.1
Adult n
urs
es m
ust
saf
ely
use
a r
ange
of
dia
gnost
ic s
kills
, em
plo
ying a
ppro
priat
e te
chnolo
gy,
to a
sses
s th
e nee
ds
of se
rvic
e use
rs.
Gen
eri
c C
om
pete
nce
D
3.4
All
nurs
es m
ust
asc
erta
in a
nd r
espond t
o th
e phys
ical
, so
cial
and p
sych
olo
gic
al n
eeds
of peo
ple
, gro
ups
and c
om
munitie
s. T
hey
m
ust
then
pla
n,
del
iver
and e
valu
ate
safe
, co
mpet
ent,
per
son-c
entr
ed c
are
in p
artn
ersh
ip w
ith t
hem
, pay
ing s
pec
ial at
tention t
o ch
angin
g h
ealth n
eeds
during d
iffe
rent
life
stag
es,
incl
udin
g p
rogre
ssiv
e ill
nes
s an
d d
eath
, lo
ss a
nd b
erea
vem
ent.
Fie
ld S
peci
fic
Co
mp
ete
nce
D
3 A
d 1
.3
Ad
ult
nu
rses
must
saf
ely
use
inva
sive
and n
on-i
nva
sive
pro
cedure
s, m
edic
al d
evic
es,
and c
urr
ent
tech
nolo
gic
al a
nd
phar
mac
olo
gic
al inte
rven
tions,
wher
e re
leva
nt,
in m
edic
al a
nd s
urg
ical
nurs
ing p
ract
ice,
pro
vidin
g info
rmat
ion a
nd t
akin
g a
ccount
of
indiv
idual
nee
ds
and p
refe
rence
s.
D3
Ad
1.4
A
du
lt n
urs
es
must
rec
ognis
e an
d r
espond t
o t
he
chan
gin
g n
eeds
of
adults,
fam
ilies
and c
arer
s during t
erm
inal
illn
ess.
They
must
be
awar
e of
how
tre
atm
ent
goal
s an
d s
ervi
ce u
sers
’ ch
oic
es m
ay c
han
ge
at d
iffe
rent
stag
es o
f pro
gre
ssiv
e ill
nes
s, loss
and
ber
eave
men
t.
Gen
eri
c C
om
pete
nce
D
3.5
All
nurs
es m
ust
under
stan
d p
ublic
hea
lth p
rinci
ple
s, p
riorities
and p
ract
ice
in o
rder
to r
ecognis
e an
d r
espond t
o th
e m
ajor
cause
s an
d s
oci
al d
eter
min
ants
of hea
lth,
illnes
s an
d h
ealth ineq
ual
itie
s. T
hey
must
use
a r
ange
of in
form
atio
n a
nd d
ata
to a
sses
s th
e nee
ds
of peo
ple
, gro
ups,
com
munitie
s an
d p
opula
tions,
and w
ork
to im
pro
ve h
ealth,
wel
lbei
ng a
nd e
xper
ience
s of
hea
lthca
re,
secu
re e
qual
acc
ess
to h
ealth s
cree
nin
g,
hea
lth p
rom
otion a
nd h
ealthca
re,
and p
rom
ote
soci
al incl
usi
on.
27
Do
main
3:
Nu
rsin
g P
ract
ice a
nd
Deci
sio
n M
akin
g C
on
t’d
D
3.6
All
nurs
es m
ust
pra
ctis
e sa
fely
by
bei
ng a
war
e of
the
corr
ect
use
, lim
itat
ions
and h
azar
ds
of
com
mon inte
rven
tions,
incl
udin
g
nurs
ing a
ctiv
itie
s, t
reat
men
ts,
and t
he
use
of m
edic
al d
evic
es a
nd e
quip
men
t. T
he
nurs
e m
ust
be
able
to e
valu
ate
thei
r use
, re
port
an
y co
nce
rns
pro
mptly
thro
ugh a
ppro
priat
e ch
annel
s an
d m
odify
care
wher
e nec
essa
ry t
o m
ainta
in s
afet
y. T
hey
must
contr
ibute
to
the
colle
ctio
n o
f lo
cal and n
atio
nal
dat
a an
d f
orm
ula
tion o
f polic
y on r
isks
, haz
ards
and a
dve
rse
outc
om
es.
D 3
.7
All
nurs
es m
ust
be
able
to r
ecognis
e an
d inte
rpre
t si
gns
of n
orm
al a
nd d
eter
iora
ting m
enta
l an
d p
hys
ical
hea
lth a
nd r
espond
pro
mptly
to m
ainta
in o
r im
pro
ve t
he
hea
lth a
nd c
om
fort
of th
e se
rvic
e use
r, a
ctin
g t
o ke
ep t
hem
and o
ther
s sa
fe.
Fie
ld S
peci
fic
Co
mp
ete
nce
D
3 A
d 1
.5
Ad
ult
nu
rses
must
rec
ognis
e th
e ea
rly
signs
of
illnes
s in
peo
ple
of
all ag
es.
They
must
mak
e ac
cura
te a
sses
smen
ts a
nd s
tart
ap
pro
priat
e an
d t
imel
y m
anag
emen
t of
those
who a
re a
cute
ly ill,
at
risk
of cl
inic
al det
erio
ration,
or
require
emer
gen
cy c
are.
D
3 A
d 1
.6
Ad
ult
nu
rses
must
under
stan
d t
he
norm
al p
hys
iolo
gic
al a
nd p
sych
olo
gic
al p
roce
sses
of
pre
gnan
cy a
nd c
hild
birth
. T
hey
must
work
w
ith t
he
mid
wife
and o
ther
pro
fess
ional
s an
d a
gen
cies
to p
rovi
de
bas
ic n
urs
ing c
are
to p
regnan
t w
om
en a
nd fam
ilies
during
pre
gnan
cy a
nd a
fter
child
birth
. T
hey
must
be
able
to r
espond s
afel
y an
d e
ffec
tive
ly in a
n e
mer
gen
cy t
o sa
feguar
d t
he
hea
lth o
f m
oth
er a
nd b
aby.
G
en
eri
c C
om
pete
nce
D
3.8
All
nurs
es m
ust
pro
vide
educa
tional
support
, fa
cilit
atio
n s
kills
and t
her
apeu
tic
nurs
ing inte
rven
tions
to o
ptim
ise
hea
lth a
nd
wel
lbei
ng.
They
must
pro
mote
sel
f ca
re a
nd m
anag
emen
t w
hen
ever
poss
ible
, hel
pin
g p
eople
to m
ake
choic
es a
bout
thei
r hea
lthca
re n
eeds,
invo
lvin
g f
amili
es a
nd c
arer
s w
her
e ap
pro
priat
e, t
o m
axim
ise
thei
r ab
ility
to c
are
for
them
selv
es.
Fie
ld S
peci
fic
Co
mp
ete
nce
D
3 A
d 1
.7
Ad
ult
nu
rses
must
wor
k in
par
tner
ship
with p
eople
who h
ave
long-t
erm
conditio
ns
that
req
uire
med
ical
or
surg
ical
nurs
ing,
and
thei
r fa
mili
es a
nd c
arer
s, t
o pro
vide
ther
apeu
tic
nurs
ing inte
rven
tions,
optim
ise
hea
lth a
nd w
ellb
eing,
faci
litat
e ch
oic
e an
d
max
imis
e se
lf-c
are
and s
elf-
man
agem
ent.
G
en
eri
c C
om
pete
nce
D
3.9
All
nurs
es m
ust
be
able
to r
ecognis
e w
hen
a p
erso
n is
at r
isk
and in n
eed o
f ex
tra
support
and p
rote
ctio
n a
nd t
ake
reas
onab
le
step
s to
pro
tect
them
fro
m a
buse
. D
3.1
0
All
nurs
es m
ust
eva
luat
e th
eir
care
to im
pro
ve c
linic
al dec
isio
n-m
akin
g,
qual
ity
and o
utc
om
es,
usi
ng a
ran
ge
of
met
hods,
am
endin
g
the
pla
n o
f ca
re,
wher
e nec
essa
ry,
and c
om
munic
atin
g c
han
ges
to
oth
ers.
28
D
om
ain
4:
Lead
ers
hip
, M
an
ag
em
en
t an
d T
eam
Wo
rkin
g
Gen
eri
c S
tan
dard
fo
r C
om
pete
nce
D
4
All
nurs
es m
ust
be
pro
fess
ional
ly a
ccounta
ble
and u
se c
linic
al g
ove
rnan
ce p
roce
sses
to m
ain
tain
and im
pro
ve n
urs
ing
pra
ctic
e an
d s
tandar
ds
of hea
lthca
re.
They
must
be
able
to r
espond a
uto
nom
ousl
y and c
onfiden
tly
to p
lanned
and
unce
rtain
situat
ions,
man
agin
g t
hem
selv
es a
nd o
ther
s ef
fect
ivel
y. T
hey
must
cre
ate
and m
axi
mis
e opport
unitie
s to
im
pro
ve s
ervi
ces.
They
must
als
o d
emonst
rate
the
pote
ntial
to d
evel
op f
urt
her
man
agem
ent
and lea
der
ship
ski
lls d
uri
ng
thei
r per
iod o
f pre
cepto
rship
and b
eyond.
Fie
ld S
tan
dard
fo
r C
om
pete
nce
D
4 A
d
Ad
ult
nu
rses
must
be
able
to p
rovi
de
leader
ship
in m
anag
ing a
dult n
urs
ing c
are
, under
stan
d a
nd c
oord
inat
e in
terp
rofe
ssio
nal ca
re w
hen
nee
ded
, an
d lia
ise
with s
pec
ialis
t te
ams.
They
must
be
adap
table
and fle
xible
, an
d a
ble
to
take
the
lead
in r
espondin
g t
o t
he
nee
ds
of peo
ple
of
all ag
es in a
var
iety
of
circ
um
stan
ces,
incl
udin
g s
ituations
wher
e im
med
iate
or
urg
ent
care
is
nee
ded
. T
hey
must
rec
ognis
e th
eir
lead
ersh
ip r
ole
in d
isas
ter
man
agem
ent,
maj
or
inci
den
ts
and p
ublic
hea
lth e
mer
gen
cies
, an
d r
espond a
ppro
priat
ely
acc
ord
ing t
o t
hei
r le
vels
of co
mpet
ence
.
Gen
eri
c C
om
pete
nce
D
4.1
All
nurs
es m
ust
act
as
chan
ge
agen
ts a
nd p
rovi
de
leader
ship
thro
ugh q
ualit
y im
pro
vem
ent
and s
ervi
ce d
evel
opm
ent
to
enhance
peo
ple
’s w
ellb
eing a
nd e
xper
ience
s of hea
lthca
re.
D 4
.2
All
nurs
es m
ust
sys
tem
atica
lly e
valu
ate
care
and e
nsu
re t
hat
they
and o
ther
s use
the
findin
gs
to h
elp im
pro
ve p
eople
’s
exper
ience
and c
are
outc
om
es a
nd t
o s
hape
futu
re s
ervi
ces.
D
4.3
All
nurs
es m
ust
be
able
to iden
tify
priorities
and m
anag
e tim
e an
d r
esourc
es e
ffec
tive
ly t
o e
nsu
re t
he
qual
ity
of
care
is
mai
nta
ined
or
enhan
ced.
D 4
.4
All
nurs
es m
ust
be
self-a
war
e and r
ecognis
e how
thei
r ow
n v
alu
es,
princi
ple
s an
d a
ssum
ptions
may
affec
t th
eir
pra
ctic
e.
They
must
mai
nta
in t
hei
r ow
n p
erso
nal an
d p
rofe
ssio
nal
dev
elopm
ent,
lea
rnin
g f
rom
exp
erie
nce
, th
rough s
uper
visi
on,
feed
back
, re
flec
tion a
nd e
valu
ation.
D 4
.5
All
nurs
es m
ust
faci
litat
e nurs
ing s
tuden
ts a
nd o
ther
s to
dev
elop t
hei
r co
mpet
ence
, usi
ng a
range
of pro
fess
ional
and
per
sonal
dev
elopm
ent
skill
s.
D 4
.6
All
nurs
es m
ust
work
indep
enden
tly
as w
ell as
in t
eam
s. T
hey
must
be
able
to t
ake
the
lead
in c
oord
inating,
del
egat
ing
and s
uper
visi
ng c
are
safe
ly,
manag
ing r
isk
and r
emai
nin
g a
ccounta
ble
for
the
care
giv
en.
D 4
.7
All
nurs
es m
ust
work
eff
ective
ly a
cross
pro
fess
ional and a
gen
cy b
oundar
ies,
act
ivel
y in
volv
ing a
nd r
espec
ting o
ther
s’
contr
ibutions
to inte
gra
ted p
erso
n-c
entr
ed c
are.
They
must
know
when
and h
ow
to c
om
munic
ate
with a
nd r
efer
to o
ther
pro
fess
ional
s an
d a
gen
cies
in o
rder
to r
espec
t th
e ch
oic
es o
f se
rvic
e use
rs a
nd o
ther
s, p
rom
oting s
hare
d d
ecis
ion m
akin
g,
to d
eliv
er p
osi
tive
outc
om
es a
nd t
o c
oord
inat
e sm
ooth
, ef
fect
ive
tran
sition w
ithin
and b
etw
een s
ervi
ces
and a
gen
cies
.
29
2.2 Confidentiality statement – record of completion of good health and good character declaration by the student
Form completed
Student signature
Date
Part One
Part Two
Part Three
Entry to Register
30
2.3 Indemnity/liability letter
Date
Dear
LETTER OF AUTHORITY TO STUDENT NURSES
I am pleased to confirm that the Nurse Directors of NHS Fife and NHS Tayside, listed at the end of this letter, are prepared to authorise you to assist with nursing care in order that you may fulfil the curriculum requirements of your course. This authorisation is made by arrangement with the University of Dundee, School of Nursing and Health Sciences, and sets out the conditions for your period(s) of practice placement. It does not constitute a contract of employment.
The Nurse Directors will ensure that you gain clinical experience at all times under the supervision and direction of an appropriately qualified mentor, on the mentor register.
Subject to the following conditions, you are authorised to gain clinical experience within the NHS. This also applies in non-NHS settings, for example, residential homes and nurseries.
You must not:
(a) initiate, alter or stop the nursing care of a patient or client on your own initiative. Any nursing decision you make must be confirmed by the mentor who is supervising you, and any nursing care you propose to change must be confirmed by that person in advance.
(b) question or examine a patient/client or undertake a procedure unless the patient's prior consent has been obtained (see next paragraph). If it is not practicable to obtain specific consent, you must seek authorisation in advance from your mentor.
Before you first observe the nursing care, examination or treatment of a patient, a member of the nursing, midwifery or medical staff will normally explain your status and the reason for your presence to the patient/client and will seek his/her consent.
You are required to attend your placements/visits at the times and places arranged by University of Dundee, School of Nursing and Health Sciences.
Should you not be able to attend because of ill health, you should inform your supervisor, mentor and the School as soon as possible. The School should be informed by calling the electronic Voice Mail Box on Dundee (01382) 388194 with the appropriate information.
NHS Fife and NHS Tayside accept no responsibility for damage to or loss of personal property. You are therefore recommended to take out an insurance policy to cover your personal property.
Should you have any grievance relating to your clinical experience, you are entitled to discuss the matter with the supervisor/mentor with day-to-day responsibility for your placement who will, if necessary, take it up with senior nurse management following the School’s Cause for Concern policy.
This arrangement may be terminated at any time by either the NHS or the School.
Please sign the acceptance form below and return one complete letter (with signature) to me. A second copy of the letter is enclosed for your retention and future reference.
JOHN LEE
Head of Undergraduate Studies
31
ON BEHALF OF UNIVERSITY OF DUNDEE, SCHOOL OF NURSING AND HEALTH SCIENCES
FORM OF ACCEPTANCE
I agree to accept and abide by the conditions as set out in the foregoing letter of authority.
Signature ................................................................................................... (Student)
Name …………………………………………………………………………… (block capitals)
Date ……………………………………………………………………………
I have seen and agree with the contents of this letter
Gillian Costello
Executive Director – NHS Tayside
ON BEHALF OF NHS TAYSIDE
I have seen and agree with the contents of this letter
Mrs Helen Paterson
Board Director of Nursing – NHS Fife
ON BEHALF OF NHS FIFE
2.4 Mandatory training
This must be signed by the student and an HEI signature when sessions are attended/completed.
Health and Safety Part 1 (YEAR 1) Part 2 (YEAR 2) Part 3 (YEAR 3)
Manual Handling Two day class Update
Student Signature:
School Signature:
Date:
Therapeutic Responses to Violence and Aggression
Lecture and online materials
Review and update of part 1 content
Student Signature:
School Signature:
Date:
IHI Units
L 101: Introduction to healthcare leadership PS 101: Introduction to patient safety PFC 101: Introduction to person- and family-centred care QI 101: Introduction to healthcare improvement
PS 102: From error to harm PS 103: Human Factors and Safety QI 102: How to improve with the Model for Improvement QI 103: Testing and measuring changes with PDSA cycles QI 104: Interpreting data: Run charts, control charts and other measurement tools
PS 104: Teamwork and communication in a culture of safety PS 105: Responding to adverse events QI 105: Leading Quality Improvement TA 101: Introduction to the Triple Aim for populations
Student Signature:
School Signature:
Date:
32
33
2.5 Record of compulsory practice skills Practice Skills Part 1 (YEAR 1) Part 2 (YEAR 2) Part 3 (YEAR 3) Cardio-Pulmonary Resuscitation (Theory and Practice)
Basic Life Support (BLS)
Revision of BLS Airway Management
Revision of BLS Airway Management AED use
Student Signature:
School Signature:
Date:
Control of Infection
‘Cleanliness Champions’ Completion of Units 1 - 5
‘Cleanliness Champions’ Completion of Units 6 - 8
‘Cleanliness Champions’ Completion of Unit 9
Student Signature:
School Signature:
Date:
Medicine Management
Numeracy assessment
Numeracy assessment
Numeracy assessment
Student Signature:
School Signature:
Date:
Suicide Awareness
MHWB module
NEAR training
Student Signature:
School Signature:
Date:
34
2.6 Alternative fields of practice (BLUE) This section includes Alternative Fields of Practice Learning Outcomes. The following pages determine the NMC (2010a) “Alternative Fields of Practice Learning Outcomes” which should be engaged with whenever a learning
opportunity presents. These Learning Outcomes are to be achieved by the end of
the final part of the pre-registration nursing programme. These do not have to be
achieved every part however if the opportunity presents itself, students can continue
to develop their practice in these areas.
To sign off these outcomes as achieved, the mentor does not have to be a registrant
within that alternative field of practice.
35
Alternative Fields of Practice Learning Outcomes
Achievement of the learning outcomes (LOs) for the alternative fields of practice is facilitated by negotiation between the student and their mentor.
The following pages contain the outcomes to assess knowledge, professional values and care delivery to a range of service users. These outcomes are collectively termed the ‘Alternative fields of practice learning outcomes’. These additional outcomes are classified into five categories:
People with mental health needs; People with a learning disability; Needs of children and young people; Meeting the needs of maternal health; Meeting the needs of people with a long term condition, for example where cognitive impairment is a symptom.
We have indicated below the key PLEs where these Outcomes are most likely to be achieved; it is important that the Outcomes should be reviewed in all PLEs to maximise and consolidate learning.
The mentor should review what has been achieved previously and seek, where appropriate, to encourage achievement of the remaining outcomes. Certain outcomes are likely to be achievable in certain practice learning environments therefore the following are suggestions:
• Part One Medical Acute Services - long term condition (e.g. cognitive impairment), mental health
• Part One Community – learning disabilities, the needs of children and young people, maternal health
• Part One Care Home – long term condition (e.g. cognitive impairment), mental health, and learning disability needs
• Part Two Medical – mental health needs, long term condition and learning disability needs
• Part Two Surgical – mental health needs, long term condition and learning disability needs
• Part Three Community – learning disability, the needs of children and young people, maternal health
• Part Three Consolidation – long term conditions, mental health and learning disabilities.
36
PEOPLE WITH MENTAL HEALTH NEEDS Mentor’s Signature
Date
1. Use basic mental health skills to reduce the distress associated with mental health problems and help promote recovery.
2. Act promptly to reduce the risk of harm in a crisis and to protect people who are vulnerable.
3. Have a basic understanding of mental health promotion, the links between physical and mental health problems and the aetiology and treatment of common mental health problems.
4. Appreciate the impact of mental health problems and distress on a person’s cognition, communication, behaviour, lifestyle and relationships.
5. Be aware of the main provisions of mental health laws, especially those relating to capacity, human rights and safeguarding.
6. Recognise and address people’s essential mental health needs when these exist alongside other primary health needs.
7. Work and communicate with others to maintain continuity in meeting mental health needs in long term conditions.
37
PEOPLE WITH MENTAL HEALTH NEEDS
Reflective Account (This should reflect what you feel you have learned, how you achieved the outcomes and any evidence consulted)
University use only
Competencies Achieved Y 1 (CIRCLE NUMBER + SIGN)
Competencies Achieved Y 2 (CIRCLE NUMBER + SIGN)
Competencies Achieved Y 3 (CIRCLE NUMBER + SIGN)
1 4 7 1 4 7 1 4 7
2 5 2 5 2 5
3 6
3 6
3 6
All Mental Health LO’s achieved: Y/N Lecturer Signature: Date:
38
PEOPLE WITH LEARNING DISABILITY Mentor’s Signature
Date
1. Recognise and respond to the needs of people with learning disabilities who come into their care.
2. Maintain continuity of care to meet pre-existing intellectual, physical and emotional needs.
3. Understand the prevention, effects, and treatment of common health problems; the links between learning disabilities and physical and mental health.
4. Ensure that they have access to health and social care networks and specialist services to provide support and protect people who are vulnerable.
5. Actively listen, provide information, and involve people with learning disabilities in decision-making, including agreeing reasonable adjustments to minimise disruption to their usual way of life, and promote their autonomy, wellbeing and social inclusion.
6. Work with families, carers, and support networks and where necessary, specialist advocates: to address people’s needs.
7. Use effective communication and active involvement in decision making about treatment options taking into account the person’s wishes
39
PEOPLE WITH LEARNING DISABILITY
Reflective Account (This should reflect what you feel you have learned, how you achieved the outcomes and any evidence consulted)
University use only
Competencies Achieved Y 1 (CIRCLE NUMBER + SIGN)
Competencies Achieved Y 2 (CIRCLE NUMBER + SIGN)
Competencies Achieved Y 3 (CIRCLE NUMBER + SIGN)
1 4 7 1 4 7 1 4 7
2 5 2 5 2 5
3 6
3 6
3 6
All Learning Disabilities LO’s achieved: Y/N Lecturer Signature: Date:
40
NEEDS OF CHILDREN AND YOUNG PEOPLE Mentor’s Signature
Date
1. Have a broad understanding of the development of children and young people within the family context and how this affects their individual needs, health, behaviour and communication.
2. Work with children, young people, their families and others to provide family centred care.
3. Understand common physical and mental health problems associated with childhood and adolescence, their effects and treatment.
4. Deliver the basic care required to meet essential needs.
5. Recognise deterioration and provide safe care to infants, children and young people in an emergency, or act to protect them where there is risk of harm, prior to referral or when accessing specialist services.
41
NEEDS OF CHILDREN AND YOUNG PEOPLE Reflective Account (This should reflect what you feel you have learned, how you achieved the outcomes and any evidence consulted)
University use only
Competencies Achieved Y 1 (CIRCLE NUMBER + SIGN)
Competencies Achieved Y 2 (CIRCLE NUMBER + SIGN)
Competencies Achieved Y 3 (CIRCLE NUMBER + SIGN)
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
All Children and Young People LO’s achieved: Y/N Lecturer Signature: Date:
42
MATERNITY CARE Mentor’s Signature
Date
1. Understand and meet the essential needs of pregnant or postnatal women in relation to a coexisting physical condition, mental health problem or learning disability.
2. Recognise major risks and act quickly in an emergency to get expert help.
3. Have a broad understanding of the physical and psychological effects of pregnancy, childbirth and the postnatal period.
4. Have a clear understanding of the role of the midwife and midwifery care and be able to work in partnership with midwives and other professionals to achieve the best outcomes for pregnant and postnatal women and babies in their care.
43
MATERNITY CARE
Reflective Account (This should reflect what you feel you have learned, how you achieved the outcomes and any evidence consulted)
University use only
Competencies Achieved Y 1 (CIRCLE NUMBER + SIGN)
Competencies Achieved Y 2 (CIRCLE NUMBER + SIGN)
Competencies Achieved Y 3 (CIRCLE NUMBER + SIGN)
1 4 1 4 1 4
2 2 2
3
3
3
All Maternal Health LO’s achieved: Y/N Lecturer Signature: Date:
44
MEETING THE NEEDS OF PEOPLE WITH A LONG TERM CONDITION
where cognitive impairment is a symptom
Mentor’s Signature
Date
1. Understand the unique needs of the person with cognitive impairment, including dementia and delirium, and respond with person centred care, empathy, compassion, dignity and respect
2. Know the main types and causes of cognitive impairment (where appropriate) and their likely impact on mental and physical health.
3. Be aware of the legislation relating to mental health, capacity, and human rights and safeguarding individuals.
4. Use evidence-based approaches, including psychological therapies, and appropriate medication to promote continuity and meet pre-existing intellectual, physical and emotional needs.
5. Be aware of the communication needs of people with cognitive impairment.
6. Actively involve the person and their family in decisions about reasonable adjustments and managing risk that will help minimise the disruption to their lifestyle, where appropriate, and promote their autonomy, wellbeing and inclusion.
7. Avoid assumptions, and work with people, families and carers and through other networks to choose the care and treatment options that reflect the person’s wishes, lifestyle and their capacity for consent.
8. Seek advice from specialists skilled in managing more complex and challenging needs, for example, behaviour, memory, sleep, continence, fluid maintenance, nutrition, communication and pain management
9. Enable people to function at their full potential for as long as possible
45
MEETING THE NEEDS OF PEOPLE WITH A LONG TERM CONDITION Reflective Account (This should reflect what you feel you have learned, how you achieved the outcomes and any evidence consulted)
University use only
Competencies Achieved Y 1 (CIRCLE NUMBER + SIGN)
Competencies Achieved Y 2 (CIRCLE NUMBER + SIGN)
Competencies Achieved Y 3 (CIRCLE NUMBER + SIGN)
1 6 1 6 1 6
2 7 2 7 2 7
3 8 3 8 3 8
4 9 4 9 4 9
5 5 5
All Long Term Condition LO’s achieved: Y/N Lecturer Signature: Date:
46
YEAR 1 (pink)
In Year 1 of the programme, you will undertake 5 placements to gain abroad introduction to
the care of people with a range of needs.
Practice Learning Experience: Care of older people
During this PLE the student will experience the care of patients of older people in a care home. It will
raise awareness of the nature of needs of older people and the way in which the multidisciplinary care
team and the way in which the health care team can provide effective, efficient client and family
centred care.
Practice learning Experience: Primary Care
The placement may be with a Health Visitor, District Nurse, School Nurse or Practice Nurse. During
this PLE, you will work with the primary care team in order to meet the needs of patients, families and
local communities.
Practice learning Experience: Secondary care (e.g. Medical / Surgical)
This placement will be in a hospital setting where you will learn about the needs of patients and their
families, the wide range of knowledge and skills required to care for ill patients and, the way in which
the health care team can provide effective, patient and family centred care.
Practice learning Experience: Secondary care (e.g. Medical / Surgical)
This placement will be in a hospital setting where you will learn about the needs of patients and their
families, the wide range of knowledge and skills required to care for ill patients and, the way in which
the health care team can provide effective, patient and family centred care.
Practice learning Experience: Care of Older People
This placement may be in Care Home, a Nursing Home or in a long stay ward. You will build
on your experience from PLE1 to demonstrate the application of the skills and knowledge
your acquired over the year in providing holistic, compassionate care to older people and
their families.
47
In Year 1 Adult Nursing students in the School of Nursing and Health Sciences undertake the following modules relating to practice:
Skills for practice Module Learning outcomes – all students
1. Practise essential foundation skills in a variety of settings, taking account of the independence/dependence continuum
2. Use a range of communication skills 3. Recognise, report and document deterioration or improvement in patient condition 4. Practise in a professional and ethical manner under supervision in accordance with local and
national policies 5. Relate theoretical learning to practice
FOR STUDENTS ON THE ORDINARY DEGREE EXIT AWARD
Nature of Nursing Module Learning Outcomes
1. Identify the key constructs of modern nursing 2. Discuss theories of health 3. Understand the concept of person‐centred care 4. Discuss theories that underpin safe and effective nursing practice 5. Demonstrate development of scholarly attributes Understanding Mental Health and Wellbeing Module Learning Outcomes 1. Demonstrate knowledge and understanding of biopsychosocial determinants of mental health. 2. Demonstrate safe and effective communication skills with individuals and groups. 3. Discuss, person‐centred, evidence‐based interventions used in supporting mental health and
wellbeing. 4. Respond appropriately to people experiencing mental health difficulties. 5. Recognise and manage triggers of aggressive and violent behaviour in a variety of settings. 6. Practise in a way that promotes people’s rights, respects diversity, and promotes recovery.
Understanding Physical Health and Wellbeing Module Learning outcomes
1. Understand the complex levels of organisation within the human body 2. Demonstrate understanding of how the body supports and protects its internal structures to
ensure health, safety and wellbeing 3. Recognise and describe the role of body systems responsible for coordinating, controlling and
responding to change within the internal or external environment 4. Demonstrate knowledge and understanding of the body’s circulatory and defence mechanisms 5. Discuss how the body acquires, utilizes and excretes products of metabolism 6. Demonstrate an understanding of how the human reproductive system ensures survival of the
species and genetic variation 7. Understand some common measurements of physical aspects of the individual's health and
wellbeing
MODULE LEARNING OUTCOMES
PART 1: PLE1
48
Introduction to the Care Continuum Nursing Module Learning outcomes
1. Explore the concept of ‘The Continuum of Care in Adults’ in relation to selected common and long term health conditions
2. Identify the roles of those involved in care delivery including multidisciplinary team members; qualified and lay carers and the person themselves
3. Explain the causation of common and long term health conditions and discuss how these may be prevented or mitigated
4. Discuss the impact of local and national policies on the nature and location of nursing care 5. Demonstrate application of prior learning to the nursing care of people with common and long
term health conditions
FOR STUDENTS ON THE HONOURS AND MASTERS DEGREE EXIT AWARD
Nature of Nursing Module Learning Outcomes
1. Demonstrate an understanding of the key constructs of modern nursing 2. Relate theories of health to current social and health policy 3. Review the concept of person‐centred care 4. Demonstrate an understanding of the theories that underpin safe and effective nursing practice 5. Demonstrate development of scholarly attributes
Understanding Mental Health and Wellbeing Module Learning Outcomes 1. Demonstrate understanding of the key biopsychosocial determinants of mental health across
the lifespan. 2. Illustrate how you would use safe and effective communication and therapeutic relationship
building skills with people experiencing mental health difficulties. 3. List key person‐centred, evidence‐based interventions used in promoting mental health. 4. Apply clinical practise behaviours that supports people’s rights, respects diversity, and promotes
mental health recovery in contemporary integrated health and social care settings. 5. Demonstrate an applied understanding of mental healthcare.
Understanding Physical Health and Wellbeing Module Learning outcomes
1. Demonstrate an understanding of the complex levels of organisation within the human body. 2. Recall how the body supports and protects its internal structures to ensure health, safety and
wellbeing. 3. Relate the role of body systems to the coordination, control and reaction to changes within the
internal or external environment. 4. Demonstrate knowledge and understanding of the body’s circulatory and defence mechanisms. 5. Illustrate how the body acquires, utilizes and excretes products of metabolism. 6. Apply knowledge of how the human reproductive system functions to survival of the species
and genetic variation. 7. Relate some common measurements of physical aspects of body function to the assessment of
the individual’s health and wellbeing.
49
Introduction to the Care Continuum Module Learning outcomes
1. Explain the concept of ‘The Continuum of Care in Adults’ in relation to a range common and long term health conditions.
2. Identify those at risk of poor health outcomes and demonstrate understanding of the interaction between health and social care in relation to this risk.
3. Discuss the roles of those involved in care delivery including multidisciplinary team members; qualified and lay carers and the person themselves.
4. Discuss the causation of common and long term health conditions and consider how these may be prevented or mitigated.
5. Understand the impact of local and national health and social care policies on the nature and location of nursing care.
6. Describe the principles nursing and social care related to the common health conditions explored in the module.
50
YEAR 1 PLE 1
PRACTICE LEARNING EXPERIENCE
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note that a first part student may have an opportunity to work night duty where appropriate. There is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
51
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 1: PLE1
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
PLE Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each practice learning environment, the student should:
1. Make contact with the practice learning environment and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
52
4. From the Learning Opportunities outlined in the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning experience, select one condition/situation that those service users are likely to present with and undertake a literature search in relation to these.
o From your search, identify two key articles on the topic o In the space below provide a brief summary of these two articles and outline
any best practice recommendations in relation to these
Condition / situation
53
In relation to the practice learning environment that you are about to enter, identify any related learning from the Year 1 theory modules that would support your learning within this care environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this care environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Mentor Signature:
54
PRELIMINARY INTERVIEW
YEAR 1: PLE1
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy including lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure (student support) Students mandatory training record Agreed date for next meeting
55
LEARNING DEVELOPMENT PLAN
YEAR 1: PLE1
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Mentor Signature:
56
INTERIM REVIEW
YEAR 1: PLE1
Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Mentor Signature:
57
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 1: PLE1
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Mentor Signature:
58
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 1: PLE1
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Mentor Signature:
59
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 1: PLE1
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
60
ADDITIONAL NOTES
YEAR 1: PLE1
Date Time Detail Signature
61
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 1: PLE1
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
62
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
63
REFLECTIVE ACCOUNT - Student
YEAR 1: PLE1
In this section, you should consider your clinical experience; how it has helped you develop your competence in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Mentor Signature:
64
ATTENDANCE RECORD
YEAR 1: PLE1
Student Name and ID
Module Name
Programme and year
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A.Mentor
1
2
3
4
5
6
7
8
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__
Student Signature: Mentor Signature:
65
YEAR 1 PLE 2
PRACTICE LEARNING EXPERIENCE
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note there is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
66
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 1: PLE2
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Learning Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
Practice Experience Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each learning environment, the student should:
1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
67
4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.
o From your search, identify two key articles on the topic o In the space below provide a brief summary of these two articles and outline
any best practice recommendations in relation to these
Condition / situation
68
In relation to the practice area that you are about to enter, identify any related learning from the Year 1 theory modules that would support your learning within this practice learning environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this practice learning environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Mentor Signature:
69
PRELIMINARY INTERVIEW
YEAR 1: PLE2
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy and lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure Students mandatory training record Agreed date for next meeting
70
LEARNING DEVELOPMENT PLAN
YEAR 1: PLE2
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Mentor Signature:
71
INTERIM REVIEW
YEAR 1: PLE2
Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Mentor Signature:
72
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 1: PLE2
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Mentor Signature:
73
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 1: PLE2
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Mentor Signature:
74
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 1: PLE2
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
75
ADDITIONAL NOTES
YEAR 1: PLE2
Date Time Detail Signature
76
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 1: PLE2
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
77
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
78
REFLECTIVE ACCOUNT - Student
YEAR 1: PLE2
In this section, you should consider your PLE; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Mentor Signature:
79
ATTENDANCE RECORD
YEAR 1: PLE2
Student Name and ID
Module Name
Programme and year
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A.Mentor
1
2
3
4
5
6
7
8
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__
Student Signature: Mentor Signature:
80
YEAR 1 PLE 3
PRACTICE LEARNING EXPERIENCE
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note there is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
81
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 1: PLE3
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Learning Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
Practice Experience Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each learning environment, the student should:
1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
82
4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.
a. From your search, identify two key articles on the topic b. In the space below provide a brief summary of these two articles and outline
any best practice recommendations in relation to these
Condition / situation
83
In relation to the practice area that you are about to enter, identify any related learning from the Year 1 theory modules that would support your learning within this practice learning environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this practice learning environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Mentor Signature:
84
PRELIMINARY INTERVIEW
YEAR 1: PLE3
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy and lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure Students mandatory training record Agreed date for next meeting
85
LEARNING DEVELOPMENT PLAN
YEAR 1: PLE3
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Mentor Signature:
86
INTERIM REVIEW
YEAR 1: PLE3
Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Mentor Signature:
87
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 1: PLE3
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Mentor Signature:
88
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 1: PLE3
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Mentor Signature:
89
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 1: PLE3
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
90
ADDITIONAL NOTES
YEAR 1: PLE3
Date Time Detail Signature
91
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 1: PLE3
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
92
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
93
REFLECTIVE ACCOUNT - Student
YEAR 1: PLE3
In this section, you should consider your PLE; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Mentor Signature:
94
ATTENDANCE RECORD
YEAR 1: PLE3
Student Name and ID
Module Name
Programme and year
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A.Mentor
1
2
3
4
5
6
7
8
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__
Student Signature: Mentor Signature:
95
YEAR 1 PLE 4 PRACTICE LEARNING EXPERIENCE
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note there is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
96
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 1: PLE4
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Learning Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
Practice Experience Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each learning environment, the student should:
1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
97
4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.
a. From your search, identify two key articles on the topic b. In the space below provide a brief summary of these two articles and outline
any best practice recommendations in relation to these
Condition / situation
98
In relation to the practice area that you are about to enter, identify any related learning from the Year 1 theory modules that would support your learning within this practice learning environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this practice learning environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Mentor Signature:
99
PRELIMINARY INTERVIEW
YEAR 1: PLE4
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy and lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure Students mandatory training record Agreed date for next meeting
100
LEARNING DEVELOPMENT PLAN
YEAR 1: PLE4
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Mentor Signature:
101
INTERIM REVIEW
YEAR 1: PLE4
Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Mentor Signature:
102
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 1: PLE4
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Mentor Signature:
103
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 1: PLE4
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Mentor Signature:
104
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 1: PLE4
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
105
ADDITIONAL NOTES
YEAR 1: PLE4
Date Time Detail Signature
106
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 1: PLE4
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
107
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
108
REFLECTIVE ACCOUNT - Student
YEAR 1: PLE4
In this section, you should consider your PLE; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Mentor Signature:
109
ATTENDANCE RECORD
YEAR 1: PLE4
Student Name and ID
Module Name
Programme and year
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A.Mentor
1
2
3
4
5
6
7
8
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__
Student Signature: Mentor Signature:
110
YEAR 1 PLE
5 PRACTICE LEARNING EXPERIENCE
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note there is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
5. NB As this is the final placement in Year 1 please complete the End of Year 1 Statement of Competence / ESCs (pg. 162)
111
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 1: PLE5
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Learning Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
Practice Experience Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each learning environment, the student should:
1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
112
4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.
a. From your search, identify two key articles on the topic b. In the space below provide a brief summary of these two articles and outline
any best practice recommendations in relation to these
Condition / situation
113
In relation to the practice area that you are about to enter, identify any related learning from the Year 1 theory modules that would support your learning within this practice learning environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this practice learning environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Mentor Signature:
114
PRELIMINARY INTERVIEW
YEAR 1: PLE5
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy and lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure Students mandatory training record Agreed date for next meeting
115
LEARNING DEVELOPMENT PLAN
YEAR 1: PLE5
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Mentor Signature:
116
INTERIM REVIEW
YEAR 1: PLE5
Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Mentor Signature:
117
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 1: PLE5
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Mentor Signature:
118
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 1: PLE5
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Mentor Signature:
119
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 1: PLE5
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
120
ADDITIONAL NOTES
YEAR 1: PLE5
Date Time Detail Signature
121
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 1: PLE5
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
122
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
123
REFLECTIVE ACCOUNT - Student
YEAR 1: PLE5
In this section, you should consider your PLE; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Mentor Signature:
124
ATTENDANCE RECORD
YEAR 1: PLE5
Student Name and ID
Module Name
Programme and year
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A.Mentor
1
2
3
4
5
6
7
8
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__
Student Signature: Mentor Signature:
125
YEAR 1
RETRIEVAL PRACTICE LEARNING EXPERIENCE
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note there is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
5.
NB If this is the retrieval placement in Year 1 please complete the End of Year 1 Statement of Competence / ESCs (pg. 163)
126
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 1: RETRIEVAL PLE
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Learning Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
Practice Experience Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each learning environment, the student should:
1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
127
4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.
a. From your search, identify two key articles on the topic b. In the space below provide a brief summary of these two articles and outline
any best practice recommendations in relation to these
Condition / situation
128
In relation to the practice area that you are about to enter, identify any related learning from the Year 1 theory modules that would support your learning within this practice learning environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this practice learning environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__ Student Signature: Mentor Signature:
129
PRELIMINARY INTERVIEW
YEAR 1: RETRIEVAL PLE
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy and lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure Students mandatory training record Agreed date for next meeting
130
LEARNING DEVELOPMENT PLAN
YEAR 1: RETRIEVAL PLE
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Mentor Signature:
131
INTERIM REVIEW
YEAR 1: RETRIEVAL PLE
Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Mentor Signature:
132
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 1: RETRIEVAL PLE
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Mentor Signature:
133
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 1: RETRIEVAL PLE
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Mentor Signature:
134
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 1: RETRIEVAL PLE
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
135
ADDITIONAL NOTES
YEAR 1: RETRIEVAL EXPERIENE
Date Time Detail Signature
136
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 1: RETRIEVAL PLE
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
137
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
138
REFLECTIVE ACCOUNT - Student
YEAR 1: RETRIEVAL PLE
In this section, you should consider your PLE; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Mentor Signature:
139
ATTENDANCE RECORD
YEAR 1: RETRIEVAL PLE
Student Name and ID
Module Name
Programme and year
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A. Mentor
1
2
3
4
5
6
7
8
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__
Student Signature: Mentor Signature:
140
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 1
As pa
rtne
rs in
the care process, p
eople can trust the
new
ly registered grad
uate
nurse to provide
collabo
rative
care ba
sed on
the highest stan
dards, kno
wledge
and compe
tence.
1.1
Articulates th
e un
derpinning
value
s of The
Cod
e: Professiona
l stand
ards of
practice an
d beha
viou
rs fo
r nurses an
d midwives (N
MC, 2015).
P1.1
D1.1 D1.2
D1M
H
D1M
H1.4
D1.8
1.2
Works with
in limita
tions of the
role and
recognises own level of
compe
tence.
P1.1
D1.8 D1.7
D3.6 D4.4
1.3
Prom
otes a professional image.
P1
.1
D1.2
D1M
H1.2
D2.5 D4.5
1.4
Show
respe
ct fo
r othe
rs.
P1
.1
D1.2 D1.3
D1M
H1.3
D2.8 D4.7
1.5
Is able to engage with
peo
ple and bu
ild caring profession
al re
latio
nships.
Participates in de‐
briefin
g/ reflective
sessions.
Goo
d tim
ekeeping.
Adh
eres to
dress
code
. Awaren
ess of
profession
al
boun
daries.
P1.5
D1M
H D1.4
D1.5 D1.6
D2.1 D2.5
D4.7
ESC 2
Peop
le can
trust the
new
ly registered grad
uate nurse to en
gage in
person
centred care empo
wering pe
ople to make choices ab
out h
ow th
eir ne
eds are
met whe
n they
are una
ble to m
eet them
for them
selves.
2.1
Takes a pe
rson
‐cen
tred
, personalised
app
roach to care.
Inform
ation with
in
nursing
assessmen
ts, care‐
plans and
evaluatio
n sheets.
P1.1
P1
.2
P1.1
0
P1.1
7
D1.1
D1.2
D
1M
H1.2
D
1M
H1.4
141
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 3
Peop
le can
trust the
new
ly registered grad
uate nurse to respect the
m as
individu
als an
d strive to he
lp the
m preserve their d
ignity at a
ll times.
3.1
Dem
onstrate re
spect for diversity and
individu
al preference, valuing
differen
ces, re
gardless of p
ersonal view.
P1.1
P1.7
P1.14
D1.2
D1M
H1.3
D1M
H1.4
D1M
H1.8
D2.4 D3.1
D3.3 D3.4
D3.5 D3.8
D4.4
3.2
Engages with
peo
ple in a way th
at ensures dignity is m
aintaine
d through
making approp
riate use of th
e en
vironm
ent, self and
skills and
ado
pting an
approp
riate attitu
de.
P1.1
P1.5
P1.13
D1M
H D1.3
D2
D2M
H1.2
D2.4
3.3
Uses ways to m
axim
ise commun
ication whe
re hearing, vision or spe
ech is
comprom
ised
.
Nursing
do
cumen
tatio
n and ob
servation of
interaction with
patie
nts/clients.
Use of a
range of
strategies whe
n commun
ication is
comprom
ised
.
P1.7
P1.12
D2
D2M
H1.1
D2.2 D2.3
142
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 4
Peop
le can
trust the
new
ly qua
lified grad
uate nurse to en
gage
with them
and
their family or carers within their cultural environ
men
ts in
an acceptan
t an
d an
ti‐discrim
inatory man
ner free
from
harassm
ent a
nd exploitation.
4.1
Dem
onstrate und
erstanding
of h
ow culture, religion, spiritual beliefs,
gend
er and
sexuality can im
pact on illne
ss and
disability.
P1.12
P1.13
P1.14
P1.17
D1.1 D1.2
D2.1 D2.2
D2.3 D3.3
D3.5
4.2
Respect p
eople’s rights.
P1.15
P1.17
D2.4 D2.8
D3.5
4.3
Ado
pts a principled
app
roach to care un
derpinne
d by
The
Cod
e (NMC
2015).
Awaren
ess and
approp
riate use of
the services such
as visits from
ministers and
priests.
Patie
nts’ rights
being expressed in
situations whe
re
they are unable to
do so them
selves.
P1.1
P1.15
P1.17
D2M
H D2.5
D2M
H1.4
D3.1 D3.10
143
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 5
Peop
le can
trust the
new
ly registered grad
uate nurse to en
gage with them
in a
warm, sen
sitive
and
com
passiona
te way.
5.1
Is atten
tive and acts with
kindn
ess and sensitivity.
P1.1
D2.4
D2M
H3.1
5.2
Take into accou
nt peo
ple’s ph
ysical and
emotional respo
nses whe
n en
gaging
with
them
.
P1
.1
P1.2
P1.15
D1.2 D2.1
D2.4 D2.5
D3.3
D3.4
5.3
Interacts with
the pe
rson
in a m
anne
r that is interpreted as warm,
sensitive, kind and compassionate, m
aking approp
riate use of to
uch.
P1.14
P1.15
P1.17
D2.3
5.4
Provides person‐centred care th
at add
resses both ph
ysical and
emotional
need
s and preferen
ces.
P1.1
P1.5
D3.1 D3.4
5.5
Evaluate ways in which own interactions affect relationships to
ensure that
they do no
t impact inapprop
riately on
others.
Testim
ony from
patie
nts.
Observatio
n of
interactions with
patie
nts.
De‐briefin
g/
refle
ction following
interaction with
patie
nts/clients.
P1.1
P1.13
P1.17
D4.4
144
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 6
Peop
le can
trust the
new
ly registered grad
uate nurse to en
gage th
erap
eutically
and actively listen
to their ne
eds an
d concerns, respo
nding using skills that are
helpful, providing inform
ation that is clear, accurate, m
eaningful and
free
from
jargon
.
6.1
Commun
icates effectively bo
th orally and
in writin
g, so that th
e meaning
is
always clear.
P1.12
P1.17
D2.7
6.2
Records inform
ation accurately and
clearly on the basis of observatio
n and
commun
ication.
P1.12
D2.2 D2.4
6.3
Always seeks to con
firm und
erstanding.
P1.7
P1.15
D2M
H D2.1
D2.2
D2.4
6.4
Respon
ds in
a way th
at con
firms what a
person is com
mun
icating.
P1.7
P1.12
D2.2 D2.4
D2.8 D4.7
6.5
Effectively commun
icates peo
ple’s stated
needs and
wishe
s to other
profession
als.
Hando
ver repo
rts.
Nursing
do
cumen
tatio
n.
Observatio
n of
interactions.
P1.12
P1.17
D2.4
ESC7
Pe
ople can
trust the
new
ly registered grad
uate nurse to protect a
nd keep as
confiden
tial all inform
ation relating
to th
em.
7.1
App
lies the principles of con
fiden
tiality.
P1.16
D2.8
7.2
Protects and
treats inform
ation as con
fiden
tial excep
t whe
re sharing
inform
ation is req
uired for the pu
rpose of safeguarding and pu
blic
protectio
n.
P1.15
P1.16
D2.8
7.3
App
lies the principles of d
ata protectio
n.
Local &
National
policies &
proced
ures.
P1
.16
D2.8
145
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 8
Peop
le can
trust the
new
ly registered grad
uate nurse to gain th
eir consen
t based
on
sou
nd und
erstan
ding
and
inform
ed cho
ice prior to any
interven
tion
and
that
their rights in
decision making an
d consen
t will be respected an
d up
held.
8.1
Seeks consen
t prior to
sharing
con
fiden
tial information ou
tside of th
e profession
al care team
, sub
ject to
the agreed
safeguarding and protectio
n proced
ures.
Local &
National
policies &
proced
ures.
Relevant
Legislation:‐
Vulnerable Adu
lts
Age of Legal
Capacity.
P1.14
P1.16
D2.8
146
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATION ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 9
Peop
le can
trust the
new
ly registered grad
uate nurse to treat them
as pa
rtne
rs
and work with them
to make a ho
listic an
d system
atic assessm
ent of th
eir
need
s; to de
velop a pe
rson
alised
plan that is based
on mutua
l und
erstan
ding
an
d respect for th
eir individu
al situa
tion
promoting he
alth and
well‐b
eing,
minim
ising risk of h
arm and
promoting their safety at a
ll times.
9.1
Respon
ds app
ropriately whe
n faced with
an em
ergency or a sud
den
deterioration in a person’s ph
ysical or p
sychological con
ditio
n, e.g.
abno
rmal vita
l signs, collapse, cardiac arrest, self h
arm, extremely
challenging be
haviou
r, attem
pted
suicide
includ
ing seeking he
lp from
an
approp
riate person.
Accurate
completion of
recordings of vita
l signs as a baseline
assessmen
t of
weight,
tempe
rature, pulse,
respiration and
bloo
d pressure.
Performs routine
diagno
stic te
sts, e.g.
urinalysis, und
er
supe
rvision and
accurately records
results.
Repo
rts changes in
patie
nt’s con
ditio
n or abn
ormal
recordings to
sen
ior
colleague
.
P1.4
P1.6
P1.18
D1.1 D1.6
D1.7 D2.4
D3.3 D3.7
D3M
H1.4
D3M
H1.6
D3.7 D3.9
D3.10
147
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATION ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 10
Pe
ople can
trust the
new
ly registered grad
uate nurse to de
liver nursing
interven
tion
s an
d evalua
te th
eir effectiven
ess against the
agreed assessmen
t an
d care plan. The
re are no requ
irem
ents fo
r the first progression
point.
How
ever, if the
stude
nt has achieved this ESC, it can
be signed
.
ESC 11
Pe
ople can
trust the
new
ly registered grad
uate nurse to safeguard child
ren an
d ad
ults from
vulne
rable situations and
sup
port and
protect the
m from
harm.
11.1 Acts with
in legal framew
orks and
local policies in re
latio
n to safeguarding
adults and
children who
are in
vulne
rable situations.
P1.1
P1.14
P1.17
D1.1
D1M
H1.1
D3.1 D3.9
D3M
H1.7
11.2 Shares inform
ation with
colleague
s and seeks advice from
app
ropriate
sources.
P1.5
P1.7
P1.12
P1.16
D1.6 D1.8
D2.4 D2.8
D3.1 D3.7
D3.9
D3M
H1.5
D4.7
11.3 Seek sup
port to
manage and de
al with
own em
otions.
Assists in
de
veloping
individu
alised
care
plans.
Contribu
tes to th
e do
cumen
tatio
n of
inform
ation
relevant to
the
individu
al patient.
P1.15
P1.17
D1.7 D4.4
148
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATION ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 12
Pe
ople can
trust the
new
ly registered grad
uate nurse to respon
d to th
eir
feed
back and
a wide range of other sou
rces to learn, develop
and
improve
services.
12.1 Re
spon
ds app
ropriately to
com
plim
ents and
com
men
ts.
Seeks advice from
senior colleague
whe
n patie
nts/
clients wish to
commen
t or
complain.
Develop
s use of
refle
ctive practice
to engage with
team
mem
bers.
P1.6
P1.13
P1.17
D1.1 D2.5
ESC 13
Pe
ople can
trust the
new
ly registered, gradu
ate nu
rse to promote continuity
whe
n their care is to be
tran
sferred to ano
ther service or pe
rson
. The
re are no
requ
irem
ents fo
r first progression
point. H
owever, if the
stude
nt has achieved
this ESC, it can
be signed
.
149
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATION ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 14
Pe
ople can
trust the
new
ly registered grad
uate nurse to be
an au
tono
mou
s an
d confiden
t mem
ber of th
e multi‐disciplinary or m
ulti agency team
and
to inspire
confiden
ce in
others.
14.1 Works with
in The
Cod
e: Professiona
l stand
ards of p
ractice an
d beha
viou
rs
for n
urses an
d midwives (N
MC, 2015).
Dem
onstratio
n of
working
with
othe
rs and
with
in
the NMC Co
de
P1.1
D1.1
ESC 15
Pe
ople can
trust the
new
ly registered grad
uate nurse to safely delegate to
othe
rs and
to respo
nd app
ropriately whe
n a task is delegated
to them
.
15.1 Accep
ts delegated
activities with
in limita
tion of own role, kno
wledge and
skill.
Observatio
n of
practice.
P1.1
P1.16
D1.1 D1.5
D1.8 D4.6
ESC 16
Pe
ople can
trust the
new
ly registered grad
uate nurse to safely lead
, co‐ordina
te
and man
age care. The
re are no requ
irem
ents fo
r first progression
point.
How
ever, if the
stude
nt has achieved this ESC, it can
be signed
.
150
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATION ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 17
Pe
ople can
trust the
new
ly registered grad
uate nurse to work safely und
er
pressure and
maintain the safety of service users at a
ll times.
17.1 Re
cognise whe
n situations are becom
ing un
safe and
repo
rts approp
riately.
P1.4
P1.5
P1.6
P1.10
P1.17
D1.1 D1.8
D3.6 D3.7
D3.9
D3M
H1.6
17.2 Und
erstands and
app
lies the im
portance of rest for effective practice.
Observatio
n of
practice.
P1.5
P1.6
P1.9
P1.12
D1.1 D1.8
D3.6 D3.7
D3.9
151
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATION ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 18
Pe
ople can
trust the
new
ly registered grad
uate nurse to en
hance the safety of
service users an
d iden
tify and
actively man
age risk and
uncertainty in
relation to
peop
le, the
environ
men
t, self a
nd others.
18.1 Und
er sup
ervision
, works with
in clinical governance fram
eworks.
P1.1
P1.14
D1.1
D4M
H1.1
18.2 Re
ports safety incide
nts regarding service users to sen
ior colleague
s.
P1.9
P1.17
D1.1 D1.4
D2.4 D3.6
D3.9
18.3 Und
er sup
ervision
assesses risk with
in current sph
ere of kno
wledge and
compe
tence.
P1.9
P1.7
P1.12
D1.8 D3.7
D3.9 D4.6
18.4 Follows instructions and
takes approp
riate actio
n, sharing
inform
ation to
minim
ise risk.
P1.9
P1.7
P1.12
D2.8 D3.6
D4.6
18.5 Und
er sup
ervision
works with
in legal framew
orks to
protect self a
nd
othe
rs.
P1.2
P1.3
P1.5
P1.8
D1.1
D1H
E1.1
D1M
H1.8
18.6 Kn
ows and accepts ow
n respon
sibilities and takes approp
riate action.
Seeks advice and
inform
ation
regarding risk
assessmen
t and safety issues
with
in working
en
vironm
ent.
Contribu
tes to
individu
al risk
assessmen
t do
cumen
tatio
n.
P1.6
P1.7
D1.1 D1.5
D1.8 D3.1
152
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATION ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 19
Pe
ople can
trust the
new
ly registered grad
uate nurse to work to prevent and
resolve conflict a
nd m
aintain a safe environ
men
t.
19.1 Re
cognise signs of aggression and respon
ds app
ropriately to
keep self and
othe
rs safe.
Seeks advice from
senior colleague
whe
n signs of
aggression
are
recognised
.
P1.7
P1.10
D1.1
D1.5 D1.8
D2.4
D3M
H1.9
D4.6
19.2 Assists others or obtains assistance whe
n he
lp is re
quired
.
Develop
the use of
strategies to
disengage from
situations which
may becom
e aggressive.
P1.3
D1.6 D1.8
D4.6 D4.7
ESC 20
Pe
ople can
trust the
new
ly registered grad
uate nurse to select and
man
age
med
ical devices safely.
20.1
Safely uses and disposes of m
edical devices und
er sup
ervision
and
in
keep
ing with
local and
33 national policy and un
derstand
s repo
rting
mechanism
relatin
g to adverse incide
nts.
Observatio
n of
practice. Examples
of m
edical devices,
e.g. tympanic
thermom
eter,
Dyna‐map,
saturatio
n mon
itor,
bloo
d glucose
mon
itor, weighing
scales, height
mon
itor.
P1.1
8
D1.1
D3.6
153
ESSENTIAL SK
ILLS CLU
STER
: INFECT
ION PRE
VEN
TION AND CONTR
OL
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 21
Pe
ople can
trust the
new
ly registered grad
uate nurse to iden
tify and
take
effective measures to prevent and
con
trol infection in accorda
nce with local and
na
tion
al policy.
21.1 Follows local and
national guide
lines and
adh
eres to
stand
ard infection
control precautions.
Discussion with
stud
ent.
Observatio
n of
practice.
Cleanliness
Cham
pion
s Programme.
P1.8
P1.9
D3.6
ESC 22
Pe
ople can
trust the
new
ly registered grad
uate nurse to maintain effective
stan
dard infection control precautions and
app
ly and
ada
pt th
ese to needs and
lim
itations in
all en
vironm
ents.
22.1 Dem
onstrates effective hand
hygiene
and
the approp
riate use of stand
ard
infection control precautions whe
n caring
for all peo
ple.
Cleanliness
Cham
pion
s Programme.
P1.1
P1.7
P1.9
D3.6
ESC 23
Pe
ople can
trust the
new
ly registered grad
uate nurse to provide effective
nursing interven
tion
s whe
n someo
ne has an infectious disease includ
ing the use
of stand
ard isolation techniqu
es. The
re are no requ
irem
ents fo
r first progression
po
int. How
ever, if the
stude
nt has achieved this ESC, it can
be signed
.
154
ESSENTIAL SK
ILLS CLU
STER
: INFECT
ION PRE
VEN
TION AND CONTR
OL
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 24
Pe
ople can
trust the
new
ly registered grad
uate nurse to fully com
ply with
hygien
e, uniform
and
dress cod
es in
order to lim
it, p
revent and
con
trol infection.
24.1 Adh
eres to
local policy and natio
nal guide
lines on dress code
for preven
tion
and control of infectio
n, includ
ing: fo
otwear, hair, piercing and nails.
P1.9
P1.13
P1.17
D1.1
24.2 Maintains a high standard of p
ersonal hygiene
.
P1
.1
P1.13
P1.17
D2.6
24.3 Wears app
ropriate clothing for the care delivered
in all en
vironm
ents.
Observatio
n of
practice.
P1
.13
P1.17
D2.6
ESC 25
Pe
ople can
trust the
new
ly registered grad
uate nurse to safely app
ly the
principles of a
sepsis whe
n pe
rforming invasive
procedu
res an
d be
com
petent in
asep
tic techniqu
e in a variety of settings. The
re are no requ
irem
ents fo
r first
progression po
int. How
ever, if the
stude
nt has achieved this ESC, it can
be
signed
.
ESC 26
Pe
ople can
trust the
new
ly qua
lified nu
rse to act, in a variety of environ
men
ts
includ
ing the ho
me care setting, to redu
ce risk whe
n ha
ndlin
g waste, including
sharps, con
taminated
line
n an
d whe
n de
aling with spillages of b
lood
and
other
body
fluids. The
re are no requ
irem
ents fo
r first progression
point. H
owever, if
the stud
ent h
as achieved this ESC, it can
be signed
.
155
ESSENTIAL SK
ILLS CLU
STER
: NUTR
ITION AND FLU
ID M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 27
Pe
ople can
trust the
new
ly registered grad
uate nurse to assist th
em to
cho
ose a
diet th
at provide
s an
ade
quate nu
tritiona
l and
fluid intake. The
re are no
requ
irem
ents fo
r first progression
point. H
owever, if the
stude
nt has achieved
this ESC, it can
be signed
.
ESC 28
Pe
ople can
trust the
new
ly registered grad
uate nurse to assess and
mon
itor th
eir
nutritiona
l status an
d in a partnership, formulate an
effective
plan of care. The
re
are no
req
uiremen
ts fo
r first progression
point. H
owever, if the
stude
nt has
achieved
this ESC, it can
be signed
.
ESC 29
Pe
ople can
trust the
new
ly registered grad
uate nurse to assess and
mon
itor th
eir
fluid status an
d in partnership with them
, formulate an
effective
plan of care.
There are no
req
uiremen
ts fo
r first progression
point. H
owever, if the
stude
nt
has achieved
this ESC, it can
be signed
.
ESC 30
Pe
ople can
trust the
new
ly qua
lified grad
uate nurse to assist the
m in
creating an
en
vironm
ent tha
t is cond
ucive to eating an
d drinking.
30.1 Re
ports to an approp
riate person whe
re th
ere is a risk of m
eals being
missed.
Observatio
n of
practice.
P1.1
P1.3
D3
30.2
Follows food
hygiene
procedu
res in accordance with
policy.
Discussion with
stud
ent.
Observatio
n of
practice.
P1.2
P1.9
D1.6
156
ESSENTIAL SK
ILLS CLU
STER
: NUTR
ITION AND FLU
ID M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 31
Pe
ople can
trust the
new
ly qua
lified grad
uate nurse to en
sure th
at th
ose un
able
to ta
ke fo
od by mou
th receive
ade
quate flu
id and
nutrition
to meet their ne
eds.
There are no
req
uiremen
ts fo
r first progression
point. H
owever, if the
stude
nt
has achieved
this ESC, it can
be signed
.
ESC 32
Pe
ople can
trust the
new
ly registered grad
uate nurse to safely adm
inister flu
ids
whe
n flu
ids cann
ot be taken inde
pend
ently. The
re are no requ
irem
ents fo
r first
progression po
int. How
ever, if the
stude
nt has achieved this ESC, it can
be
signed
.
157
ESSENTIAL SK
ILLS CLU
STER
: MED
ICINES M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 33
Pe
ople can
trust the
new
ly registered grad
uate nurse to correctly an
d safely
unde
rtake med
icines
3 ca
lculations.
33.1 Is com
petent in
basic m
edicines calculatio
ns (*
) relating to:
• Tablets and capsules
• Liqu
id m
edicines
• Injections includ
ing:
• Unit d
ose
• Sub and multip
le unit d
ose
• SI unit con
version.
Supe
rvised
practice.
P1.1
P1.6
P1.7
P1.8
P1.11
D3.6
D4.1
ESC 34
Pe
ople can
trust the
new
ly registered grad
uate nurse to work within legal and
ethical framew
orks th
at und
erpin safe and
effective
med
icines m
anagem
ent.
There are no
req
uiremen
ts fo
r first progression
point. H
owever if th
e stud
ent
has achieved
this ESC, it can
be signed
.
ESC 35
Pe
ople can
trust the
new
ly registered grad
uate nurse to work as part o
f a te
am
to offer holistic care and
a ran
ge of treatmen
t options of w
hich m
edicines m
ay
form
a part. The
re are no requ
irem
ents fo
r first progression
point. H
owever, if
the stud
ent h
as achieved this ESC, it can
be signed
.
ESC 36
Pe
ople can
trust the
new
ly registered grad
uate nurse to en
sure safe an
d effective practice in
med
icines m
anagem
ent through compreh
ensive
kno
wledge
of m
edicines, the
ir actions, risks and
ben
efits. The
re are no requ
irem
ents fo
r first progression
point. H
owever, if the
stude
nt has achieved this ESC, it can
be
signed
.
158
ESSENTIAL SK
ILLS CLU
STER
: MED
ICINES M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 37
Pe
ople can
trust the
new
ly registered grad
uate nurse to safely order, receive,
store an
d dispose of m
edicines (including
con
trolled drugs) in
any
setting. The
re
are no
req
uiremen
ts fo
r first progression
point. H
owever if the
stude
nt has
achieved
this ESC, it can
be signed
.
ESC 38
Pe
ople can
trust the
new
ly registered grad
uate nurse to ad
minister med
icines
safely and
in a timely man
ner, includ
ing controlled drugs. The
re are no
requ
irem
ents fo
r first progression
point. H
owever, if the
stude
nt has achieved
this ESC, it can
be signed
.
ESC 39
Pe
ople can
trust the
new
ly registered grad
uate nurse to keep
and
maintain
accurate records using
inform
ation techno
logy, w
here app
ropriate, w
ithin a
multi‐disciplinary fram
ework as a lead
er and
as pa
rt of a
team
and
in a variety of
care settings includ
ing at hom
e. The
re are no requ
irem
ents fo
r first progression
po
int. How
ever, if the
stude
nt has achieved this ESC, it can
be signed
.
ESC 40
Pe
ople can
trust the
new
ly registered grad
uate nurse to work in partnership
with pe
ople receiving
med
ical treatm
ents and
their carers. The
re are no
requ
irem
ents fo
r first progression
point. H
owever, if the
stude
nt has achieved
this ESC, it can
be signed
.
ESC 41
Pe
ople can
trust the
new
ly registered grad
uate nurse to use an
d evalua
te up‐to‐
date inform
ation on
med
icines m
anagem
ent an
d work within na
tion
al and
local
policy guidelines. The
re are no requ
irem
ents fo
r first progression
point.
How
ever, if the
stude
nt has achieved this ESC, it can
be signed
.
15
9 ESSENTIAL SK
ILLS CLU
STER
: MED
ICINES M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 1st Progression
Point
Relates to
NMC competence
ESC 42
Pe
ople can
trust the
new
ly registered grad
uate nurse to de
mon
strate
unde
rstand
ing an
d kn
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.
160
YEAR 1
SUMMATIVE assessment of performance & Statement of Competence: Dear Mentor
Please ensure that you consider the statements made within each Year 1 Final Interview prior to completing the student’s end of Year 1 Statement of Competence:
Mentor Guidance: Statement of Competence (Year 1 Students) The NMC Standards for pre-registration nursing education (NMC 2010a) require that students achieve a specific level of competence at the end of their first and second year of clinical practice. This means that in their final practice experience at the end of Year 1 the student’s mentor is asked to read and sign the Statement of Competence. The Statement of Competence can be signed when the mentor is satisfied that the student has successfully completed all of the practice experiences within Year 1. As the assessment of practice takes place when providing care, achievement of each competence is verified by completion of all assessed activities. You do not need to be a Sign off Mentor to complete the Statement of Competence or be on the same part of the register as the student nurse. How do you determine the student is competent? Each NMC Essential Skills Cluster (ESC) and Progression Point Criteria (PPC) has been integrated into the OAR. Therefore when the student has achieved each competence set within the OAR and have successfully completed their practice experience, you can be confident that they have achieved all ESCs and PPC required for the current stage of their programme in the four domains of practice. The progression point criteria to be met by the student at the end of Year 1 are listed on the next page.
161
First Progression Point Criteria: Criteria that must be met as a minimum requirement by progression point one in any practice setting where people are receiving care, or through simulation. Year 1 Progression Point Criteria (NMC, 2010a) Areas associated with safety and safeguarding people of all ages, their carers
and their families 1. Demonstrates safe, basic, person-centred care, under supervision, for people who are unable to
meet their own physical and emotional needs. 2. Meets people’s essential needs in relation to safety and security, wellbeing, comfort, bowel and
bladder care, nutrition and fluid maintenance and personal hygiene, maintaining their dignity at all times.
3. Seeks help where people’s needs are not being met, or they are at risk. Communication and interpersonal skills
4. Is able to recognise when a person’s physical or psychological condition is deteriorating, demonstrating how to act in an emergency and administer essential first aid.
5. Demonstrates an understanding of how to work within legal and professional frameworks and local policies to safeguard and protect people, particularly children, young people, and vulnerable adults
Areas associated with safety and safeguarding people of all ages, their carers and their families 6. Is able to recognise, and work within, the limitations of their own knowledge and skills and
professional boundaries, understanding that they are responsible for their own actions. 7. Demonstrates the ability to listen, seek clarity, and carry out instructions safely. 8. Uses and disposes of medical devices safely under supervision according to local and national
policy, reporting any incidents or near misses. 9. Understands and works within the laws governing health and safety at work. Demonstrates
safe manual handling techniques, and understands how nurses can help reduce the risk of infection, including effective hand washing.
10. Recognises signs of aggression and takes appropriate action to keep themselves and others safe.
11. Safely and accurately carries out basic medicines calculations. Areas associated with safety and safeguarding people of all ages, their carers and their families 12. Demonstrates safe and effective communication skills, both orally and in writing. Areas associated with professional values and expected attitudes and behaviours towards people, their carers and their families 13. Displays a professional image in their behaviour and appearance, showing respect for diversity
and individual preferences. 14. Demonstrates respect for people’s rights and choices. Professional values 15. Acts in a manner that is attentive, kind, sensitive, compassionate and non discriminatory, that
values diversity and acts within professional boundaries. 16. Understands the principles of confidentiality and data protection. Treats information as
confidential, except where sharing is required to safeguard and protect people. Areas associated with professional values and expected attitudes and behaviours towards people, their carers and their families 17. Practises honestly and with integrity, applying the principles of The code: Professional
standards of practice and conduct and behaviour for nurses and midwives (2015) 18. Acts in a way that values the roles and responsibilities of others in the team and interacts
appropriately.
162
END OF YEAR 1 - STATEMENT OF COMPETENCE
Completed by Mentor in Final Year 1 Placement
I, (PLEASE PRINT NAME) ...........…………………................................................ (MENTOR)
Can confirm that STUDENT NURSE (PLEASE PRINT NAME) ...........................................................
HEI ID: INTAKE/YEAR GROUP:
has achieved / has not achieved all of the requirements for the first part of practice included within this booklet (the Ongoing Achievement Record relating to the NMC / University of Dundee approved nursing programme).
These include each of the set Competencies, Essential Skills Clusters and Learning Activities, and altogether fulfil the NMC Progression Points* to advance into Year 2 of the Programme.
The above student is therefore deemed fit for safe and effective practice commensurate with the level expected by the end of the first part of the programme.
MENTOR...........…………….......................……................................................ (PLEASE PRINT NAME)
MENTOR’S SIGNATURE …………………………………….
DATE …………………………………
HEI use only Provisional Progression Sign Off: Achieved / Not Achieved
Name:
Signature:
Date:
163
END OF YEAR 1 - STATEMENT OF COMPETENCE
Completed by Mentor in Year 1 Retrieval Placement
I, (PLEASE PRINT NAME) ...........…………………................................................ (MENTOR)
Can confirm that STUDENT NURSE (PLEASE PRINT NAME)
HEI ID: INTAKE/YEAR GROUP:
has achieved / has not achieved all of the requirements for the first part of practice included within this booklet (the Ongoing Achievement Record relating to the NMC / University of Dundee approved nursing programme).
These include each of the set Competencies, Essential Skills Clusters and Learning Activities, and altogether fulfil the NMC Progression Points* to advance into Year 2 of the Programme.
The above student is therefore deemed fit for safe and effective practice commensurate with the level expected by the end of the first part of the programme.
MENTOR...........…………….......................……................................................ (PLEASE PRINT NAME)
MENTOR’S SIGNATURE …………………………………….
DATE …………………………………
HEI use only Provisional Progression Sign Off: Achieved / Not Achieved
Name:
Signature:
Date:
164
YEAR 2 (Yellow)
In Year 2, you will undertake a variety of PLEs:
Practice Learning Experience: Community
The placement may be with a Health Visitor, District Nurse, School Nurse or Practice Nurse
or some other community care setting. You will apply the additional skills and knowledge
acquired in Year 2 of the programme to the care patients, families and local communities.
Practice Learning Experience: Secondary Care
During this placement you may work in a variety of hospital settings. Placements may
involve time in hospital wards, theatres, outpatient departments, specialist units or with
specialist nurses so as to gain a broad understanding of the patient journey.
Practice Learning Experience: Care of the Elderly – Long term Care
This placement may be in a Nursing Home, Care Home or Hospital where you will have the
opportunity to provide care to patients requiring long term care. The placement will enable
you to apply the learning from the programme to deliver effective, compassionate to patients
and their families.
165
In Year 2, Adult Nursing students in the School of Nursing and Health Sciences undertake the following modules relating to practice:
Skills for practice Module Learning Outcomes – all students
1. Practise a range of essential and some advanced and specialist skills in a variety of settings taking account of the independence/dependence continuum
2. Use a range of essential and some advanced and specialist communication skills 3. Identify and respond appropriately to signs of deterioration or improvement 4. Practise in a professional and ethical manner demonstrating increasing autonomy and initiative 5. Apply theoretical learning to practice Developing the Care Continuum 1 Module Learning Outcomes – all students
1. Relate the pathophysiology of selected common health conditions and the resulting signs and symptoms to the nursing care required
2. Analyse and apply evidence from a range of sources to the nursing management of selected common health conditions
3. Explore the contribution of health promotion and health education to nursing people with existing conditions
4. Debate the importance of the shifting balance of care in providing effective management of common health conditions
5. Apply learning from other modules and practice to new learning from this module
FOR STUDENTS ON THE ORDINARY DEGREE EXIT AWARD
Nature of Nursing 2 Module Learning Outcomes
1. Debate the place of nursing in society 2. Discuss the importance of health related theories to nursing practice 3. Analyse the impact of professional practice on patients and those who care for them in diverse
contexts 4. Apply the tools and techniques that support safe and effective practice 5. Demonstrate continued development of scholarly attributes Developing the Care Continuum 2 Module Learning Outcomes Following this module and a period of consolidation and practice, the student will be able to: 1. Relate the pathophysiology of selected common health conditions and the resulting signs and
symptoms to the nursing care required 2. Analyse and apply evidence from a range of sources to the nursing management of selected
common health conditions 3. Explore the contribution of health promotion to nursing people with existing conditions 4. Debate the importance of the shifting balance of care in providing effective management of
common health conditions 5. Apply learning from other modules and practice to new learning from this module
166
Developing the Care Continuum 3 Module Learning Outcomes 1. Relate the pathophysiology of selected common health conditions and the resulting signs and
symptoms to the nursing care required 2. Analyse and apply evidence from a range of sources to the nursing management of selected
common health conditions 3. Evaluate partnership working between professionals, lay carers and agencies in the provision of
high quality care 4. Justify best practice in supporting self‐care, and self‐management for people with specific health
conditions 5. Apply clinical decision making skills to the care of clients in a range of settings 6. Integrate prior learning with new learning from this module in order to increase own
contribution to effective care delivery FOR STUDENTS ON THE HONOURS AND MASTERS DEGREE EXIT AWARD
Nature of Nursing 2 Module Learning Outcomes
1. Debate the place of nursing in society 2. Appraise the importance of health related theories to nursing practice 3. Analyse the impact of professional practice on patients and those who care for them in diverse
contexts 4. Compare and contrast tools and techniques that support safe and effective practice 5. Demonstrate continued development of scholarly attributes
Developing the Care Continuum 2 Module Learning Outcomes 1. Examine and apply integrated health and social care principles to promoting person centred
care for people with common long term health conditions 2. Analyse the pathophysiology of a range of common long term health conditions and the
resulting signs and symptoms to the nursing care required 3. Analyse and apply evidence from a wide range of sources to the nursing management of a
patient with selected long term health conditions 4. Appraise the contribution of health education in promoting self‐care and self‐management in
people with existing health conditions 5. Debate the importance of the shifting balance of care in providing effective management of
common health conditions Developing the Care Continuum 3 Module Learning Outcomes 1. Examine and apply integrated health and social care principles to promoting person centred
care for people with long term conditions and older people 2. Analyse the pathophysiology of a range of common long term health conditions and the
resulting signs and symptoms to the nursing care required 3. Analyse and apply evidence from a range of sources to the nursing management of selected
common health conditions 4. Appraise the contribution of health education in promoting self‐care and self‐management in
people with existing health conditions 5. Debate the importance of the shifting the balance of care in providing effective management of
common health conditions
167
YEAR 2
PRACTICE LEARNING EXPERIENCE 1
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note that a second year student may have an opportunity to work night duty where appropriate. There is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
168
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 2: PLE1
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
PLE Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each practice learning environment, the student should:
1. Make contact with the practice learning environment and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
169
4. From the Learning Opportunities outlined in the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning experience, select one condition/situation that those service users are likely to present with and undertake a literature search in relation to these.
o From your search, identify two key articles on the topic o In the space below provide a brief summary of these two articles and outline
any best practice recommendations in relation to these
Condition / situation
170
In relation to the practice learning environment that you are about to enter, identify any related learning from the Year 2 theory modules that would support your learning within this care environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this care environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Mentors Signature:
171
PRELIMINARY INTERVIEW
YEAR 2: PLE1
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
•
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy including lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure (student support) Students mandatory training record Agreed date for next meeting
172
LEARNING DEVELOPMENT PLAN
YEAR 2: PLE1
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Mentor Signature:
173
INTERIM REVIEW
YEAR 2: PLE1
Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Mentor Signature:
174
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 2: PLE1
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Mentor Signature:
175
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 2: PLE1
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Mentor Signature:
176
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 2: PLE1
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
177
ADDITIONAL NOTES
YEAR 2: PLE1
Date Time Detail Signature
178
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – MENTOR
YEAR 2: PLE1
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
179
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
180
REFLECTIVE ACCOUNT - STUDENT
YEAR 2: PLE1
In this section, you should consider your clinical experience; how it has helped you develop your competence in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Mentor Signature:
181
ATTENDANCE RECORD
YEAR 2: PLE1
Student Name and ID
Module Name
Programme and year
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A.Mentor
1
2
3
4
5
6
7
8
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__
Student Signature: Mentor Signature:
182
Year 2
PRACTICE LEARNING EXPERIENCE 2
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note there is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
5.
NB If this is a long placement (11 weeks) and therefore the progression placement for Year 2 please complete the End of Year 2 Statement of Competence / ESCs (pg. 253). Otherwise the End of Year Statement sheets will be completed in the next PLE.
183
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 2: PLE2
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Learning Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
Practice Experience Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each learning environment, the student should:
1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
184
4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.
o From your search, identify two key articles on the topic o In the space below provide a brief summary of these two articles and outline
any best practice recommendations in relation to these
Condition / situation
185
In relation to the practice area that you are about to enter, identify any related learning from the Year 2 theory modules that would support your learning within this practice learning environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this practice learning environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Mentor Signature:
186
PRELIMINARY INTERVIEW
Year 2: PLE2
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy and lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure Students mandatory training record Agreed date for next meeting
187
LEARNING DEVELOPMENT PLAN
YEAR 2: PLE2
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Mentor Signature:
188
INTERIM REVIEW
YEAR 2: PLE2
Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Mentor Signature:
189
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 2: PLE2
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Mentor Signature:
190
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 2: PLE2
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Mentor Signature:
191
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 2: PLE2
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
192
ADDITIONAL NOTES
YEAR 2: PLE2
Date Time Detail Signature
193
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 2: PLE2
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
194
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
195
REFLECTIVE ACCOUNT - Student
YEAR 2: PLE2
In this section, you should consider your PLE; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Mentor Signature:
196
ATTENDANCE RECORD
YEAR 2: PLE2
Student Name and ID
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A. Mentor
1
2
3
4
5
6
7
8
9
10
11
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__ Student Signature: Mentor Signature:
197
Year 2
PRACTICE LEARNING EXPERIENCE 3
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note there is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
5.
NB. If this is the progression placement in Year 2 please complete the End of Year 2 Statement of Competence /ESCs (pg. 253)
198
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 2: PLE3
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Learning Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
Practice Experience Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each learning environment, the student should:
1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
199
4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.
a. From your search, identify two key articles on the topic b. In the space below provide a brief summary of these two articles and outline
any best practice recommendations in relation to these
Condition / situation
200
In relation to the practice area that you are about to enter, identify any related learning from the Year 2 theory modules that would support your learning within this practice learning environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this practice learning environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Mentor Signature:
201
PRELIMINARY INTERVIEW
Year 2: PLE3
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy and lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure Students mandatory training record Agreed date for next meeting
202
LEARNING DEVELOPMENT PLAN
YEAR 2: PLE3
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Mentor Signature:
203
INTERIM REVIEW
YEAR 2: PLE3
Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Mentor Signature:
204
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 2: PLE3
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Mentor Signature:
205
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 2: PLE3
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Mentor Signature:
206
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 2: PLE3
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
207
ADDITIONAL NOTES
YEAR 2: PLE3
Date Time Detail Signature
208
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 2: PLE3
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
209
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
210
REFLECTIVE ACCOUNT - Student
YEAR 2: PLE3
In this section, you should consider your PLE; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Mentor Signature:
211
ATTENDANCE RECORD
YEAR 2: PLE3
Student Name and ID
Module Name
Programme and year
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A. Mentor
1
2
3
4
5
6
7
8
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__ Student Signature: Mentor Signature:
212
Year 2
PRACTICE LEARNING EXPERIENCE 4
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note there is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
5. NB. If this is the retrieval placement in Year 2 please complete the End of Year 2 Statement of Competence /ESCs (pg. 254)
213
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 2: PLE4
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Learning Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
Practice Experience Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each learning environment, the student should:
1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
214
4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.
a. From your search, identify two key articles on the topic b. In the space below provide a brief summary of these two articles and outline
any best practice recommendations in relation to these
Condition / situation
215
In relation to the practice area that you are about to enter, identify any related learning from the Year 2 theory modules that would support your learning within this practice learning environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this practice learning environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Mentor Signature:
216
PRELIMINARY INTERVIEW
Year 2: PLE4
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy and lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure Students mandatory training record Agreed date for next meeting
217
LEARNING DEVELOPMENT PLAN
YEAR 2: PLE4
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Mentor Signature:
218
INTERIM REVIEW
YEAR 2: PLE4
Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Mentor Signature:
219
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 2: PLE4
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Mentor Signature:
220
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 2: PLE4
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Mentor Signature:
221
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 2: PLE4
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
222
ADDITIONAL NOTES
YEAR 2: PLE4
Date Time Detail Signature
223
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 2: PLE4
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
224
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
225
REFLECTIVE ACCOUNT - Student
YEAR 2: PLE4
In this section, you should consider your PLE; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Mentor Signature:
226
ATTENDANCE RECORD
YEAR 2: PLE4
Student Name and ID
Module Name
Programme and year
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A.Mentor
1
2
3
4
5
6
7
8
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__ Student Signature: Mentor Signature:
22
7 ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 1
As pa
rtne
rs in
the care process, p
eople can trust the
new
ly registered grad
uate
nurse to provide
collabo
rative
care ba
sed on
the highest stan
dards, kno
wledge
and compe
tence.
1.6
Form
s approp
riate and constructiv
e profession
al re
latio
nships with
families
and othe
r carers.
P2.1
D1.4 D2.1
D2.5
D3M
H1.6
D4.7
1.7
Uses profession
al sup
port structures to learn from
experience and make
approp
riate adjustm
ents.
Participates in
de‐briefing/
refle
ctive sessions.
Goo
d tim
ekeeping
Adh
eres to
dress
code
. Awaren
ess of
profession
al
boun
daries.
P2.1
D1.6 D1.7
D4.4
22
8 ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC
standards may
be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 2
Peop
le can
trust the
new
ly registered grad
uate nurse to en
gage in
person
centred care empo
wering pe
ople to make choices ab
out h
ow th
eir ne
eds are
met whe
n they
are una
ble to m
eet them
for them
selves.
2.2
Actively em
powers pe
ople to
be involved
in th
e assessmen
t and
care
planning
process.
P2.1
P2.2
D1.4 D2.2
D3.8 D3M
H1.3
D4.7
2.3
Determines peo
ple’s preferen
ces to m
axim
ise comfort and
dignity.
P2.1
D1.1 D1M
H1.4
D2M
H1.1
D2M
H1.2 D2.1
D2.3 D2.4
2.4
Actively supp
orts peo
ple in th
eir ow
n care and
self care.
P2.1
D1.4 D1M
H1.4
D2M
H1.1
D2M
H1.2 D2.2
D4.7
2.5
Considers with
the pe
rson
and
their carers th
eir capability fo
r self care.
P2.1
D1.1 D1.4
D1M
H1.4
D2.2
D2M
H1.1
D2M
H1.2
D4.7
2.6
Provides personalised
care, or makes provision
s for those who
are unable
to m
aintain their ow
n activ
ities of living maintaining
dignity at a
ll tim
es.
P2.1
P2.2
D2.2 D3.4
D4.7
2.7
Assists peo
ple with
their care.
Info
rmat
ion
within
nurs
ing
asse
ssm
ents
, ca
re-p
lans
and
eval
uat
ion
shee
ts.
P2.1
P2.2
D3.4
22
9 ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 3
Peop
le can
trust the
new
ly registered grad
uate nurse to respect the
m as
individu
als an
d strive to he
lp the
m preserve their d
ignity at a
ll times.
There are no
req
uiremen
ts fo
r second
progression
point. H
owever, if the
stude
nt
has achieved
this ESC, this can be
signe
d.
ESC 4
Peop
le can
trust the
new
ly qua
lified grad
uate nurse to en
gage
with them
and
their family or carers within their cultural environ
men
ts in
an acceptan
t an
d an
ti‐discrim
inatory man
ner free
from
harassm
ent a
nd exploitation.
There are no
req
uiremen
ts fo
r second
progression
point. H
owever, if the
stude
nt
has achieved
this ESC, this can be
signe
d.
ESC 5
Peop
le can
trust the
new
ly registered grad
uate nurse to en
gage
with them
in a
warm, sen
sitive
and
com
passiona
te way.
There are no
req
uiremen
ts fo
r second
progression
point. H
owever if the
stude
nt
has achieved
this ESC, this can be
signe
d.
23
0
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 6
Peop
le can
trust the
new
ly registered grad
uate nurse to en
gage
the
rape
utically
and actively listen
to their ne
eds an
d concerns, respo
nding using skills that are
helpful, providing inform
ation that is clear, accurate, meaningful a
nd free from
jargon
.
6.6
Uses strategies to
enh
ance com
mun
ication and remove barriers to
effective
commun
ication minim
ising risk to
peo
ple from
lack of o
r po
or
commun
ication.
Hando
ver repo
rts.
Nursing
do
cumen
tatio
n.
Observatio
n of
interactions.
P2.1
P2.2
D 2.2 D2.3
ESC 7
Peop
le can
trust the
new
ly registered grad
uate nurse to protect an
d keep
as
confiden
tial all inform
ation relating
to th
em.
7.4
Distin
guishe
s be
tween inform
ation that is relevant to care plann
ing and
inform
ation that is not.
Local &
National
policies &
proced
ures.
P2.2
D4.7
23
1 ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 8
Peop
le can
trust the
new
ly registered grad
uate nurse to gain the
ir con
sent based
on
sou
nd und
erstan
ding
and
inform
ed cho
ice prior to any
interven
tion
and
tha
t their rights in
decision making an
d consen
t will be respected an
d up
held.
8.2
App
lies principles of con
sent in
relation to restrictio
ns re
latin
g to spe
cific client
grou
ps and
seeks con
sent fo
r care.
P2.1
D1.1
D1M
H1.1
D1M
H1.2
D1.3
8.3
Ensures that th
e meaning
of con
sent to
treatm
ent a
nd care is und
erstoo
d by
the pe
ople or service users.
Local &
National
policies &
proced
ures.
Relevant
Legislation:‐
Vulnerable Adu
lts
Age of Legal
Capacity
P2.1
D1.1
D1.3
D1.4
D2.2
23
2
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd
Progression Point
Relates to NMC competence
ESC 9
Peop
le can
trust the
new
ly registered grad
uate nurse to treat them
as pa
rtne
rs
and work with them
to make a ho
listic an
d system
atic assessm
ent o
f the
ir
need
s; to de
velop a pe
rson
alised
plan that is based
on mutua
l und
erstan
ding
an
d respect for th
eir individu
al situa
tion
promoting he
alth and
well‐b
eing,
minim
ising risk of h
arm and
promoting their safety at a
ll times.
9.2
Accurately un
dertakes and
records a baseline assessmen
t of w
eight, height,
tempe
rature, pulse, respiratio
n and bloo
d pressure using
manual and
electron
ic devices. (*)
P2.1
D3.3 D3.6
9.3
Und
erstands th
e concep
t of p
ublic health
and
the be
nefits of health
y lifestyles and the po
tential risks involved
with
various lifestyles or
behaviou
rs, e.g. sub
stance m
isuse, smoking, obe
sity.
P2.1
P2.2
D1.3 D3.2
D3.4 D3.5
9.4
Recognise indicators of u
nhealth
y lifestyles.
P2.2
D2M
H1.5
D3.1 D3.2
D3M
H1.4
9.5
Contribu
tes to care based on
an un
derstand
ing of how
the differen
t stages
of an illne
ss or disability can im
pact on pe
ople and
carers.
P2.2
D1.3 D1.5
D3.1
D3M
H1.2
D3M
H1.3
D3M
H1.9
D3.2 D3.4
9.6
Measures and do
cumen
ts vita
l signs und
er sup
ervision
and
respo
nds
approp
riately to
find
ings outside
the no
rmal range. (*)
Accurate
completion of
recordings of vita
l signs as a baseline
assessmen
t of
weight,
tempe
rature,
pulse, re
spira
tion
and bloo
d pressure.
Performs routine
diagno
stic te
sts,
e.g. urinalysis,
unde
r supe
rvision
and accurately
records results.
P2.1
P2.2
D1.1 D2.7
D3.7
23
3 ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 9 Co
ntinue
d Pe
ople can
trust the
new
ly registered grad
uate nurse to treat them
as pa
rtne
rs
and work with them
to make a ho
listic an
d system
atic assessm
ent o
f the
ir
need
s; to de
velop a pe
rson
alised
plan that is based
on mutua
l und
erstan
ding
an
d respect for th
eir individu
al situa
tion
promoting he
alth and
well‐b
eing,
minim
ising risk of h
arm and
promoting their safety at a
ll times.
9.7
Performs routine, diagnostic
tests for exam
ple urinalysis und
er sup
ervision
as part o
f assessm
ent p
rocess (n
ear client te
sting).
P2.1
D3.3 3.6
9.8
Collects and interprets ro
utine data, und
er sup
ervision
, related
to th
e assessmen
t and
plann
ing of care from
a variety of sou
rces.
P2.1
D3.1
9.9
Und
ertakes the assessmen
t of p
hysical, em
otional, psycho
logical, social,
cultu
ral and
spiritual needs, including
risk factors by
working
with
the
person
and
records, shares and respon
ds to
clear indicators and
signs.
P2.1
P2.2
D2.3
D3M
H1.2
D3M
H1.3
D3M
H1.4
9.10
With
the pe
rson
and
und
er sup
ervision
, plans safe and effective care by
recording and sharing inform
ation based on
the assessmen
t.
Repo
rts changes in
patie
nt’s con
ditio
n or abn
ormal
recordings to
senior colleague
. P2
.1
D2.3 D2.4
D3.1 D3.3
23
4 ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 9 Co
ntinue
d Pe
ople can
trust the
new
ly registered grad
uate nurse to treat them
as pa
rtne
rs
and work with them
to make a ho
listic an
d system
atic assessm
ent o
f the
ir
need
s; to de
velop a pe
rson
alised
plan that is based
on mutua
l und
erstan
ding
an
d respect for th
eir individu
al situa
tion
promoting he
alth and
well‐b
eing,
minim
ising risk of h
arm and
promoting their safety at a
ll times.
9.11
Whe
re re
levant, app
lies know
ledge of age and
con
ditio
n‐related anatom
y,
physiology and
develop
men
t whe
n interacting with
peo
ple.
P2
.1
D3.7 D3.9
D3M
H1.1
D3.2
23
5 ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 10
Pe
ople can
trust the
new
ly registered grad
uate nurse to de
liver nursing
interven
tion
s an
d evalua
te th
eir effectiven
ess against the
agreed assessmen
t an
d care plan.
10.1 Acts collabo
rativ
ely with
peo
ple and their carers en
abling and em
powering
them
to ta
ke a shared and activ
e role in th
e de
livery and evaluatio
n of
nursing interven
tions.
P2.1
D1M
H1.4
D3.3 D3.8
D3M
H1.4
D4.2
10.2 Works with
in th
e lim
itatio
ns of o
wn know
ledge and skills to que
stion and
provide safe and
holistic
care.
P2.1
D3.1 D3.6
10.3 Prep
ares peo
ple for clinical interven
tions as pe
r local policy.
P2.1
D3.6
D3M
H1.3
D3M
H1.4
D3M
H1,7
D3M
H1.8
D3M
H1.9
10.4 Actively seeks to exten
d know
ledge and skills using a variety of m
etho
ds in
orde
r to en
hance care delivery.
P2.1
P2.2
D4.4
10.5 Detects, record, rep
orts and
respon
ds app
ropriately to
signs of
deterioration or im
provem
ent.
P2.1
P2.2
D1.1 D3.1
D3.4 D3.7
D4.2
23
6 ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which NMC
standards may be
achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 11
Pe
ople can
trust the
new
ly registered grad
uate nurse to safeguard child
ren
and ad
ults from
vulne
rable situations and
sup
port and
protect th
em from
ha
rm.
11.4 Docum
ents con
cerns and inform
ation abou
t peo
ple who
are in
vulne
rable
situations.
Assists in
develop
ing
individu
alised
care
plans.
Contribu
tes to th
e do
cumen
tatio
n of
inform
ation relevant
to th
e individu
al
patie
nt.
P2.1
D1.1
D2.7D
2MH1.5
D3.9
ESC 12
Pe
ople can
trust the
new
ly registered grad
uate nurse to safeguard child
ren
and ad
ults from
vulne
rable situations and
sup
port and
protect th
em from
ha
rm.
12.2 Re
spon
ds app
ropriately whe
n pe
ople want to complain, providing
assistance and
sup
port.
P2.1
D1.2 D2.4
12.3 Uses supe
rvision and othe
r forms of re
flective learning
to m
ake effective
use of fe
edback.
P2.1
D4.4
12.4 Takes feed
back from
colleague
s, m
anagers and othe
r de
partmen
ts
seriou
sly and shares th
e messages and learning
with
other m
embe
rs of
the team
.
Seeks advice from
senior colleague
whe
n patie
nts/
clients wish to
commen
t or
complain.
Develop
s use of
refle
ctive practice to
engage with
team
mem
bers.
P2.1
D4.4 D4.5
23
7 ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 13
Pe
ople can
trust the
new
ly registered, gradu
ate nu
rse to promote continuity
whe
n their care is to be
tran
sferred to ano
ther service or pe
rson
.
13.1 Assists in
preparing
peo
ple and carers fo
r transfer and
transitio
n through
effective dialogue
and
accurate inform
ation.
P2.1
D2.2 D2.5
13.2 Re
ports issues and
peo
ple’s concerns re
garding transfer and
transitio
n.
P2.1
D1.1 D2.2
D2.5
13.3 Assists in
the prep
aration of records and
rep
orts to
facilitate safe and
effective transfer.
P2.1
D2.7 D4.7
ESC 14
Pe
ople can
trust the
new
ly registered grad
uate nurse to be
an au
tono
mou
s an
d confiden
t mem
ber of th
e multi‐disciplinary or m
ulti agency team
and
to inspire
confiden
ce in
others.
14.2 Supp
orts and
assists others approp
riately.
P2.1
D1.3 D1.4
D2.1
14.3 Va
lues others’ roles and
respon
sibilities with
in th
e team
and
interacts
approp
riately.
P2.1
P2.2
D1.5 D1.6
D4.7
14.4 Re
flects on
own practice and discusses issues with
other m
embe
rs.
P2.1
D1.7 D4.4
14.5 Co
mmun
icates with
colleague
s verbally, face‐to‐face and by
teleph
one, and
in writin
g and electron
ically in
a way th
at th
e meaning
is clear, and
che
cks
that th
e commun
ication has be
en fu
lly und
erstoo
d.
Dem
onstratio
n of
working
with
othe
rs and
with
in
NMC code
of
profession
al
cond
uct.
P2.1
P2.2
D1.1 D2.7
23
8 ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 15
Pe
ople can
trust the
new
ly registered grad
uate nurse to safely delegate to
othe
rs and
to respo
nd app
ropriately whe
n a task is delegated
to them
. The
re are
no req
uiremen
ts fo
r second
progression
point. H
owever, if the
stude
nt has
achieved
this ESC, this can be
signe
d.
ESC 16
Pe
ople can
trust the
new
ly registered grad
uate nurse to safely lead
, co‐ordina
te
and man
age care. The
re are no requ
irem
ents fo
r secon
d progression po
int
How
ever, if the
stude
nt has achieved this ESC, this can be
signe
d.
23
9 ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression Point
Relates to NMC competence
ESC 17
Pe
ople can
trust the
new
ly registered grad
uate nurse to work safely und
er
pressure and
maintain the safety of service users at a
ll times.
17.3 Co
ntribu
tes as a te
am m
embe
r.
P2.2
D1.6 D4.1
D4.6 D4.7
17.4 Dem
onstrates profession
al com
mitm
ent b
y working
flexibly to
meet service
need
s to enable qu
ality
care to be de
livered
.
P2
.1
D1.1 D1.7
D4.4
17.5 Uses supe
rvision as a m
eans of d
evelop
ing strategies fo
r managing ow
n stress and
for working
safely and effectively.
P2.1
D1.7 D4.4
17.6 Adh
eres to
safety po
licies whe
n working
in th
e commun
ity and
in peo
ple’s
homes, e.g. lon
e worker p
olicy.
P2.1
P2.2
D1.1 D1.5
D4.6
ESC 18
Pe
ople can
trust the
new
ly registered grad
uate nurse to en
hance the safety of
service users an
d iden
tify and
actively man
age risk and
uncertainty in
relation to
peop
le, the
environ
men
t, self a
nd others.
18.7 Co
ntribu
tes to promote safety and
positive risk ta
king.
P2
.1
P2.2
D1.4 D1.7
D2.4 D3.9
D4.6
18.8 Und
er sup
ervision
works safely with
in th
e commun
ity settin
g taking
accoun
t of local policies, fo
r exam
ple, lone
worker p
olicy.
Observatio
n of
practice.
Seeks advice and
inform
ation
regarding risk
assessmen
t and
safety issues with
in
working
en
vironm
ent.
Contribu
tes to
individu
al risk
assessmen
t do
cumen
tatio
n.
Atten
d insight
interviews.
Write a re
flective
piece of work.
P2.1
D1.1 D1.5
D3M
H1.9
D4.6
24
0 ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 19
Pe
ople can
trust the
new
ly registered grad
uate nurse to work to prevent and
resolve conflict a
nd m
aintain a safe environ
men
t. No requ
irem
ents fo
r second
progression po
int. How
ever, if the
stude
nt has achieved this ESC, this can be
signed
.
ESC 20
Pe
ople can
trust the
new
ly registered grad
uate nurse to select and
man
age
med
ical devices safely. No requ
irem
ents fo
r second
progression
point. H
owever,
if the stud
ent h
as achieved this ESC, this can be
signe
d.
24
1 ESSENTIAL SK
ILLS CLU
STER
: INFECT
ION PRE
VEN
TION AND CONTR
OL
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 21
Pe
ople can
trust the
new
ly registered grad
uate nurse to iden
tify and
take
effective measures to prevent and
con
trol infection in accorda
nce with local and
na
tion
al policy.
21.2 Participates in assessing
and
plann
ing care app
ropriate to
the risk of
infection thus promoting the safety of service users.
P2.1
D2.7 D3.1
D3.3 D3.7
21.3 Participates in com
pleting care docum
entatio
n and evaluatio
n of
interven
tions to
prevent and
con
trol infection.
P2.1
D2.7 D3.1
D3.3
21.4 Aware of th
e role of the
Infection Co
ntrol Team and
Infection Co
ntrol N
urse
Specialist, and
local guide
lines fo
r referral.
P2.1
D1.6 D1.8
21.5 Re
cognise po
tential signs of infectio
n and repo
rts to relevant sen
ior
mem
ber of staff.
P2.1
D3.7
21.6 Discusses th
e be
nefits of health
promotion with
in th
e concep
t of p
ublic
health in
the preven
tion and control of infectio
n for im
proving and
maintaining
the he
alth of the
pop
ulation.
Discussion with
stud
ent.
Observatio
n of
practice.
Cleanliness
Cham
pion
s Programme.
P2.1
D2.6 D3.5
24
2 ESSENTIAL SK
ILLS CLU
STER
: INFECT
ION PRE
VEN
TION AND CONTR
OL
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 22
Pe
ople can
trust the
new
ly registered grad
uate nurse to maintain effective
stan
dard infection control precautions and
app
ly and
ada
pt th
ese to needs and
lim
itations in
all en
vironm
ents.
22.2 App
lies know
ledge of transm
ission
routes in
describing, re
cognising and
repo
rting situations whe
re th
ere is a need for standard infection control
precautio
ns.
P2.1
P2.2
D1.4 D3.6
22.3 Participates in th
e cleaning
of m
ultiu
se equ
ipmen
t between each person.
P2.1
P2.2
D3.6
22.4 Uses multi‐use eq
uipm
ent a
nd fo
llows the approp
riate procedu
res.
P2.1
P2.2
D3.6
22.5 Safely uses and disposes of, or decon
taminates, items in accordance with
local policy and manufacturers’ guidance and instructions.
P2.1
P2.2
D3.6
22.6 Adh
eres to
req
uiremen
ts fo
r cleaning, disinfecting, decon
taminating of
‘shared’ nursing
equ
ipmen
t, includ
ing single or multi‐use eq
uipm
ent,
before and
after every use as approp
riate, according
to recognised risk, in
accordance with
manufacturers’ and
organisational policies.
Cleanliness
Cham
pion
s Programme.
Observatio
n of
stud
ent.
P2.1
P2.2
D3.6
24
3 ESSENTIAL SK
ILLS CLU
STER
: INFECT
ION PRE
VEN
TION AND CONTR
OL
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 23
Pe
ople can
trust the
new
ly registered grad
uate nurse to provide effective
nursing interven
tion
s whe
n someo
ne has an infectious disease includ
ing the use
of stand
ard isolation techniqu
es.
23.1 Safely delivers care und
er sup
ervision
to peo
ple who
req
uire to
be nu
rsed
in isolation or in
protective isolation settings.
P2
.1
D2.7 D3.1
D3.3 D3.7
23.2 Takes approp
riate actio
ns in
any
enviro
nmen
t including
the ho
me care
setting, sho
uld expo
sure to
infection occur, e.g. chicken
pox, diarrho
ea and
vomiting, needle stick injury.
P2
.1
D3.6
23.3 App
lies know
ledge of an ‘exposure pron
e proced
ure’ and
takes approp
riate
precautio
ns and
actions.
P2
.1
D3.6
23.4 Takes pe
rson
al respo
nsibility, w
hen a stud
ent kno
wingly has a bloo
d bo
rne
virus, to
con
sult with
occup
ational health
before carrying
out exposure
pron
e proced
ures.
P2
.1
P2.2
D1.1 D2.8
D3.5
ESC 24
Pe
ople can
trust the
new
ly registered grad
uate nurse to fully com
ply with
hygien
e, uniform
and
dress cod
es in
order to lim
it, p
revent and
con
trol infection.
There are no
req
uiremen
ts fo
r second
progression
point. H
owever, if the
stude
nt
has achieved
this ESC, this can be
signe
d.
24
4 ESSENTIAL SK
ILLS CLU
STER
: INFECT
ION PRE
VEN
TION AND CONTR
OL
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 25
Pe
ople can
trust the
new
ly registered grad
uate nurse to a safely app
ly the
principles of a
sepsis whe
n pe
rforming invasive
procedu
res an
d be
com
petent in
asep
tic techniqu
e in a variety of settings.
25.1 Dem
onstrates un
derstand
ing of th
e principles of w
ound
managem
ent,
healing and asep
sis. Safely pe
rforms basic wou
nd care using clean and
asep
tic te
chniqu
es in
a variety of settin
gs.
P2.1
D.36
25.2 Assists in
providing
accurate inform
ation to peo
ple and their carers on the
managem
ent o
f a device, site
or wou
nd to
prevent and
con
trol infection
and to promote he
aling whe
rever that p
erson might be, e.g. in ho
spita
l, in
the ho
me care settin
g, in
an un
planne
d situation.
Observatio
n and
assessmen
t of
stud
ent p
ractice.
P2.1
D1.4 D2.6
D3.8
ESC 26
Pe
ople can
trust the
new
ly qua
lified nu
rse to act, in a variety of environ
men
ts
includ
ing the ho
me care setting, to redu
ce risk whe
n ha
ndlin
g waste, including
sharps, con
taminated
line
n an
d whe
n de
aling with spillages of b
lood
and
other
body
fluids.
26.1 Adh
eres to
health
and
safety at work legislation and infection control
policies regarding the safe dispo
sal of all waste, soiled linen
, blood
and
othe
r bod
y flu
ids and disposing of ‘sharps’ includ
ing in th
e ho
me setting.
P2.1
P2.2
D3.6
26.2 En
sures dignity
is preserved
whe
n collecting and disposing of bod
ily fluids
and soiled linen
.
P2
.1
P2.2
D1.3
26.3 Acts to add
ress poten
tial risks with
in a timely manne
r including
in th
e ho
me setting.
Cleanliness
Cham
pion
s Programme.
Observatio
n and
assessmen
t of
stud
ent p
ractice
P2.1
P2.2
D3.1 D3.4
D3.6
24
5 ESSENTIAL SK
ILLS CLU
STER
: NUTR
ITION & FLU
ID M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd
Progression Point
Relates to NMC competence
ESC 27
Pe
ople can
trust the
new
ly registered grad
uate nurse to assist th
em to
cho
ose a
diet th
at provide
s an
ade
quate nu
tritiona
l and
fluid intake.
27.1 Und
er sup
ervision
helps peo
ple to cho
ose he
althy food
and
fluid in keeping
with
their pe
rson
al preferences and
cultural needs.
P2.1
D3.3
D3.4
27.2 Accurately mon
itors dietary and
fluid intake and
com
pletes re
levant
documen
tatio
n. (*
)
P2
.1
D3.1 D3.7
D3M
H1.1
27.3 Supp
orts peo
ple who
need to adh
ere to spe
cific dietary and
fluid regimen
s and inform
s them
of the
reason
s.
P2.1
D2.2
27.4 Maintains inde
pend
ence and
dignity whe
rever p
ossible and provides
assistance as requ
ired
.
P2
.1
D1.3
D3.8
27.5 Iden
tifies pe
ople who
are unable to or h
ave difficulty in
eating or drinking
and repo
rts this to
others to ensure adeq
uate nutrition and flu
id intake is
provided
.
Observatio
n and
assessmen
t of
stud
ent p
ractice.
P2.1
D1.3
D3.1
ESC 28
Pe
ople can
trust the
new
ly registered grad
uate nurse to assess and
mon
itor th
eir
nutritiona
l status an
d in a partnership, formulate an
effective
plan of care.
28.1 Takes and records accurate m
easuremen
ts of w
eight, height, length, bod
y mass inde
x and othe
r app
ropriate m
easures of nutritio
nal status. (*
)
P2
.1
P2.2
D3.1 D3.2
D3.4
28.2 Assesses baseline nu
trition
al req
uiremen
ts fo
r he
althy pe
ople re
lated to
factors such as age and mob
ility.
P2.1
D3.3 D3.4
28.3 Co
ntribu
tes to fo
rmulating a care plan through assessmen
t of d
ietary
preferen
ces, includ
ing local availability of fo
ods and cooking facilities.
P2.1
D3.1 D3.5
28.4 Re
ports to other m
embe
rs of the
team
whe
n agreed
plan is not achieved.
Use of assessm
ent
tools.
P2.1
P2.2
D3.1
24
6 ESSENTIAL SK
ILLS CLU
STER
: NUTR
ITION & FLU
ID M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 29
Pe
ople can
trust the
new
ly registered grad
uate nurse to assess and
mon
itor th
eir
fluid status an
d in partnership with them
, formulate an
effective
plan of care.
29.1 App
lies know
ledge of fluid requ
irem
ents neede
d for he
alth and
during
illne
ss and
recovery so that app
ropriate fluids can
be provided
.
P2
.1
D3.3 D3.4
29.2 Accurately mon
itors and
records flu
id intake and
outpu
t. (*
)
P2
.1
P2.2
D3.3
29.3 Re
cognises and
rep
orts re
ason
s for po
or fluid intake and
outpu
t.
P2.1
D3.3
29.4 Re
ports to other m
embe
rs of the
team
whe
n intake and
outpu
t falls below
requ
irem
ents.
P2.1
D3.10
ESC 30
Pe
ople can
trust the
new
ly qua
lified grad
uate nurse to assist the
m in
creating an
en
vironm
ent tha
t is cond
ucive to eating an
d drinking.
30.3 Follows local procedu
res in re
latio
n to m
eal tim
es, e.g. protected
meal
times, ind
icators of peo
ple who
need additio
nal sup
port.
P2.1
P2.2
D3.3 D.3.10
30.4 En
sures that peo
ple are ready for the meal; that is, in an
app
ropriate
locatio
n, position
, offered
opp
ortunity to
wash hand
s, offered
app
ropriate
assistance.
Observatio
n of
practice.
Discussion with
stud
ent.
Observatio
n of
practice.
P2.1
D3.8
24
7 ESSENTIAL SK
ILLS CLU
STER
: NUTR
ITION & FLU
ID M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression
Point
Relates to
NMC competence
ESC 31
Pe
ople can
trust the
new
ly qua
lified grad
uate nurse to en
sure th
at th
ose un
able
to ta
ke fo
od by mou
th receive
ade
quate flu
id and
nutrition
to meet their ne
eds.
31.1 Re
cognises, respo
nds approp
riately and repo
rts whe
n pe
ople have
difficulty eating or swallowing.
P2
.1
D3.1 D3.3
D3.7
31.2 Adh
eres to
an agreed
plan of care that provide
s for individu
al differen
ce,
for exam
ple, cultural con
side
ratio
ns, psychosocial aspects and
provide
s adeq
uate nutritio
n and hydration with
eating or swallowing is difficult.
P2
.1
D3.1 D3.4
ESC 32
Pe
ople can
trust the
new
ly registered grad
uate nurse to safely adm
inister flu
ids
whe
n flu
ids cann
ot be taken inde
pend
ently. The
re are no requ
irem
ents fo
r second
progression
point. H
owever, if the
stude
nt has achieved this ESC, this can
be signe
d.
24
8 ESSENTIAL SK
ILLS CLU
STER
: MED
ICINES M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression Point
Relates to NMC competence
ESC 33
Pe
ople can
trust the
new
ly registered grad
uate nurse to correctly an
d safely
unde
rtake med
icines
3 ca
lculations. The
re are no requ
irem
ents fo
r second
progression po
int. How
ever, if the
stude
nt has achieved this ESC, this can be
signed
.
ESC 34
Pe
ople can
trust the
new
ly registered grad
uate nurse to work within legal and
ethical framew
orks th
at und
erpin safe and
effective
med
icines m
anagem
ent.
34.1
Dem
onstrates un
derstand
ing of legal and
ethical fram
eworks re
latin
g to
safe adm
inistration of m
edicines in
practice.
P2
.1
D1, D1.1
D1 Ad
D1M
H1.1
34.2
Dem
onstrates an
und
erstanding
of types of p
rescribing, types of
prescribers and metho
ds of sup
ply
P2
.1
D3.6,
34.3
Dem
onstrates un
derstand
ing of legal and
ethical fram
eworks fo
r prescribing.
P2
.1
D1.1
D1M
H1.1
ESC 35
Pe
ople can
trust the
new
ly registered grad
uate nurse to work as part o
f a te
am
to offer holistic care and
a ran
ge of treatmen
t options of w
hich m
edicines m
ay
form
a part.
35.1
Dem
onstrates aw
aren
ess of a ra
nge of com
mon
ly re
cognised
app
roache
s to m
anaging symptom
s, fo
r exam
ple, re
laxatio
n, distractio
n and lifestyle
advice
P2
.1
D3.6
35.2
Discusses re
ferral options
P2.1
D2.2
24
9 ESSENTIAL SK
ILLS CLU
STER
: MED
ICINES M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression Point
Relates to NMC competence
ESC 36
Pe
ople can
trust the
new
ly registered grad
uate nurse to en
sure safe an
d effective practice in
med
icines m
anagem
ent through compreh
ensive
kno
wledge
of m
edicines, the
ir actions, risks and
ben
efits. The
re are no requ
irem
ents fo
r second
progression
point. H
owever, if the
stude
nt has achieved this ESC, this can
be signe
d.
36.1
Uses know
ledge of com
mon
ly adm
inistered med
icines in
order to
act
prom
ptly in
cases whe
re side effects and adverse reactio
ns occur.
P2
.2
D3.4, D3.6,
D3.7
ESC 37
Pe
ople can
trust the
new
ly registered grad
uate nurse to safely order, receive
store an
d dispose of m
edicines (including
con
trolled drugs) in
any
setting. The
re
are no
req
uiremen
ts fo
r secon
d progression po
int. How
ever, if the
stude
nt has
achieved
this ESC, this can be
signe
d.
37.1 Dem
onstrates ability to
safely store med
icines und
er sup
ervision
.
P2.2
D3.6
ESC 38
Pe
ople can
trust the
new
ly registered grad
uate nurse to ad
minister med
icines
safely and
in a timely man
ner, includ
ing controlled drugs. The
re are no
requ
irem
ents fo
r second
progression
point. H
owever, if the
stude
nt has
achieved
this ESC, this can be
signe
d.
38.1
Uses prescriptio
n charts correctly and
maintains accurate records.
P2
.2
D2.3, D2.7
38.2
Utilises and
safely disposes of e
quipmen
t neede
d to draw up and
administer m
edication, fo
r exam
ple, needles, syringes, gloves.
P2
.2
D3.6,
38.3
Adm
inisters and
, whe
re necessary, prepares med
ication safely und
er dire
ct
supe
rvision, includ
ing orally and
by injection.
P2
.2
D3.6
25
0 ESSENTIAL SK
ILLS CLU
STER
: MED
ICINES M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression Point
Relates to NMC competence
ESC 39
Pe
ople can
trust the
new
ly registered grad
uate nurse to keep
and
maintain
accurate records using
inform
ation techno
logy, w
here app
ropriate, w
ithin a
multi‐disciplinary fram
ework as a lead
er and
as pa
rt of a
team
and
in a variety of
care settings includ
ing at hom
e. The
re are no requ
irem
ents fo
r secon
d progression po
int. How
ever, if the
stude
nt has achieved this ESC, this can be
signed
.
39.1
Dem
onstrates aw
aren
ess of roles and
respon
sibilities with
in th
e multi
disciplinary team
for med
icines m
anagem
ent, includ
ing ho
w and
in what
ways inform
ation is shared with
in a variety of settin
gs.
P2
.1
D2.8
ESC 40
Pe
ople can
trust the
new
ly registered grad
uate nurse to work in partnership
with pe
ople receiving
med
ical treatm
ents and
their carers. The
re are no
requ
irem
ents fo
r second
progression
point. H
owever, if the
stude
nt has
achieved
this ESC, this can be
signe
d.
40.1
Und
er sup
ervision
involves peo
ple and carers in
adm
inistration and self‐
administration of m
edicines
P2
.1
D3.8
D3M
H8.1
ESC 41
Pe
ople can
trust the
new
ly registered grad
uate nurse to use an
d evalua
te up‐to‐
date inform
ation on
med
icines m
anagem
ent an
d work within na
tion
al and
local
policy guidelines. The
re are no requ
irem
ents fo
r second
progression
point.
How
ever if th
e stud
ent h
as achieved this ESC, this can be
signe
d.
41.1
Assesses common
ly used eviden
ce based
sou
rces relating to th
e safe and
effective managem
ent o
f med
icine.
P2
.2
D3.1
25
1 ESSENTIAL SK
ILLS CLU
STER
: MED
ICINES M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Relates to 2nd Progression Point
Relates to NMC competence
ESC 42
Pe
ople can
trust the
new
ly registered grad
uate nurse to de
mon
strate
unde
rstand
ing an
d kn
owledge to sup
ply an
d ad
minister via a pa
tien
t group
direction. The
re are no requ
irem
ents fo
r second
progression
point. H
owever, if
the stud
ent h
as achieved this ESC, this can be
signe
d.
42.1
Dem
onstrates know
ledge of what a
patient group
directiv
e is and
who
can
use them
.
P2.2
D1.1
D1M
H1.1
252
YEAR 2
SUMMATIVE assessment of performance & Statement of Competence : Dear Mentor
Please ensure that you consider the statements made within each Year 2 Final Interview prior to completing the students end of Year 2 Statement of Competence :
Mentor Guidance: Statement of Competence (Year 2 Students) The NMC Standards for pre-registration nursing education (NMC 2010a) require that students achieve a specific level of Competence at the end of their first and second part of clinical practice. This means that in their final practice experience at the end of Year 2 the student’s mentor is asked to read and sign the Statement of Competence. The Statement of Competence can be signed when the mentor is satisfy Year 2. As the assessment of practice takes place when providing care, achievement of each competence is verified by completion of all assessed activities. You do not need to be a Sign off Mentor to complete the Statement of Competence or be on the same part of the register as the student nurse. How do you determine the student is competent? Each NMC Essential Skills Cluster (ESC) and Progression Point Criteria (PPC, below) has been integrated into the OAR. Therefore when the student has achieved each competence set within the OAR and have successfully completed their practice experience, you can be confident that they have achieved all ESCs and PPC required for the current stage of their training in the four domains of practice. PPC 1. Works more independently, with less supervision, in a safe and increasingly confident manner
PPC 2. Demonstrates potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice.
253
END OF YEAR 2 - STATEMENT OF COMPETENCE
Completed by Mentor in Final Year 2 Placement
I, (PLEASE PRINT NAME) ...........…………………................................................ (MENTOR)
Can confirm that STUDENT NURSE (PLEASE PRINT NAME) ...........................................................
HEI ID: INTAKE/YEAR GROUP:
has achieved / has not achieved all of the requirements for the second part of practice included within this booklet (the Ongoing Achievement Record) relating to the NMC / University of Dundee approved nursing programme).
These include each of the set Competencies, Essential Skills Clusters and Learning Activities, and altogether fulfil the NMC Progression Points* to advance into Year 3 of the Programme.
The above student is therefore deemed fit for safe and effective practice commensurate with the level expected by the end of the SECOND Year of the programme.
MENTOR...........…………….......................……................................................ (PLEASE PRINT NAME)
MENTORS SIGNATURE ……………………………………. DATE ……………………………
HEI use only Provisional Progression Sign Off: Achieved / Not Achieved
Name:
Signature:
Date:
254
END OF YEAR 2 - STATEMENT OF COMPETENCE
Completed by Mentor in Year 2 Retrieval Placement
I, (PLEASE PRINT NAME) ...........…………………................................................ (MENTOR)
Can confirm that STUDENT NURSE (PLEASE PRINT NAME) ...........................................................
HEI ID: INTAKE/YEAR GROUP:
has achieved / has not achieved all of the requirements for the second part of practice included within this booklet (the Ongoing Achievement Record) relating to the NMC / University of Dundee approved nursing programme).
These include each of the set Competencies, Essential Skills Clusters and Learning Activities, and altogether fulfil the NMC Progression Points* to advance into Year 3 of the Programme.
The above student is therefore deemed fit for safe and effective practice commensurate with the level expected by the end of the SECOND Year of the programme.
MENTOR...........…………….......................……................................................ (PLEASE PRINT NAME)
MENTORS SIGNATURE ……………………………………. DATE ……………………………
HEI use only Provisional Progression Sign Off: Achieved / Not Achieved
Name:
Signature:
Date:
255
In Year 3, you will undertake a variety of PLEs:
Practice Learning Experience: Community
The placement may be with a Health Visitor, District Nurse, School Nurse, Practice Nurse or
alternative community setting. You will apply the additional skills and knowledge acquired in
Year 3 of the programme to the care of patients, families and local communities. This
placement will enable you to develop competence in the care of patients and families who
may have complex health and social care needs.
Practice Learning Experience: Secondary Care
During this placement you may work in a variety of hospital settings. Your placements
journey will take account of the experiences gained in Year 2 and may involve time in
hospital wards, theatres, outpatient departments, specialist units or specialist nurses so as to
gain a broad understanding of the patient journey.
Practice Learning Experience: Care of the Elderly – Long term Care
This placement may be in a Nursing Home, Care Home or Hospital where you will have the
opportunity to provide care to patients requiring long term care. The placement will enable
you to apply the learning from the programme to deliver effective, compassionate to patients
and their families.
Practice Learning Experience: Sign Off Placement
The Sign Off placement is an opportunity for you to demonstrate the knowledge, skills,
professional values and attitudes required of a Registered nurse at point of entry to the NMC
register. This PLE may occur in a variety of hospital or community settings.
YEAR 3 (Green)
256
In Year 3, Adult Nursing students in the School of Nursing and Health Sciences undertake the following modules relating to practice:
Skills for practice Module Learning outcomes – all students
1. Practise a range of advanced or complex skills in a variety of settings, including settings where there is a degree of unpredictability
2. Effectively use a range of essential, advanced and specialist communication skills, information skills and IT skills in a variety of settings
3. Integrate key theories, principles and concepts into practice. 4. Analyse and respond to changing clinical presentation 5. Practise in a professional and ethical manner demonstrating autonomy and initiative FOR STUDENTS ON THE ORDINARY DEGREE EXIT AWARD
Nature of Nursing 3 Module Learning Outcomes 1. Critically analyse current health strategies and initiatives 2. Discuss, in‐depth, the leadership and management of healthcare delivery within diverse practice
settings 3. Discuss, in‐depth, the application of clinical judgement and decision making within nursing
practice 4. Critically analyse the principles supporting safe and effective practice 5. Utilise the skills of reflection and career planning in preparation for becoming a registered nurse 6. Demonstrate scholarly attributes of the graduate nurse, including personal and intellectual
autonomy, ethical, social and professional understanding, information literacy and research and enquiry skills
Managing Complex Conditions 1 Module Learning Outcomes 1. Examine critically the demographic variations associated with complex care needs in primary,
secondary and tertiary care 2. Critically appraise the contribution of complex and multiple pathology and poly‐ pharmacy to the
continuum of complex care 3. Evaluate the evidence underpinning contemporary nursing management of complex conditions 4. Appraise learning from other modules and practice with new learning to enhance own care
delivery 5. Critically explore nursing topics related to managing complex conditions Managing Complex Conditions 2 Module Learning Outcomes
1. Critically examine the demographic variations associated with complex care needs in primary, secondary and tertiary care
2. Critically appraise the contribution of complex and multiple pathology and poly pharmacy to the continuum of complex care
3. Critically explore complex palliative and end of life care, including symptom management in a range of conditions and settings
4. Evaluate the evidence underpinning contemporary nursing management of complex conditions 5. Relate learning from other modules and practice with new learning
257
6. Evaluate the role of the nurse in partnership working between professionals, lay carers and agencies in the provision of high quality care
FOR STUDENTS ON THE HONOURS DEGREE EXIT AWARD
Managing Complex Conditions 1 Module Learning Outcomes 1. Critically compare the demographic variations associated with complex care needs in primary,
secondary and tertiary care. 2. Critically appraise the contribution of complex and multiple pathology and poly‐ pharmacy to the
continuum of complex care. 3. Evaluate the evidence underpinning contemporary nursing management of complex conditions. 4. Assess learning from other modules and practice with new learning to enhance own care
delivery. 5. Critically appraise nursing topics related to managing complex conditions.
Managing Complex Conditions 2 Module Learning Outcomes
1. Assess current developments at the forefront of managing complex care in the community. 2. Evaluate the theoretical models, concepts and principles which underpin the promotion of
family health and wellbeing in the community. 3. Evaluate the evidence base for management of long term conditions in the community. 4. Evaluate the policies, guidelines and research literature that inform the planning and delivery
of palliative and end of life care within community settings. 5. Appraise the contribution of community nurses to caring for people with complex needs in
community settings, and offer solutions to practice and professional challenges facing community nurses working in contemporary healthcare.
FOR STUDENTS ON THE MASTERS DEGREE EXIT AWARD
Managing Complex Conditions 1 Module Learning Outcomes 1. Compose a synopsis of the demographic variations associated with complex care needs in
primary, secondary and tertiary care. 2. Propose how advances within the Human Genome Project (HGP) will influence health care in the
future. 3. Assemble the evidence underpinning contemporary health and social care management of
complex conditions. 4. Organise learning from other modules and practice with new learning into a synthesis in order to
enhance own care delivery. 5. Construct multi‐faceted arguments on managing complex conditions. Managing Complex Conditions 2 Nursing Module Learning Outcomes
1. Evaluate the significance of developments at the forefront of managing complex care in the community.
2. Synthesise the evidence base underpinning the promotion of family health and wellbeing in the community identifying strengths, weaknesses and omissions within the reviewed literature.
258
3. Synthesise the evidence base for the management of long term conditions in the community and formulate original and creative responses to challenges within the field
4. Synthesise data underpinning the planning and delivery of palliative and end of life care, and formulate alternative and creative approaches to the organisation of care within community settings.
5. Appraise current policy and literature concerning the development of community nurses’ roles and responsibilities, and propose original and creative responses to working in partnerships with other health and social care professionals, family carers and third sector organisations in the context of managing complex needs in community settings.
259
YEAR 3
PRACTICE LEARNING EXPERIENCE
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note that a first part student may have an opportunity to work night duty where appropriate. There is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
260
PRE-PRACTICE LEARNING ACTIVITIES
Year 3: PLE1
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
PLE Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each practice learning environment, the student should:
1. Make contact with the practice learning environment and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
261
4. From the Learning Opportunities outlined in the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning experience, select one condition/situation that those service users are likely to present with and undertake a literature search in relation to these.
o From your search, identify two key articles on the topic o In the space below provide a brief summary of these two articles and outline
any best practice recommendations in relation to these
Condition / situation
262
In relation to the practice learning environment that you are about to enter, identify any related learning from your final theory modules that would support your learning within this care environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this care environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Mentor Signature:
263
PRELIMINARY INTERVIEW
YEAR 3: PLE1
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
•
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy including lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure (student support) Students mandatory training record Agreed date for next meeting
264
LEARNING DEVELOPMENT PLAN
YEAR 3: PLE1
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Mentor Signature:
265
INTERIM REVIEW
YEAR 3: PLE1
Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Mentor Signature:
266
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 3: PLE1
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Mentor Signature:
267
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 3: PLE1
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Mentor Signature:
268
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 3: PLE1
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (
): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
269
ADDITIONAL NOTES
YEAR 3: PLE1
Date Time Detail Signature
270
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 3: PLE1
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
271
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
272
REFLECTIVE ACCOUNT - Student
YEAR 3: PLE1
In this section, you should consider your clinical experience; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Mentor Signature:
273
ATTENDANCE RECORD
YEAR 3: PLE1
Student Name and ID
Module Name
Programme and year
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A.Mentor
1
2
3
4
5
6
7
8
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__
Student Signature: Mentor Signature:
274
YEAR 3
PRACTICE LEARNING EXPERIENCE
Complete as per HEI programme
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note there is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
275
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 3: PLE2
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Learning Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
Practice Experience Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each learning environment, the student should:
1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
276
4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.
o From your search, identify two key articles on the topic o In the space below provide a brief summary of these two articles and
outline any best practice recommendations in relation to these
Condition / situation
277
In relation to the practice area that you are about to enter, identify any related learning from the final theory modules that would support your learning within this practice learning environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this practice learning environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Sign Off Mentor Signature:
278
PRELIMINARY INTERVIEW
YEAR 3: PLE2
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy and lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure Students mandatory training record Agreed date for next meeting
279
LEARNING DEVELOPMENT PLAN
YEAR 3: PLE2
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Sign Off Mentor Signature:
280
INTERIM REVIEW
YEAR 3: PLE2
Sign-off Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Sign-off Mentor Signature:
281
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 3: PLE2
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Sign Off Mentor Signature:
282
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 3: PLE2
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Sign Off Mentor Signature:
283
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 3: PLE2
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
284
ADDITIONAL NOTES
YEAR 3: PLE2
Date Time Detail Signature
285
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 3: PLE2
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
286
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Sign-off Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Sign-off Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
287
REFLECTIVE ACCOUNT – Student
YEAR 3: PLE2
In this section, you should consider your PLE; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Sign Off Mentor Signature:
288
ATTENDANCE RECORD
YEAR 3: PLE2
Student Name and ID
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A. Mentor
1
2
3
4
5
6
7
8
9
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__ Student Signature: Sign-Off Mentor Signature:
289
YEAR 3
PRACTICE LEARNING EXPERIENCE
Complete as per HEI programme
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note there is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
5.
NB If this is the final placement in Year 3 please complete the Sign Off Mentor Documentation (pg. 366/7)
290
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 3: PLE3
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Learning Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
Practice Experience Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each learning environment, the student should:
1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
291
4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.
a. From your search, identify two key articles on the topic b. In the space below provide a brief summary of these two articles and
outline any best practice recommendations in relation to these
Condition / situation
292
In relation to the practice area that you are about to enter, identify any related learning from the final theory modules that would support your learning within this practice learning environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this practice learning environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Sign Off Mentor Signature:
293
PRELIMINARY INTERVIEW
YEAR 3: PLE3
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy and lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure Students mandatory training record Agreed date for next meeting
294
LEARNING DEVELOPMENT PLAN
YEAR 3: PLE3
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Sign Off Mentor Signature:
295
INTERIM REVIEW
YEAR 3: PLE3
Sign-off Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Sign-off Mentor Signature:
296
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 3: PLE3
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Sign Off Mentor Signature:
297
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 3: PLE3
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Sign Off Mentor Signature:
298
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 3: PLE3
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
299
ADDITIONAL NOTES
YEAR 3: PLE3
Date Time Detail Signature
300
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 3: PLE3
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
301
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Sign-off Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Sign-off Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
302
REFLECTIVE ACCOUNT – Student
YEAR 3: PLE3
In this section, you should consider your PLE; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Sign Off Mentor Signature:
303
ATTENDANCE RECORD
YEAR 3: PLE3
Student Name and ID
Module Name
Programme and year
Field of Practice
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A.Mentor
1
2
3
4
5
6
7
8
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__ Student Signature: Sign-Off Mentor Signature:
304
YEAR 3
PRACTICE LEARNING EXPERIENCE
Complete as per HEI programme
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note there is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
5.
NB As this is the final placement in Year 3 please complete the Sign Off Mentor Documentation (pg 366/7)
305
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 3: PLE4
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Learning Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
Practice Experience Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each learning environment, the student should:
1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
306
4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.
a. From your search, identify two key articles on the topic b. In the space below provide a brief summary of these two articles and
outline any best practice recommendations in relation to these
Condition / situation
307
In relation to the practice area that you are about to enter, identify any related learning from the final theory modules that would support your learning within this practice learning environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this practice learning environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Sign Off Mentor Signature:
308
PRELIMINARY INTERVIEW
YEAR 3: PLE4
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy and lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure Students mandatory training record Agreed date for next meeting
309
LEARNING DEVELOPMENT PLAN
YEAR 3: PLE4
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Sign Off Mentor Signature:
310
INTERIM REVIEW
YEAR 3: PLE4
Sign-off Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Sign-off Mentor Signature:
311
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 3: PLE4
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Sign Off Mentor Signature:
312
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 3: PLE4
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Sign Off Mentor Signature:
313
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 3: PLE4
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (Hub): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Alternative Field Learning Outcomes (number)
Alternative Field Learning Outcomes (number)
Mental Health Maternal Health
Long Term Conditions Children and Young People
Learning Disability Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
314
ADDITIONAL NOTES
YEAR 3: PLE4
Date Time Detail Signature
315
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 3: PLE4
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
316
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Sign-off Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Sign-off Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
317
REFLECTIVE ACCOUNT – Student
YEAR 3: PLE4
In this section, you should consider your PLE; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Sign Off Mentor Signature:
318
ATTENDANCE RECORD YEAR 3: PLE4
Student Name and ID
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A.Mentor
1
2
3
4
5
6
7
8
9
10
11
12
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__ Student Signature: Sign-Off Mentor Signature:
319
YEAR 3
PRACTICE LEARNING EXPERIENCE
Complete as per HEI programme
Information for Students and Mentors
1. Please check the information produced by the Practice Placement Team to ensure you complete the correct section of the OAR
2. Please note there is an expectation that the student will work one weekend in three (where available)
3. Action plan (if required) to be utilised when Students have not achieved the level of competency within practice expected by the mid-way stage of their learning experience
4. Where the opportunity arises please assist the student in achieving the Alternative Fields of Practice Learning Outcomes (blue pages)
5.
If this is a retrieval practice learning experience in Year 3 please complete the Sign Off Mentor Documentation (pg. 368/9)
320
PRE-PRACTICE LEARNING ACTIVITIES
YEAR 3: RETRIEVAL PLE
PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)
Student Name: Intake:
University ID: Year:
Practice Learning Environment:
Telephone Number:
Start date:
Finish date:
Year/Group Leader:
Practice Experience Type:
Learning Team Facilitator Name
Practice Education Facilitator Name
Prior to the commencement of each learning environment, the student should:
1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit
2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:
3. Briefly summarise what the practice learning environment does:
321
4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.
5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.
a. From your search, identify two key articles on the topic b. In the space below provide a brief summary of these two articles and
outline any best practice recommendations in relation to these
Condition / situation
322
In relation to the practice area that you are about to enter, identify any related learning from the final theory modules that would support your learning within this practice learning environment. Please note your thoughts below:
In relation to the practice learning environment that you are about to enter, identify any related learning from the Preparation for Practice that would support your learning within this practice learning environment. Please note your thoughts below:
Mentor – please sign to confirm that the pre-practice learning activities
have been completed by the student
Date __/__/__
Student Signature: Sign Off Mentor Signature:
323
PRELIMINARY INTERVIEW
YEAR 3: RETRIEVAL PLE
In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following: • The student’s previous practice achievements, in order to identify current learning
needs • The level at which the specified competencies/practice learning outcomes have
to be achieved during this PLE • The available learning opportunities within this PLE • Any additional student support requirements taking cognisance of reasonable
adjustment • An initial Learning Development Plan for Learning
Date of preliminary interview Topics to be Discussed: Please initial when
complete Layout of practice learning experience Shift patterns and meal breaks/facilities Sickness/absence reporting procedure Accident /incident reporting procedures and systems Emergency and fire procedure Health and Safety Policy and lone working Introduction to Health and Social Care Professionals Introduction to Patients/Clients Confidentiality and data protection Professional behaviour Policy on corporate and personal use of social media HEI Raising and escalating concerns guidance Student’s individual requirements Available practice learning experiences Student’s practice learning expectations Student’s strengths and areas for improvement Uniform policy for the practice learning environment Access to Scottish ongoing achievement record (OAR) Student’s previous practice assessment, previous mentor’s written comments and learning development plan
Cause for concern procedure Students mandatory training record Agreed date for next meeting
324
LEARNING DEVELOPMENT PLAN
YEAR 3: RETRIEVAL PLE
Please use the space below to summarise the main points arising from the preliminary interview with the student and discussion around student’s learning development plan.
Date __/__/__
Student Signature: Sign Off Mentor Signature:
325
INTERIM REVIEW
YEAR 3: RETRIEVAL EXPERIENCE
Sign-off Mentor comments (refer to NMC Domains):
Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Student comments:
Have issues been referred to the learning team facilitator? Yes No
Action plan required Yes No
Date __/__/__
Student Signature: Sign-off Mentor Signature:
326
SERVICE USER/CARER FEEDBACK (see guidance section 1.4)
YEAR 3: RETRIEVAL PLE
SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT
Aim: We would value the views of service users and/or their carers/families on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.
Information to be given to the service user/carer/family member:
You have been asked to participate in this feedback exercise, as the student nurse has been involved in delivering your care. The student’s mentor will ask you some questions about your experience with the student. These comments will be anonymous and will be treated in confidence: they will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect your future care or treatment.
Please provide some details on the following (mentor should record):
Were you made to feel welcome?
Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying or doing?
Did you feel respected?
Did you feel that the student showed care and consideration?
What do you think the student could do even better?
Thank you very much for your comments
Date __/__/__
Student Signature: Sign Off Mentor Signature:
327
STUDENT REFLECTION ON USER / CARER FEEDBACK
YEAR 3: RETRIEVAL PLE
Use the box below to record your thoughts and feelings:
Date __/__/__
Student Signature: Sign Off Mentor Signature:
328
ALTERNATIVE FIELDS/INTERPROFESSIONAL/SPOKE EXPERIENCE
YEAR 3: RETRIEVAL PLE
Student Name: HEI ID:
Intake/Year Group:
Name of Placement (
): Mentor:
Name and Location of Organisation/Professional Visited (Spoke):
Student Reflection on Learning Achieved:
Supervisor comments – Please state what the student did well
Supervisor comments - Please state what the student could do to enhance their skills/performance/knowledge
Name of Supervisor (Print): Signature of Supervisor:
Title:
Date:
329
ADDITIONAL NOTES
YEAR 3: RETRIEVAL PLE
Date Time Detail Signature
330
FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor
YEAR 3: RETRIEVAL PLE
HEI ID: Student Name:
Intake/Year Group:
Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role.
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Did this student require an action plan? (please circle) YES NO
331
Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module
Sign-off Mentor - Overall Comment:
Pass / Fail (please circle)
Student Name:
HEI ID:
Date __/__/__ Student Signature Sign-off Mentor Signature
University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be retrieved
332
REFLECTIVE ACCOUNT – Student
YEAR 3: RETRIEVAL PLE
In this section, you should consider your PLE; how it has helped you develop your competency in nursing and areas for your future development.
LEARNING DEVELOPMENT PLAN - student
In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values
Domain 2: Communication and Interpersonal Skills
Domain 3: Nursing Practice and Decision-making
Domain 4: Leadership Management and Team Working
Any other thoughts?
Date __/__/__
Student Signature: Sign Off Mentor Signature:
333
ATTENDANCE RECORD YEAR 3: RETRIEVAL PLE
Student Name and ID
Practice learning experience location
Week No
Week beginning
M T W T F S S Total hours
Practice signature
e.g. dd/mm/yy DO U 0
M 12
12
M 12
DO DO 36 A.Mentor
1
2
3
4
5
6
7
8
9
10
11
12
Total number of hours
Maximum hours worked must not exceed 48 hours in any one week
Key: M=Mentor (min 40% of time) U=University DO=Day Off
C=Compassionate leave S=Sick A=Absent (not sick)
This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.
Date __/__/__ Student Signature: Sign-Off Mentor Signature:
33
4
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 1
As pa
rtne
rs in
the care process, p
eople can trust the
new
ly registered
grad
uate nurse to
provide
collabo
rative care ba
sed on
the highest stand
ards,
know
ledge an
d compe
tence.
1.8
Dem
onstrates clinical con
fiden
ce th
rough soun
d know
ledge, skills and
un
derstand
ing relevant to
field.
D1M
H D1M
H1.1
D1M
H1.4 D3.1
D3.2 D3.3 3.7 D3.9
1.9
Is self aware and self confiden
t, kno
ws ow
n lim
itatio
ns and
is able to
take app
ropriate action.
D1.8 D3.6 D4.4
1.10
Acts as a role mod
el in
promoting a profession
al im
age.
D1.2 D2.5 D2.6
D4.1 D4.5
1.11
Acts as a role mod
el in
develop
ing trustin
g relatio
nships, w
ithin
profession
al bou
ndaries.
D3.1 D3.2 D3.3
D3.7 D3.9
D4M
H D4M
H1.2
D4M
H1.3
1.12
Re
cognises and
acts to overcom
e barriers in
develop
ing effective
relatio
nships with
service users and
carers.
D1.8 D3.6 D4.4
1.13
Initiates, m
aintains and
closes profession
al relationships with
service
users and carers.
D1.2 D2.4 D2.6
D4.1 D4.5
1.14
Uses profession
al sup
port stricture to
develop
self awaren
ess, challenge
own prejud
ices and
enable profession
al relationships, so that care is
delivered
with
out com
prom
ise.
D3.1 D3.2 D3.3
33
5
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 2
Peop
le can
trust the
new
ly registered grad
uate nurse to
eng
age in person
centred care empo
wering pe
ople to make choices ab
out h
ow th
eir ne
eds are
met whe
n they
are una
ble to m
eet the
m fo
r them
selves.
2.8
Is sen
sitiv
e and em
powers pe
ople to
meet the
ir own ne
eds and make
choices and considers with
the pe
rson
and
their carer(s) th
eir capability
to care.
D1.1 D1.4 D2.2
D2M
H1.3
D2M
H1.4 D3 D4.7
2.9
Ensures access to
inde
pend
ent a
dvocacy.
D2.4
2.10
Re
cognises situ
ations and
acts approp
riately whe
n a pe
rson
’s cho
ice may
comprom
ise their safety or the safety of o
thers.
D2.4 D2.8
2.11
Uses strategies to
manage situations whe
re a person’s wishe
s conflict
with
nursing
interven
tions necessary fo
r the pe
rson
’s safety.
D1.1 D1.6 D2.4
2.12
Acts with
dignity and
respe
ct to
ensure that peo
ple who
are unable to
meet the
ir activities of living have cho
ices abo
ut how
these are met and
feel empo
wered
to do as m
uch as possible for them
selves.
D1.1 D1.4
D1M
H1.4 D2.2
D4.7
2.13
Works auton
omou
sly, con
fiden
tly and
in partnership with
peo
ple, th
eir
families and
carers to ensure that needs are m
et th
rough care plann
ing
and de
livery, includ
ing strategies fo
r self care and pe
er sup
port.
D1.1 D4 D4.6
2.14
Actively he
lps pe
ople to
iden
tify and use their strengths to achieve th
eir
goals and aspiratio
ns.
Inform
ation with
in
nursing
assessmen
ts, care
plans and
evaluatio
n sheets.
D1M
H1.3
D1M
H1.4 D2.2
D2.6
33
6
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be
achieved
Re
lates to NMC (2010a)
compe
tencies
ESC 3
Peop
le can
trust the
new
ly registered grad
uate nurse to respect the
m as
individu
als an
d strive to he
lp the
m preserve their d
ignity at a
ll times.
3.4
Acts profession
ally to en
sure that pe
rson
al ju
dgem
ents, p
rejudices, value
s,
attitud
es and
beliefs do no
t com
prom
ise care.
D1.1 D1.2 D2.3
D4.4
3.5
Is proactiv
e in promoting and maintaining
dignity.
D1.3 D2.4 D2M
H1.1
D2M
H1.2 D2M
H1.3
3.6
Acts autono
mou
sly to challenge situations or othe
rs whe
n someo
ne’s
dignity
may be comprom
ised
.
D1.1 D1.2 D2.8
3.7
Uses approp
riate strategies to
empo
wer and
sup
port th
eir choice.
D2.4 D2M
H1.1 2M
H1.2
D2M
H1.3 D3.8
ESC 4
Peop
le can
trust the
new
ly qua
lified grad
uate nurse to en
gage
with them
and
their family or carers within their cultural environ
men
ts in
an acceptan
t an
d an
ti‐
discriminatory man
ner free
from
harassm
ent an
d exploitation
.
4.4
Uph
olds peo
ple’s legal rights and speaks out whe
n these are at risk of b
eing
comprom
ised
.
D2.4 D3.9 D4.7
4.5
Is accep
tant of d
iffering cultu
ral traditio
ns, beliefs, U
K legal framew
orks and
profession
al ethics whe
n planning
care with
peo
ple and their families and
carers.
D1.1 D1.2 D2.3
D3.3 D3.5
4.6
Acts autono
mou
sly and proactively in promoting care environ
men
ts th
at
are cultu
rally sen
sitiv
e and free
from
discrim
ination, harassm
ent a
nd
exploitatio
n.
D1.1 D1.2 D2.8
D3.3
4.7
Manages and
diffuses challenging situations effectively.
D1.1 D1.2 D2.4 D
2.8
D4.6
33
7
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 5
Peo
ple
can
tru
st t
he n
ew
ly r
eg
iste
red
gra
du
ate
nu
rse t
o e
ng
ag
e w
ith
th
em
in
a w
arm
, se
nsi
tive a
nd
co
mp
ass
ion
ate
way.
5.6
Anticipates how
peo
ple might fe
el in a given
situ
ation and respon
ds with
kind
ness and
empathy to provide
physical and
emotional com
fort.
D2.4 D2M
H1.3
D2M
H1.4
5.7
Makes app
ropriate use of tou
ch.
D2.3
5.8
Listen
s to, w
atches fo
r, and
respo
nds to verbal and
non
‐verbal cue
s.
D2.2 D2.3
5.9
Engages with
peo
ple in th
e planning
and
provision
of care that
recognises personalised
needs and
provide
s practical and
emotional
supp
ort.
D1.1 D3.1 D3.4
5.10
Has insight into ow
n values and
how
these may im
pact on interactions
with
others.
D1.1 D1.2 D4.4
5.11
Re
cognises circumstances that trigger pe
rson
al negative respon
ses and
takes actio
n to prevent th
is com
prom
ising care.
D4.2 D4.4
5.12
Re
cognises and
acts autono
mou
sly to respo
nd to
own em
otional
discom
fort or distress in
self and
others.
D2.4 D4.4
5.13
Through refle
ction and evaluatio
n de
mon
strates commitm
ent to
person
al and
professional develop
men
t and
life‐lo
ng learning.
D1.9 D4.4 D4.5
33
8
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 6
Peop
le can
trust the
new
ly registered grad
uate nurse to
eng
age
therap
eutically and
actively listen to th
eir ne
eds an
d concerns, respo
nding
using skills that are helpful, p
roviding
inform
ation that is clear, accurate,
meaningful and
free
from
jargon
.
6.7
Consistently sho
ws ability to
com
mun
icate safely and
effectively with
pe
ople providing
guidance for othe
rs.
D2.2 D2.4 D2.8
6.8
Commun
icates effectiv
ely and sensitively in
differen
t settin
gs, using
a
range of m
etho
ds and
skills.
D2.3 D2.4
6.9
Provides accurate and compreh
ensive written
and
verbal rep
orts based
on
best a
vailable eviden
ce.
D1.7 D2.7
6.10
Acts autono
mou
sly to red
uce and challenge barriers to
effectiv
e commun
ication and un
derstand
ing.
D2.4 D4.4
6.11
Is proactiv
e and creative in enh
ancing
com
mun
ication and
unde
rstand
ing.
D2.1
6.12
Uses the skills of active listening, que
stioning, paraphrasing and
refle
ction to sup
port a th
erapeu
tic interven
tion.
D2.4
6.13
Uses approp
riate and relevant com
mun
ication skills to deal w
ith difficult
and challenging circum
stances, eg. respo
nding to emergencies,
unexpe
cted
occurrences, saying “no”, dealing with
com
plaints, resolving
disputes, de‐escalatin
g aggression
, con
veying
‘unw
elcome ne
ws’.
Hando
ver repo
rts.
Nursing
do
cumen
tatio
n.
Observatio
n of
interactions.
D2.4
33
9
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 7
Peop
le can
trust the
new
ly registered grad
uate nurse to
protect and
keep as
confiden
tial all inform
ation relating
to them
.
7.5
Acts profession
ally and
auton
omou
sly in situ
ations whe
re th
ere may be
limits to
con
fiden
tiality, fo
r exam
ple, pub
lic interest and
protection from
harm
.
D2.8 D3.9
7.6
Recognises th
e significance of inform
ation and acts in
relation to who
do
es or do
es not need to kno
w.
D2.4 D2.8 D4.7
7.7
Acts approp
riately in sharing
inform
ation to enable and en
hance care
(carers, M
DT and across agency bo
undaries).
D2.4 D2.8 D4.7
7.8
Works with
in th
e legal framew
orks fo
r data protection includ
ing access
to and
storage of records.
D1.1 D2.7 D2.8
7.9
Acts with
in th
e law whe
n confiden
tial information has to be shared
with
othe
rs.
Local &
National
policies & procedu
res.
D1.1 D2.8
34
0
ESSENTIAL SK
ILLS CLU
STER
: CARE
, COMPA
SSION AND COMMUNICATION
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 8
Peop
le can
trust the
new
ly registered grad
uate nurse to
gain their consen
t ba
sed on
sou
nd und
erstan
ding
and
inform
ed cho
ice prior to any
interven
tion
an
d that th
eir rights in
decision making an
d consen
t will be respected an
d up
held.
8.4
Uses he
lpful and
therapeu
tic strategies to enable pe
ople to
und
erstand
treatm
ents and
other interven
tions in
order to
give inform
ed con
sent.
D1.1 D1.3 D2.2
D2.3 D3.5
D3M
H1.4
D3M
H1.5
8.5
Works with
in legal framew
orks whe
n seeking consen
t.
D1 D1.1
8.6
Assesses and respon
ds to
the ne
eds and wishe
s of carers and relativ
es in
relatio
n to inform
ation and consen
t.
D1.1 D1.2 D2.8
8.7
Dem
onstrates respect for th
e autono
my and rights of p
eople to with
hold
consen
t in relatio
n to treatm
ent w
ithin legal framew
orks and
in relation
to peo
ple’s safety.
Local &
National
policies &
proced
ures.
Relevant
Legislation:‐
Vulnerable Adu
lts
Age of Legal
Capacity
D1.1 D1.2 D2.8
34
1
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 9
Peop
le can
trust the
new
ly registered grad
uate nurse to treat them
as pa
rtne
rs
and work with them
to make a ho
listic an
d system
atic assessm
ent o
f the
ir needs;
to develop
a persona
lised
plan that is based
on mutua
l und
erstan
ding
and
respect for their individu
al situa
tion
promoting he
alth and
well‐b
eing,
minim
ising risk of h
arm and
promoting their safety at a
ll times.
9.12
In partnership with
the pe
rson
, the
ir carers and their families, m
akes a
holistic, person‐centred and system
atic assessm
ent o
f physical, em
otional,
psycho
logical, social, cultural and
spiritual needs, including
risk, and
together, develop
s a compreh
ensive personalised
plan of nursing
care.
D1.2 D2.1 D3.3
D3.4 D3M
H1.3
9.13
Acts autono
mou
sly and takes respon
sibility for collabo
rative assessmen
t and planning
of care de
livery with
the pe
rson
, the
ir carers and their family.
D3.1 D3.3 D3.4
D3M
H1.2 D4.6
D4.7
9.14
App
lied research based
evide
nt to
practice.
D1.7 D1.9
9.15
Works with
in th
e context o
f a m
ulti‐profession
al te
am and
works
collabo
ratively with
other agencies whe
n ne
eded
to enh
ance th
e care of
peop
le, com
mun
ities and
pop
ulations.
D1.4 D3.1
D3M
H1.3
D4.1 D4.7
D4M
H1.2
9.16
Prom
otes health
and
well‐b
eing, self care and inde
pend
ence by teaching
and em
powering pe
ople and
carers to m
ake choices in cop
ing with
the
effects of treatm
ent a
nd th
e on
going nature and
likely con
sequ
ences of
a cond
ition
includ
ing de
ath and dying.
D1.3 D1.4
D1M
H1.1 D3.4
D3.8
D4.1
9.17
Uses a range of te
chniqu
es to
discuss treatm
ent o
ptions with
peo
ple.
Accurate
completion of
recordings of vita
l signs as a baseline
assessmen
t of
weight,
tempe
rature, pulse,
respiration and
bloo
d pressure.
Performs routine
diagno
stic te
sts e.g.
urinalysis, und
er
supe
rvision and
accurately records
results. R
eports
changes in patient’s
cond
ition
or
abno
rmal
recordings to
sen
ior
colleague
. D2.2
34
2
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 9 Co
ntinue
d
Peop
le can
trust the
new
ly registered grad
uate nurse to treat them
as pa
rtne
rs
and work with them
to make a ho
listic an
d system
atic assessm
ent o
f the
ir needs;
to develop
a persona
lised
plan that is based
on mutua
l und
erstan
ding
and
respect for their individu
al situa
tion
promoting he
alth and
well‐b
eing,
minim
ising risk of h
arm and
promoting their safety at a
ll times.
9.18
Discusses sen
sitiv
e issues in
relatio
n to pub
lic health
and
provide
s approp
riate advice and guidance to
individu
als, com
mun
ities and
po
pulatio
ns fo
r exam
ple, con
tracep
tion, sub
stance m
isuse, smoking,
obesity
.
D1.2 D1.3 D3.5
D3.8
9.19
Re
fers to
spe
cialists whe
n requ
ired
.
D1.8 D2.8 D3.1
D3.6 D3.7 D3.9
D3.10
D4.6 D4.7
D4M
H1.2
9.20
Acts autono
mou
sly and approp
riately whe
n faced with
sud
den
deterioration in peo
ple’s ph
ysical or psycho
logical con
ditio
n or emergency
situations, abn
ormal vita
l signs, collapse, cardiac arrest, self‐harm
, extrem
ely challenging be
haviou
r, attem
pted
suicide
.
D1.1 D1.6 D1.7
D2.4 D3.1 D3.4
D3.7 D3.9 D3.10
D3M
H1.6 D3M
H1.7
D4.3
9.21
Measures, docum
ents and
interprets vita
l signs and
acts autono
mou
sly and
approp
riately on fin
dings.
D1.1 D2.7
D2M
H1.5 D3.1
D3.3 D3.7 D3.10
D3M
H1.8
9.22
Works with
in a pub
lic health
fram
ework to assess ne
eds and plan
care for
individu
als, com
mun
ities and
pop
ulations.
Performs routine
diagno
stic te
sts e.g.
urinalysis, und
er
supe
rvision and
accurately re
cords
results.
Repo
rts changes in
patie
nt’s con
ditio
n or abn
ormal
recordings to
senior colleague
.
D1.5 D3.3 D3.4
D3.5 D3.8 D4.7
34
3
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 10
Pe
ople can
trust the
new
ly registered grad
uate nurse to
deliver nursing
interven
tion
s an
d evalua
te th
eir effectiven
ess against the
agreed assessmen
t an
d care plan.
10.6
Provides safe and effective care in
partnership with
peo
ple and their
carers with
in th
e context o
f peo
ple’s ages, con
ditio
ns and
de
velopm
ental stages.
D1.2 D1.3 D1.4
D1M
H1.1 D2.1
D3.4
10.7
Prioritises th
e ne
eds of group
s of peo
ple and individu
als in order to
provide care effectiv
ely and efficiently.
D3.4 D3.5 D4.3
10.8
Detects, records and
rep
orts if necessary, deterioratio
n or im
provem
ent
and takes approp
riate actio
n autono
mou
sly.
D2.3 d2
.7 D3.1
D3.4 D3.7
D3M
H1.3 D4.2
10.9
Evaluates the effect of interventions, taking accoun
t of p
eople’s and
carers’ interpretation of physical, em
otional, and be
haviou
ral changes.
D3.1 D3.4 D3.6
D3.10
D4.2
10.10
Involves th
e pe
rson
in review and
adjustm
ents to
their care,
commun
icating changes to colleague
s.
Feed
back from
service user /
carer review
s.
Observatio
n of
stud
ent
D3.1 D3.3 D3.10
34
4
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 11
Pe
ople can
trust the
new
ly registered grad
uate nurse to
safegua
rd children an
d ad
ults from
vulne
rable situations and
sup
port and
protect the
m from
harm.
11.5
Recognises and
respo
nds whe
n pe
ople are in
vulne
rable situations, at risk, or
in need of sup
port and
protection.
D1.1 D1.2 D1.3
D1M
H1.1 D2.4
D3.1 D3.4 D3.7
D3.9 D3M
H1.6
D3M
H1.7
D3M
H1.9 D4.6
11.6
Shares inform
ation safely with
colleague
s and across agency bo
undaries fo
r the protectio
n of individu
als and the pu
blic.
D1.8 D2.8 D3.1
D3.7 D3.9
D4.7 D4M
H1.2
11.7
Makes effectiv
e referrals to safeguard and
protect children and adults
requ
iring supp
ort a
nd protection.
D1.1 D1.6 D1.8
D1M
H1.1
D1M
H1.2 D2.4
D3.1 D3.9 D4.7
11.8
Works collabo
rativ
ely with
other agencies to develop
, implem
ent a
nd
mon
itor strategies to
safeguard and
protect individu
als and grou
ps who
are
in vulne
rable situations.
D1.1 D1.6 D1.8
D1M
H1.1
D1M
H2.1 D2.4
D3.1 D3.9 D4.7
11.9
Supp
orts peo
ple in assertin
g their hu
man
rights.
D1.3
11.10
Challenges practices which do no
t safeguard th
ose in need of sup
port and
protectio
n.
Assists in
de
veloping
individu
alised
care
plans.
Contribu
tes to th
e do
cumen
tatio
n
of inform
ation
relevant to
the
individu
al patient.
D1.1 D1.2
D4M
H1.2
34
5
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 12
Pe
ople can
trust the
new
ly registered grad
uate nurse to
respo
nd to
their feed
back
and a wide range of other sou
rces to
learn, develop
and
improve services.
12.5
Shares com
plaints, com
plim
ents and
com
men
ts with
the team
in order to
im
prove care.
D1.1 D1.6 D4.4
D4.5
12.6
Actively respon
ds to
feed
back.
D1.1 D4.4
12.7
Supp
orts peo
ple who
wish to com
plain.
D1.1 D2.3 D2.4
12.8
As an
individu
al te
am m
embe
r and team
leader, actively seeks and learns
from
feed
back to
enh
ance care and ow
n and othe
rs professional
developm
ent.
D1.7 D4.1 D4.2
D4.4 D4.5
12.9
Works with
in ethical and
legal framew
orks and
local policies to deal w
ith
complaints and concerns.
Seeks advice from
senior colleague
whe
n patie
nts/clients
wish to com
men
t or com
plain.
Develop
s use of
refle
ctive practice
to engage with
team
mem
bers.
D1.1 D1M
H1.1
D2.8 D4M
H1.3
ESC 13
Peop
le can
trust the
new
ly registered, gradu
ate nu
rse to promote continuity whe
n their care is to
be tran
sferred to ano
ther service or pe
rson
There are no
t req
uiremen
ts fo
r en
try to th
e register.
34
6
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 14
Pe
ople can
trust the
new
ly registered grad
uate nurse to
be an
auton
omou
s an
d confiden
t mem
ber of th
e multi‐disciplinary or m
ulti agency team
and
to inspire
confiden
ce in
others.
14.6
Actively consults and
explores solutio
ns and
ideas with
others to enh
ance
care.
D1.1 D1.4
14.7
Challenges th
e practice of self and
others across th
e multi‐profession
al te
am.
D1.7 D1.8 D4.4
D4.5
14.8
Takes effective role with
in th
e team
ado
pting the leadership role whe
n approp
riate.
D4 D4.1 D4.6
14.9
Act as an
effectiv
e role m
odel in
decision making, ta
king
action and
supp
ortin
g othe
rs.
D2.6 D4.6 D4.7
14.10
Works inter‐profession
ally and
auton
omou
sly as a m
eans of achieving
op
timum
outcomes fo
r pe
ople.
D1.4 D4.6 D4.7
D3.8 D4M
H1.3
14.11
Safeguards th
e safety of self and
others, and
adh
eres to
lone
working
policies
whe
n working
in th
e commun
ity settin
g and in peo
ple’s ho
mes.
Dem
onstratio
n of
working
with
othe
rs and
with
in
NMC code
of
profession
al
cond
uct.
D1.1 D1.5 D
4.6
D4M
H1.3
34
7
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be
achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 15
Pe
ople can
trust the
new
ly registered grad
uate nurse to
safely de
legate to
othe
rs and
to respon
d ap
prop
riately whe
n a task is delegated
to th
em.
15.2 Works with
in th
e requ
irem
ents of T
he Cod
e (NMC 2015) in de
legatin
g care and
whe
n care is delegated
to th
em.
D1.1 D1.5 D1.6 D1.8
D4.6
15.3 Takes respon
sibility and accoun
table for de
legatin
g care to
others.
D1.1 D1.5 D1.6 D1.8
D4.6
15.4 Prep
ares, sup
ports and supe
rvises th
ose to who
m care has be
en
delegated.
D1.1 D1.5 D1.6 D
1.8
D4.5 D4.6
15.5 Re
cognises and
add
resses deficits in kno
wledge and skill in
self and
othe
rs and
takes approp
riate actio
n.
D1.1 D1.5 D1.6 D1.7
D1.8 D4.4 D4.5
ESC 16
Pe
ople can
trust the
new
ly registered grad
uate nurse to
safely lead
, co‐
ordina
te and
man
age care.
16.1 Inspires con
fiden
ce and
provide
s clear direction to others.
D
4.6
16.2 Takes de
cision
s and is able to answer fo
r these de
cision
s whe
n requ
ired
.
D1.1
D1.5
D1.8
16.3 Ba
ses de
cision
s on
evide
nce and uses experience to guide
decision‐
making.
D
1.1
D1.8
D1.9
D3.1
16.4 Acts as a positive role mod
el fo
r othe
rs.
D
1.3
D2.6
16.5 Manages time effectively.
D
4.3
16.6 Negotiates with
others in relation to balancing
com
petin
g and conflictin
g prioritie
s.
D
1.2
D4.3
34
8
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 17
Pe
ople can
trust the
new
ly registered grad
uate nurse to
work safely und
er
pressure and
maintain the safety of service users at a
ll times.
17.7
Dem
onstrates effective tim
e managem
ent.
D4.3
17.8
Prioritise ow
n workload and manages com
petin
g and conflictin
g prioritie
s.
D1.2 D4.3
17.9
App
ropriately rep
orts con
cerns regarding staffin
g and skill‐m
ix and
acts
to resolve issues th
at m
ay im
pact on the safety of service users with
in
local policy fram
eworks.
D1.1 D1.5 D1.6
D3.6 D3.9
D4M
H1.3
17.10
Recognises stress in others and provides app
ropriate sup
port or
guidance ensuring safety to
peo
ple at all tim
es.
D1.1 D1.2 D1.3
D1M
H1.8 D2.4
D3.4 D3.7 D3.9 D
4.6
17.11
Enables othe
rs to
iden
tify and manage their stress.
D1.1 D1M
H1.8
D1.2 D1.3 D1.5
D2.4 D3.4 D3.7
D3.9 D4.6
17.12
Works with
in local policies whe
n working
in th
e commun
ity settin
g includ
ing in peo
ple’s ho
mes and
ensures th
e safety of o
thers.
Obse
rvat
ion a
nd
asse
ssm
ent
of
studen
t pra
ctic
e.
D1.1 D1.5
D1M
H1.1
D1M
H1.2
D3M
H1.9 D4.6
34
9
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a) com
petencies
ESC 18
Pe
ople can
trust the ne
wly registered grad
uate nurse to en
hance the safety of service
users an
d iden
tify and
actively man
age risk and
uncertainty in
relation to peo
ple, the
en
vironm
ent, self a
nd others.
18.9
Refle
cts on
and
learns from
safety incide
nts as an autono
mou
s individu
al and
as
a team
mem
ber a
nd con
tributes to
team
learning.
D1.7 D4.5
18.10
Participates in
clinical aud
it to im
prove the safety of service users.
D1.9 D4.2
18.11
Assesses and im
plem
ents m
easures to m
anage, red
uce or rem
ove risk th
at
could be
detrimen
tal to pe
ople, self and
others.
D1.4 D3.4 D4.1 D
4.2
D4.6
18.12
Assesses, evaluates and
interprets risk indicators and
balances risk against
bene
fits, ta
king
accou
nt of the
level of risk pe
ople are prepared to ta
ke.
D1.4 D3.4 D4.1 D
4.2
D4.6
18.13
Works with
in legal and
ethical fram
eworks to
promote safety and
positive risk
taking.
D1.4 D1.7 D2.4
D3.9 D4.6
18.14
Works with
in policies to protect self and
others in all care settin
gs includ
ing in
the ho
me care settin
g.
D1 D1.1 D1.5 D3M
H1.4
D4.6 D4M
H1.3
18.15
Takes step
s no
t to cross profession
al bou
ndaries and pu
t self o
r colleague
s at
risk.
Seeks advice and
inform
ation
regarding risk
assessmen
t and safety issues
with
in working
en
vironm
ent.
Contribu
tes to
individu
al risk
assessmen
t do
cumen
tatio
n.
D1.1 D1.5 D1.6 D1.8
D2.5
ESC 19
Pe
ople can
trust the ne
wly registered grad
uate nurse to work to prevent and
resolve
conflict an
d maintain a safe environ
men
t.
19.3
Selects and applies approp
riate strategies and
techniqu
es fo
r conflict resolution,
de‐escalation and ph
ysical interven
tion in th
e managem
ent o
f poten
tial violence
and aggression
.
D1.1 D1.5 D1.8 D2.4
D4.6 D4M
H1.3
35
0
ESSENTIAL SK
ILLS CLU
STER
: ORG
ANISATIONAL ASPEC
TS OF CA
RE
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 20
Pe
ople can
trust the
new
ly registered grad
uate nurse to
select a
nd m
anage
med
ical devices safely.
20.2 Works with
in legal framew
orks and
app
lies eviden
ce based
practice in
the safe selectio
n and use of m
edical devices.
D1.1 D1.9 D3.6
20.3
Saf
ely
use
s an
d m
ainta
ins
a ra
nge
of
med
ical
dev
ices
appro
priat
e to
th
e ar
ea o
f w
ork
, in
cludin
g e
nsu
ring r
egula
r se
rvic
ing,
mai
nte
nan
ce
and c
alib
ration incl
udin
g r
eport
ing a
dve
rse
inci
den
ts r
elat
ing t
o m
edic
al d
evic
es.
D1.1 D1.9 D3.6
20.4 Ke
eps approp
riate records in relation to th
e use and mainten
ance of
med
ical devices and
the de
contam
ination processes requ
ired
as pe
r local and
national guide
lines.
D1.1 D3.6
20.5 Explains th
e de
vices to peo
ple and carers and
che
cks un
derstand
ing.
D2.7
35
1
ESSENTIAL SK
ILLS CLU
STER
: INFECT
ION PRE
VEN
TION AND CONTR
OL
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 21
Pe
ople can
trust the
new
ly registered grad
uate nurse to
iden
tify and
take
effective measures to prevent and
con
trol infection in accorda
nce with local
and na
tion
al policy.
21.7
Works with
in The
Cod
e: Professiona
l stand
ards of p
ractice an
d beha
viou
rs fo
r nurses an
d midwives (N
MC, 2015) and
in collabo
ratio
n with
peo
ple and their carers to
meet respo
nsibilitie
s for preven
tion and
control of infectio
n.
D1.1 D1M
H1.1
21.8
In partnership with
peo
ple and their carers, plans, delivers and
documen
ts care that dem
onstrates effective risk assessm
ent, infection
preven
tion and control.
D3.1 D3.3 D3.6
21.9
Iden
tifies, recognises and refers to
the approp
riate clinical expert.
D1.8 D3.1
21.10
Explains risks to
peo
ple, relatives, carers and colleague
s and ed
ucates
them
in prevention and control of infectio
n.
D3.8
21.11
Recognises infection risk and
rep
orts and
acts in situ
ations whe
re th
ere
is need for he
alth promotion and protectio
n and pu
blic health
strategies.
Discussion with
stud
ent.
Obse
rvat
ion a
nd
asse
ssm
ent
of
studen
t pra
ctic
e.
Cleanliness
Cham
pion
s Programme.
D3.5
35
2
ESSENTIAL SK
ILLS CLU
STER
: INFECT
ION PRE
VEN
TION AND CONTR
OL
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 22
Pe
ople can
trust the
new
ly registered grad
uate nurse to
maintain effective
stan
dard infection control precautions and
app
ly and
ada
pt th
ese to needs
and lim
itations in
all en
vironm
ents.
22.7
Initiates and
maintains app
ropriate m
easures to prevent and
con
trol
infection according to rou
te of transmission
of m
icro‐organism, in orde
r to protect service users, m
embe
rs of the
pub
lic and
other staff.
D1.4
22.8
App
lies legislation that relates to
the managem
ent o
f spe
cific infection
risk at a
local and
national level.
D3.6
22.9
Adh
eres to
infection preven
tion and control policies and proced
ures at
all tim
es and
ensures th
at colleague
s work according to goo
d practice
guidelines.
D3.6
22.10
Challenges th
e practice of other care workers who
put th
emselves and
othe
rs at risk of infection.
D1.1 D1.4 D4.1
22.11
Manages overall en
vironm
ent to minim
ise risk.
Cleanliness
Cham
pion
s Programme.
Obse
rvat
ion a
nd
asse
ssm
ent
of
studen
t pra
ctic
e.
D3.3 D3.6
35
3
ESSENTIAL SK
ILLS CLU
STER
: INFECT
ION PRE
VEN
TION AND CONTR
OL
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 23
Pe
ople can
trust the
new
ly registered grad
uate nurse to
provide
effective
nu
rsing interven
tion
s whe
n someo
ne has an infectious disease includ
ing the
use of stand
ard isolation techniqu
es.
23.5 Re
cognise and acts upo
n the ne
ed to
refer to
spe
cialist a
dvisers as
approp
riate.
D1.8 D3.1
23.6 Assesses the ne
eds of th
e infectious person, or pe
ople and
app
lies
approp
riate isolation techniqu
es.
D3.3 D3.6
23.7 En
sures that peo
ple includ
ing colleague
s are aw
are of and
adh
ere to
local policies in relation to isolation and infection control procedu
res.
D3.3 D3.6
23.8 Iden
tifies suita
ble alternatives whe
n isolation facilities are un
available
and principles have to be applied in unp
lann
ed circumstances.
D3.3
ESC 24
Pe
ople can
trust the
new
ly registered grad
uate nurse to
fully com
ply with
hygien
e, uniform
and
dress cod
es in
order to
limit, p
revent and
con
trol
infection.
24.4 Acts as a role mod
el to
others and en
sures colleague
s work with
in local
policy.
D1.6
35
4
ESSENTIAL SK
ILLS CLU
STER
: INFECT
ION PRE
VEN
TION AND CONTR
OL
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 25
Pe
ople can
trust the
new
ly registered grad
uate nurse to
a safely ap
ply the
principles of a
sepsis whe
n pe
rforming invasive
procedu
res an
d be
com
petent
in aseptic te
chniqu
e in a variety of settings.
25.3 App
lies a range of app
ropriate m
easures to prevent infection includ
ing
application of safe and effective asep
tic te
chniqu
e.
D3.6
25.4 Safely perform
s wou
nd care, app
lying no
n‐touch or aseptic te
chniqu
es in
a variety of settin
gs.
D3.6
25.5 Able to com
mun
icate po
tential risks to
others and advise peo
ple on
the
managem
ent o
f the
ir device, site
or wou
nd to
prevent and
con
trol
infection and to promote he
aling.
D3.8
ESC 26
Pe
ople can
trust the
new
ly qua
lified nu
rse to act, in a variety of environ
men
ts
includ
ing the ho
me care setting, to redu
ce risk whe
n ha
ndlin
g waste,
includ
ing sharps, con
taminated
line
n an
d whe
n de
aling with spillages of b
lood
an
d othe
r bo
dy fluids.
26.4 Manages hazardo
us waste and
spillages in accordance with
local health
and safety policies.
D 1 D 3.6
26.5 Instructs othe
rs to
do the same.
D 1 D 3.6
35
5
ESSENTIAL SK
ILLS CLU
STER
: NUTR
ITION AND FLU
ID M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 27
Pe
ople can
trust the
new
ly registered grad
uate nurse to
assist the
m to
cho
ose
a diet th
at provide
s an
ade
quate nu
tritiona
l and
fluid intake.
27.6
Uses know
ledge of dietary, physical, social and
psychological factors to
inform
practice be
ing aw
are of th
ose that can
con
tribute to poo
r diet,
cause or be caused
by ill health
.
D1.2 D1.3 D1.4
27.7
Supp
orts peo
ple to m
ake approp
riate the choices and changes to eating
patterns, taking accoun
t of d
ietary preferences, religious and
cultural
requ
irem
ents, treatmen
t req
uiremen
ts and
spe
cial diets need for he
alth
reason
s.
D1.2 D1.3 D1.4
27.8
Refers to
spe
cialist m
embe
rs of the
multi‐disciplinary team
for
additio
nal or specialist a
dvice.
D1.6
27.9
Discusses in
a non
‐judgem
ental w
ay how
diet can
improve he
alth and
the risks associated
with
not eating approp
riately.
D1.2 D1.3
27.10
In liaison with
a registered midwife
provide
s essential advice and
supp
ort to mothe
rs who
are breast feeding.
D3.1 D3M
H1.1
27.11
Provides sup
port and
advice to carers whe
n the pe
rson
they are caring
for has specific dietary ne
eds.
D3.8
35
6
ESSENTIAL SK
ILLS CLU
STER
: NUTR
ITION AND FLU
ID M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 28
Pe
ople can
trust the
new
ly registered grad
uate nurse to
assess an
d mon
itor
their nu
tritiona
l status an
d in a partnership, formulate an
effective
plan of
care.
28.5
Makes a com
preh
ensive assessm
ent o
f peo
ple’s ne
eds in relation to
nutrition
iden
tifying, docum
entin
g and commun
icating level of risk.
D2.7 D3.3 D3.9
28.6
Seeks specialist a
dvice as req
uired in order to
form
ulate an
app
ropriate
care plan.
D1.8 D2.4
28.7
Provides inform
ation to peo
ple and their carers.
D1.4 D2.1 D3.8
28.8
Mon
itors and
records progress against the
plan.
D3.1 D3.3 D3.10
28.9
Discusses progress and changes in con
ditio
n with
the pe
rson
, carers and
the multi‐disciplinary team
.
D3.3
28.10
Acts autono
mou
sly to initiate approp
riate actio
n whe
n malnu
trition
is
iden
tified or whe
re a person’s nu
trition
al status worsens, and
rep
ort
this as an
adverse event.
D3.7 D3.10
35
7
ESSENTIAL SK
ILLS CLU
STER
: NUTR
ITION AND FLU
ID M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 29
Pe
ople can
trust the
new
ly registered grad
uate nurse to
assess an
d mon
itor
their flu
id status an
d in partnership with them
, formulate an
effective
plan of
care.
29.5
Uses ne
gotia
ting and othe
r skills to encou
rage peo
ple who
might be
reluctant to drink to ta
ke ade
quate flu
ids.
D2.2 D3.7 D3.8
29.6
Iden
tifies signs of deh
ydratio
n and acts to
correct th
ese. (*
)
D3M
H D3.1 D3.4
D3.7
D3.9 D3.10
29.7
Works collabo
rativ
ely with
the pe
rson
their carers and
the multi‐
disciplinary team
to ensure an
ade
quate flu
id intake and
outpu
t.
D2.7 D3.7 D3.10
ESC 30
Pe
ople can
trust the
new
ly qua
lified grad
uate nurse to
assist the
m in
creating
and en
vironm
ent tha
t is cond
ucive to eating an
d drinking.
30.5
Challenges others who
do no
t follow procedu
res.
D1.2 D4.1 D4.7
30.6
Ensures approp
riate assistance and
sup
port is available to enable
peop
le to
eat.
D3.8 D3.9
30.7
Ensures provision is m
ade for replacem
ent m
eals fo
r anyone
who
is
unable to
eat at the
usual time, or un
able to
prepare th
eir ow
n meals.
D3.9
30.8
Ensures that app
ropriate fo
od and
fluids are available as req
uired.
D3.9
35
8
ESSENTIAL SK
ILLS CLU
STER
: NUTR
ITION AND FLU
ID M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 31
Pe
ople can
trust the
new
ly qua
lified grad
uate nurse to
ensure that tho
se
unab
le to
take
food
by mou
th receive
ade
quate flu
id and
nutrition
to m
eet
their ne
eds.
31.3
Takes actio
n to ensure that, w
here th
ere are prob
lems with
eating and
swallowing, nutritio
nal status is not com
prom
ised
.
D3M
H D3.6 D3.7
31.4
Adm
inisters enteral fe
eds safely and
maintains equ
ipmen
t in
accordance with
local policy. (*
)
D3M
H D3M
H1.1
D3.6 D3.7
31.5
Safely, m
aintains and
uses naso‐gastric, PEG
and
other fe
eding de
vices.
D3M
H D3M
H1.1
D3.2 D3.6
31.6
Works with
in legal and
ethical fram
eworks ta
king
accou
nt of p
ersonal
choice.
D1.2 D1M
H1.3
ESC 32
Pe
ople can
trust the
new
ly registered grad
uate nurse to
safely ad
minister
fluids whe
n flu
ids cann
ot be taken inde
pend
ently.
32.1
Und
erstands and
app
lies know
ledge of intraven
ous flu
ids and ho
w th
ey
are prescribed
and
adm
inistered with
in local adm
inistration of
med
icines policy.
D3.6
32.2
Mon
itors and
assesses pe
ople receiving
intraven
ous flu
ids. (*
)
D3.1 D3.7 D3.10
32.3
Docum
ents progress against p
rescription and markers of h
ydratio
n. (*
)
D2.7 D3.10
32.4
Mon
itors infusion
site
for signs of abn
ormality
and
take th
e requ
ired
actio
n repo
rting and do
cumen
ting signs and actio
ns ta
ken.
D2.7 D3.1 D3.10
35
9
ESSENTIAL SK
ILLS CLU
STER
: MED
ICINES M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 33
Pe
ople can
trust the
new
ly registered grad
uate nurse to
correctly and
safely
unde
rtake med
icines
3 calculations.
33.2
Is com
petent in
the process of m
edication‐related calculation in nursing
fie
ld involving:
• Tablets and capsules
• Liqu
id m
edicines
• Injections
• IV infusion
s includ
ing:
• Unit d
ose
• Sub and multip
le unit d
ose
• Co
mplex calculatio
ns
• SI unit con
version
D3.6 D3M
H1.5
36
0
ESSENTIAL SK
ILLS CLU
STER
: MED
ICINES M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 34
Pe
ople can
trust the
new
ly registered grad
uate nurse to work within legal and
ethical framew
orks th
at und
erpin safe and
effective
med
icines m
anagem
ent.
34.4
App
lies legislation to practice to safe and effective orde
ring, receiving,
storing administering
and
dispo
sal of m
edicines and
drugs, including
controlled drugs in both prim
ary and second
ary care settin
gs and
ensures
othe
rs do the same.
D3.6 D3M
H1.5
34.5
Fully und
erstands all metho
ds of sup
plying
med
icines, eg. M
edicines Act
exem
ptions, patient group
directio
ns (P
GDs), clinical m
anagem
ent p
lans
and othe
r forms of prescribing.
D1.1 D1.7 D3.6
34.6
Fully und
erstands th
e differen
t types of p
rescrib
ing includ
ing
supp
lemen
tary prescrib
ing, com
mun
ity practition
er nurse prescribing
and
inde
pend
ent n
urse prescribing.
D1.1 D1.5 D3.1
D3.6
ESC 35
Pe
ople can
trust the
new
ly registered grad
uate nurse to work as part o
f a te
am to
offer ho
listic care and
a ran
ge of treatmen
t options of w
hich m
edicines m
ay fo
rm
a pa
rt.
35.3
Works con
fiden
tly as part of the
team
and
, whe
re re
levant, as leader of the
team
to develop
treatm
ent o
ptions and
cho
ices with
the pe
rson
receiving
care and
their carers.
D1.4 D4.6 D4.7
35.4
Que
stions, critically app
raises, takes into accou
nt ethical con
side
ratio
ns
and the preferen
ces of th
e pe
rson
receiving
care and uses evide
nce to
supp
ort a
n argumen
t in de
term
ining whe
n med
icines m
ay or may not be an
approp
riate cho
ice of treatm
ent.
D1.2 D1.3 D1.4
D1M
H1.4 D1M
H1.8
D2M
H1.2 D2.8
D3.9
36
1
ESSENTIAL SK
ILLS CLU
STER
: MED
ICINES M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 36
Pe
ople can
trust the
new
ly registered grad
uate nurse to
ensure safe and
effective practice in
med
icines m
anagem
ent throu
gh com
preh
ensive
kn
owledge of m
edicines, the
ir actions, risks and
ben
efits.
36.2
App
lies know
ledge of basic pharm
acology, how
med
icines act and
interact in
the system
s of th
e bo
dy, and
their therapeu
tic action.
D1.9 D3.2
36.3
Und
erstands com
mon
rou
tes and techniqu
es of m
edicine
administration includ
ing absorptio
n, m
etabolism, adverse reactions and
interactions.
D3.2 D3.6
36.4
Safely m
anages drug administration and mon
itors effects. (*)
D3.6
36.5
Repo
rts adverse incide
nts and ne
ar m
isses.
D3.6
36.6
Safely m
anages anaph
ylaxis.
D3.7
ESC 37
Pe
ople can
trust the
new
ly registered grad
uate nurse to
safely orde
r, receive
store an
d dispose of m
edicines (including
con
trolled drugs) in
any
setting.
37.2
Orders, receives, stores and disposes of m
edicines safely (in
clud
ing
controlled drugs).
D3.6 D3M
H1.5
36
2
ESSENTIAL SK
ILLS CLU
STER
: MED
ICINES M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 38
Pe
ople can
trust the
new
ly registered grad
uate nurse to ad
minister med
icines
safely and
in a timely man
ner, includ
ing controlled drugs.
38.4
Safely and
effectiv
ely administers and
, whe
re necessary, prepares
med
icines via rou
tes and metho
ds com
mon
ly used and maintains
accurate re
cords.
D3.6
38.5
Supe
rvises and
teache
s othe
rs to
do the same.
D4.5
38.6
Und
erstands th
e legal req
uiremen
ts.
D1.1
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 39
Peop
le can
trust the
new
ly registered grad
uate nurse to
keep an
d maintain
accurate records using
inform
ation techno
logy, w
here app
ropriate, w
ithin a
multi‐disciplinary fram
ework as a lead
er and
as pa
rt of a
team
and
in a variety
of care settings includ
ing at hom
e.
39.2
Effectively keep
record of m
edication administered and om
itted
, in a
variety of care settings, including
con
trolled drugs and en
sures othe
rs
do th
e same.
D1.1 D2.7
36
3
ESSENTIAL SK
ILLS CLU
STER
: MED
ICINES M
ANAGEM
ENT
Men
tor
Initial and
date
whe
n achieved
Initial Date
Ways in which
NMC standards
may be achieved
Re
lates to NMC
(2010a)
compe
tencies
ESC 40
Pe
ople can
trust the
new
ly registered grad
uate nurse to work in partnership with
peop
le receiving
med
ical treatm
ents and
their carers.
40.2
Works with
peo
ple and carers to
provide
clear and
accurate inform
ation.
D2.1
40.3
Gives clear instruction and explanation and checks th
at th
e pe
rson
un
derstand
the use of m
edicines and
treatm
ent o
ptions.
D2.2 D2.3 D3.8
40.4
Assesses the pe
rson
’s ability to safely self‐administer the
ir m
edicines.
D3.8
40.5
Assists peo
ple to m
ake safe and
inform
ed cho
ices abo
ut th
eir m
edicines.
D3.8
ESC 41
Pe
ople can
trust the
new
ly registered grad
uate nurse to use an
d evalua
te up‐to‐
date inform
ation on
med
icines m
anagem
ent an
d work within na
tion
al and
local
policy guidelines.
41.2
Works with
in national and
local policies and en
sures othe
rs do the same.
D1.1
ESC 42
Pe
ople can
trust the
new
ly registered grad
uate nurse to de
mon
strate
unde
rstand
ing an
d kn
owledge to sup
ply an
d ad
minister via a pa
tien
t group
direction.
42.2
Through simulation and course work de
mon
strates know
ledge and
application of th
e principles req
uired for safe and
effective supp
ly and
administration via a patie
nt group
dire
ction includ
ing an
und
erstanding
of
role and
accou
ntability.
D3.6
42.3
Through simulation and course work de
mon
strates ho
w to
sup
ply and
administer v
ia a patient group
dire
ction.
D3.6
364
SIGN OFF DOCUMENTATION
RECORD OF STUDENT AND SIGN‐OFF MENTOR MEETINGS DURING THE PRE‐REGISTRATION
CONSOLIDATION MODULE
In order to ensure public protection, the Nursing and Midwifery Council (NMC) needs to be
assured that students have been assessed and signed off as being capable of delivering
safe and effective practice at the end of their programme. Following the publication of the
NMC standards to support learning and assessment in practice (2006, 2008), a Sign-Off
Mentor, who has met additional criteria, must make the final assessment of practice and
confirm to the NMC that the required proficiencies for entry to the register have been
achieved.
The NMC identified that a Sign-Off Mentor should meet the following criteria:
• Be an experienced mentor, identified on the local register, on the same part (or sub
part) of the NMC register and working in the same field (branch) of practice as that in
which the student intends to achieve registration.
• Have clinical currency and capability (experienced nurse within the area of practice
and clinically up to date)
• Have a working knowledge of current programme requirements, practice assessment
strategies and relevant changes in education and practice for the student they are
assessing.
• Have an in-depth understanding of their accountability to the NMC for the decision
they make to pass or fail a final placement student when assessing their proficiency
at the end of a programme.
This standard applies to all learners undertaking an NMC approved programme, whose
programmes commenced after September 2007. Applying this requirement, all pre-
registration nursing students on the programme will require a SOM in their final pre-
registration (consolidation) placement from June 2010.
The SOM may be the student’s only mentor on their final placement or the student may be
allocated to a mentor as well as a SOM. This will be decided locally. The NMC suggests that
the SOM “must have time allocated… the equivalent of one hour per week” (NMC 2008a
p34) during the placement experience to effectively undertake the student’s assessment and
provide a reliable, valid and comprehensive assessment of the student’s proficiency and
365
suitability for entry to the register. The SOM should utilise a range of evidence to support
their decision making:-
• Review the student’s Learning Development Plan for the placement and the previous
mentor’s reports
• Observe demonstration of appropriate professional behaviours and attitudes
• Observe episodes of care delivery, care management and practical skills
• Review the student’s record-keeping and documentation
• Assess the student’s ability to reflect on their own performance
• Assess achievement of final placement learning outcomes
• Utilise the feedback and testimony of others who work with and supervise the student
e.g. Mentor, mentoring team, MDT, other professionals, patient/client /carers etc.
The final summative assessment of competence draws on evidence of assessment over a
sustained period of time. This information should be made available to the SOM to allow
them to view the content of all previous mentors’ assessments. This process allows the SOM
to make a judgement on the student’s suitability for entry to the register based on their
progress over the entire period of their programme.
As a sign off mentor (SOM) the registered practitioner is signing the final practice learning
area documentation to state that they have assessed the student’s practice performance,
reviewed a range of relevant evidence provided and are able to confirm that the learner has
demonstrated to them that they meet the competencies to undertake the role of a newly
registered nurse. This assessment, in conjunction with the verification from the HEI that the
student has achieved the academic components of their programme, enables them to enter
the NMC register. As with any mentoring/assessing relationship, it is essential that any
concerns about the student’s progress and performance identified during the placement
period, are brought to the attention of the Learning Team Facilitator and PEF/CHEF as soon
as possible to obtain support and advice.
In order to monitor the student’s progress during their consolidation practice learning
experience, it is suggested that a minimum of 3 meetings should take place during the
placement between the sign-off mentor and the student. These meetings with the student should take place at the beginning, midway through and at the end of the placement. The following structure should be used to record these meetings and record
notes on the student’s progress which will assist the SOM’s decision making and aid the
student development.
366
RECORD OF SIGN OFF
YEAR 3: FINAL PLE
Name of Student: HEI ID:
Intake/Year Group: Name of Sign off Mentor:
Date of Initial Meeting Date of Midway Meeting
Date of Final Meeting
Date __/__/__
Student Signature: Sign Off Mentor Signature:
Student Progress: Comments:
Student Progress: Comments:
Student Progress: Comments:
367
FINAL ASSESSMENT
(Completed by Sign-Off Mentor)
STUDENT NAME:
HEI ID:
INTAKE/YEAR GROUP:
FINAL STATEMENT I, (PLEASE PRINT NAME) ...........………………….......................................... (SIGN-OFF MENTOR)
Can confirm that STUDENT NURSE (PLEASE PRINT NAME) ...........................................................
has achieved / not achieved all of the practice requirements for the NMC/ University of Dundee approved programme. This includes the competencies and module learning outcomes, so fulfilling the NMC requirements for entry to the register (RN Adult) and is fit for safe and effective practice commensurate with the level expected of a newly registered graduate nurse.
Date __/__/__
Sign Off Mentor Print Name:
Sign Off Mentor Signature:
Total number of hours worked with student for sign-off activities: ………….
Signature of Sign-Off Mentor: ……………………………………………
368
RECORD OF SIGN OFF
YEAR 3: RETRIEVAL PLE
Name of Student: HEI ID:
Intake/Year Group: Name of Sign off Mentor:
Date of Initial Meeting Date of Midway Meeting
Date of Final Meeting
Date __/__/__
Student Signature: Sign Off Mentor Signature:
Student Progress: Comments:
Student Progress: Comments:
Student Progress: Comments:
369
RETRIEVAL PLE ASSESSMENT YEAR 3 (Completed by Sign-Off Mentor)
STUDENT NAME:
HEI ID:
INTAKE/YEAR GROUP:
FINAL STATEMENT I, (PLEASE PRINT NAME) ...........………………….......................................... (SIGN-OFF MENTOR)
Can confirm that STUDENT NURSE (PLEASE PRINT NAME) ...........................................................
has achieved / not achieved all of the practice requirements for the NMC/ University of Dundee approved programme. This includes the competencies and module learning outcomes, so fulfilling the NMC requirements for entry to the register (RN Adult) and is fit for safe and effective practice commensurate with the level expected of a newly registered graduate nurse.
Date __/__/__
Sign Off Mentor Print Name:
Sign Off Mentor Signature:
Total number of hours worked with student for sign-off activities: ………….
Signature of Sign-Off Mentor: ……………………………………………
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SECTION 3: POLICIES, GUIDELINES, PROTOCOLS
3.0 Student support protocol/policy/guidance specific to HEI
3.1 Raising and escalating a concern protocol/policy/guidance
3.2 Risk assessments
3.3 Submission of practice learning assessment documents checklist
3.4 Action plan templates
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3.0 Student support protocol/policy/guidance
The School is aware that student life can be daunting at times and works closely with the University services to provide the best possible advice and support for students. You have been allocated to a Learning Team. You will study and learn together over the three years of the programme. Each student is allocated a Learning Team Facilitator (LTF)) who also facilitates the Learning Team. The LTF monitors your progress and has access to weekly attendance records, students’ assessment results and placement allocation throughout the three years of the programme. The LTF gives academic support as well as pastoral support and can direct you to the additional support services available in the University including the Academic Skills Centre; the Chaplaincy; Counselling Service; Disability Services; Student Services and Dundee University Student Association. The School also has Academic Practice Contacts (APC) for each area. They can help with issues in practice, including Cause for Concerns. They also support Practice Education Facilitators and mentors. Each placement has a list of the contact information for the APC for area. 3.1 Reporting a cause for concern in practice identified by a student This flow chart overleaf is designed to help students to resolve concerns identified within the allocated practice learning environment. The process of addressing and managing concerns is part of the learning process and will be supported by staff in the School of Nursing and Health Sciences.
It is recognised that students may encounter difficulties, dissatisfaction or concern with the following:
• Learning opportunities and availability • Teaching • Feedback • Perceived unfairness and subjectivity • Learning culture • Health and safety If you have a have concern within a practice learning environment, you are advised to take action immediately by following the process overleaf.
In the first instance you are encouraged to raise concerns with members of the practice team. It is anticipated that the majority of issues will be resolved with their support. However, where cause for concern relates to patient safety or perceived serious misconduct it is recognised that you may have difficulties raising the issue locally. In that case you should contact your Learning Team Facilitator or Academic Practice Contact the earliest opportunity.
It is important that you do not wait until the end of the placement or disclose serious concerns on the placement evaluation form.
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3.2 Risk assessments
Student Nurses as young workers
Definition: The term ‘Young Worker’ means a worker who has attained the age of 16 but not the age of 18. A number of nursing students particularly at the beginning of their programme will be aged 17. Background: Young workers are afforded all the protection of general health and safety law – the right to information, training, supervision and to a safe and healthy workplace. There are however specific restrictions that apply to workers aged under 18 years. Restrictions: Management of Health and Safety at Work Regulations 1999, regulation 19,(5) requires that persons under 18 years of age should not be employed to undertake work that is, beyond their physical or psychological capacity, exposes them to radiation or harmful substances, involves a risk of accidents they are unlikely to recognise because of a lack of training or experience or involves a risk to their health from extreme heat, noise or vibration. Hours The Working Time (Amendment) Regulations 2002 limit the hours per week and per day a child or young person (under 18) can work, and set out minimum rest periods. Workers aged 16 and 17 are entitled to 12 consecutive hours of rest in any 24 hour period. They are also entitled to a rest period of no less than 48 hours in each seven day period, compared to 24 hours for an adult worker. The UK opt-out from the Working Time Regulations does not apply to under-18s. Young workers are never allowed to work more than 40 hours a week and must have a 30 minute break away from their work if the work exceeds 4.5 hours. Night Shift Due to the restrictions young workers should not work night shifts within hospital and health care settings. Risk Assessment Young workers In order to comply with the Management of Health and Safety at Work Regulations 1999, a specific young worker risk assessment must be completed. Student Nurses who are pregnant or new mothers During pregnancy, nursing students must be particularly aware of potential health and safety hazards in the workplace as they face many risks to their health and the health of their unborn child. For Pregnancy or Breastfeeding Cytotoxic medicines. These are highly potent materials; some might have a more serious effect upon the foetus or the breastfed infant. Pregnant or breastfeeding students should not be involved in cleaning spillages or dealing with extravasation and should only be involved in administration if the risk of splashes has been virtually eliminated. Solvents. High exposures to solvents produce a greater risk to the foetus or infant than to adults. There is little such work in the health service. Seek advice from health
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and safety if you have pregnant or breastfeeding students doing prolonged work with solvents, e.g. prosthetics. Ionising Radiation. The foetus is more susceptible to ionising radiation than are adults. Staff routinely exposed to x-rays or to radiation from radioactive substances are subject to exposure monitoring. The results of this monitoring show that for most staff exposures are much less than the statutory limits that apply during pregnancy. Nevertheless, further precautions may be advised to reduce still further the risk of accidental exposure. Therefore exposure of pregnant women should be as low as reasonably practicable, and certainly below the statutory dose limit for pregnant women. Nursing mothers should not be allocated a practice learning experience where the risk of contamination from ionising radiation is high. Working conditions should also ensure that pregnant women do not receive accidental exposures to radioactive contamination (IRR 1999). Students who are pregnant, may wish to make sure they leave the controlled area while X-rays are being taken. Mercury. Mercury is toxic to the central nervous system; the CNS of the foetus (and infant) is more vulnerable than that of adults, especially during the first trimester. The exposure to mercury that may arise following the spillage of mercury in a thermometer or sphygmomanometer is negligible if the guidelines are followed. If there is a large or awkward spillage from a sphygmomanometer, the student should be discouraged from cleaning this and should get someone who is not pregnant to follow the clean up procedure. Infection Risks. Some infections (Rubella, Listeria, Toxoplasmosis, Hepatitis, HIV, VZV and CMV) are more serious for pregnant or breastfeeding students. If any of these are known to be present among staff or patients, or are often present in the patient group, consult the Occupational Health Service for further advice or consider alternative practice learning allocation. For Pregnancy only Manual Handling. The ability to handle loads is not diminished by pregnancy except in two respects. 1) as the size of the abdomen increases, the load is displaced further from the spine so the maximum load the person can safely handle diminishes. If heavy work is expected, consult the manual handling adviser 2) In the final weeks of pregnancy, the ligaments become looser so the risk of injury from manual work is increased. Often this would occur during the maternity leave but students who are keen to work as long as possible may need to be excluded from heavy work during the later stages. Consult the manual handling department if in doubt. Inhaled antibiotics and Nitric Oxide. Pentamidine, ribavirin, and perhaps nitric oxide, are suspected of having a greater risk for pregnant staff/ students than for others. Local guidelines should be in place for students allocated to practice areas where exposure to these substances occurs. Pregnant staff/ students should be excluded from routine administration except for short term relief during lunch breaks etc. Violence. The foetus is physically well protected but is nevertheless vulnerable to kicks and punches. Pregnant students should be excluded from care of patients who
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are likely to lash out violently and from teams who are called upon to restrain violent patients. Night work and long hours. The Management of Health and Safety at Work regulations require employers to adapt the hours of pregnant staff (including avoiding night work altogether) if their GP or Occupational Health Service inform them in writing that this is necessary. It is reasonable to suggest that the same opportunities be afforded to students on practice. Any student who is pregnant, that appears to be experiencing difficulties, should be encouraged to consult their GP to identify whether there is a requirement to adapt their pattern of work. Anaesthetics. Some years ago there was concern that the risk of low birth weight or spontaneous abortion was increased with exposure to nitrous oxide or the volatile anaesthetic agents. These fears have been shown to be invalid (at least so far) for the anaesthetics exposures experienced nowadays. There is no reason to exclude pregnant or breastfeeding staff from any theatre work or recovery room work unless there are doubts about the efficacy of the ventilation. Seek advice from health and safety if in doubt. MRI. 1) Main static magnetic field. There is no evidence that the fields typically used in clinical MRI (about 1.5Tesla) will damage the developing foetus. 2) Time varying field – gradients. There is some equivocal data to suggest an effect on animal embryos from prolonged exposures. Significant exposure would only occur if the staff member was standing right next to the scanner bore (the 'doughnut' shaped part) for a substantial period, such as in an interventional procedure. 3) Radiofrequency fields. These are more a concern for pregnant patients being scanned due to their heating effect. Outside the scanner bore effects are negligible. 4) Acoustic noise. The scanner produces a loud banging during operation which may exceed 100 decibels. It is thought that the foetus is sensitive to noise. It is recommended that pregnant staff should not:
enter the scan room during the first trimester; remain in the scan room during a scan at any time in their pregnancy.
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Flow chart indicating the responsibilities of individuals at various stages of the risk assessment process:
Information is passed on to relevant practice mentor
Student alerts the university as soon as possible if they are pregnant
Student meets with Learning Team Facilitator to discuss need for risk assessment and completes the pre-practice checklist within the OAR
Practice learning environment:
Mentor/ Nurse/ midwife in charge of practice learning environment completes risk assessment form within the OAR and ensures that Risk control measures are identified and implemented as per local guidelines
HEI staff identifies that student is under 18 at time of commencing first practice learning experience
LTF contacts practice mentor to inform them of requirement for full risk assessment whilst the student is within the PLE
Documentation to be signed by all parties (Learning Team Facilitator, Mentor and student)
A copy should also be retained within by the practice learning environment.
If risks cannot be adequately controlled: Alternative PLE allocation sought
Opportunity for discussion / explanation with student to ensure he / she understands control measures.
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Risk Assessments
Young Persons pre- practice learning Checklist
Practice learning environment Title: Name of Young Person: Commencement Date: Date of Birth: The following criteria must be achieved prior to a young person commencing practice: Person nominated to be in overall charge of the young person while on practice (clinician)? Has a risk assessment been carried out? Yes / No Have any additional control measures required been identified? Yes / No Has the risk assessment taken account of special Health and Safety needs which the young person may have as a result of e.g. any physical or learning disability or health issues e.g. allergies?
Yes / No/ Not Applicable
Have arrangements been made for induction/orientation to the unit? Yes/ No Have suitable arrangements been made for mentorship of the young person? Yes/ No Have necessary arrangements for personal safety and freedom from sexual harassment and bullying been considered? Yes/ No Have you completed and returned the young worker risk assessment form to the University, keeping a copy for your records? Yes/ No HEI staff member (LTF)
Completed by (name): Date: Signature Designation: Student: Completed by Name: Date: Signature I agree that my details are shared with the relevant PLE manager and mentor for the purposes of completing a risk assessment prior to practice
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Young Person’s Risk Assessment Form
The guidance requires you to identify the hazards in your workplace and determine whether your existing risk control measures are adequate for a young worker. Generally if these meet the criteria for an adult worker (i.e. 18 or over) these will meet the criteria for a young worker but there may be a small range of circumstances where, because of their age, the risk may be increased and/or the control measures require to be adapted. Name of Young Person Date of Birth Practice learning environment title Start Date: Date of Assessment: Does the PLE involve: Practice hours > 40 hours per week Yes / no Night shift Yes / no Less than a 12 hour rest period in 24 hours Yes / no Blood and / or body fluids? Yes / no Hazardous substances? Yes / no Ionizing radiation? Yes / no Dealing with refuse / waste? Yes / no Excessive Noise? Yes / no Gases and gas cylinders? Yes / no Biological agents? Yes / no Manual handling? Yes / no Computer use for periods in Yes / no excess of 1 hour at a time? Possible / known exposure to Yes / no abusive or violent situations? Other situations where youth / lack of experience could present a risk? Please state:
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Detail below and additional control measures introduced to reduce the risk of injury to the young worker including details of any activities they will not be asked to undertake (in addition to existing workplace control measures).
Assessment completed by: Clinical manager / mentor I agree to support this student according to local policies and procedures Completed by Name: Date: Signature Designation: HEI staff member: Completed by Name: Date: Signature Designation: Student
• I confirm that I have reviewed the risk assessment with the HEI staff and Clinical manager / mentor
• I confirm that I have reviewed the potential risks as outlined in the risk assessment
• I confirm that I am aware of measures to control risks and will work within recommendations while on practice
Name Date: Signature
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Pregnancy pre- practice learning Checklist Practice learning environment title: Name of Student: Commencement Date: The following criteria must be achieved prior to a student who is pregnant commencing practice: Person nominated to be in overall charge of the student while on practice (clinician)? Has a risk assessment been carried out? Yes/ No Have any additional control measures required been identified? Yes/ No Has the risk assessment taken account of special Health and Safety needs which the young person may have as a result of e.g. any physical or learning disability or health issues e.g. allergies? Yes/ No/ Not Applicable Have you completed and returned the student who is pregnant risk assessment form to the University, keeping a copy for your records? Yes/ No HEI staff member: Completed by Name: Date: Signature Designation: Student:
Completed by Name: Date:
Signature
I agree that my details can be shared with the relevant PLE manager and mentor for the purposes of completing a risk assessment prior to practice learning experience
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New and Expectant Mothers Risk Assessment form
Name of Student: Date of Birth: Practice learning environment title Commencement Date: Details: e.g. Due date The HEI placing a student who is also an expectant Mother in a practice setting is required to undertake a risk assessment to ensure the safety and wellbeing of the student. The Health and Safety Executive (HES 2014) identify a list of potential risks to the student who is an expectant Mother which should be considered and addressed: Does the PLE involve: Lifting/ carrying of heavy loads Yes/ No Standing or sitting for long lengths of time Yes/ No Exposure to infectious diseases Yes/ No Exposure to Lead Yes/ No Exposure to Mercury Yes/ No Exposure to Cytotoxic medication Yes/ No Exposure to MRI or ionising radiation: Yes/ No Exposure TO SOLVENTS Yes/ No Work RELATED STRESS Yes/ No Workstations Yes/ No Other people’s smoking in the workplace Yes/ No Threat of violence in the workplace Yes/ No Long working hours Yes/ No Excessively noisy workplaces Yes/ No Detail blow any additional control measures introduced to reduce the risk to the expectant mother in addition to the existing workplace control measures required:
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Assessment completed by:
Clinical manager / mentor I agree to support this student according to local NHS Tayside / Fife policies and procedures Completed by Name: Date: Signature Designation: HEI staff member: Completed by Name: Date: Signature Designation: Student
• I confirm that I have reviewed the risk assessment with the HEI staff and Clinical manager / mentor
• I confirm that I have reviewed the potential risks as outlined in the risk assessment
• I confirm that I am aware of measures to control risks and will work within recommendations while on practice learning
Name Date: Signature
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3.3 Submission of practice learning assessment documents checklist – to be completed by the Learning Team Facilitators on final submission of the OAR at the end of Year 3.
Item Check when completed
OAR fully completed by student including signatures
OAR fully completed by mentors including signatures
Record of Sign Off completed by sign off mentor
Good health / Good character submitted by student
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Action plan
Domain 1: Professional Values (Please comment on Domain 1 competencies e.g. professional behaviour and attitude; conduct performance and ethics; recognising own abilities and limitations; respects confidentiality)
Domain 2: Communication and Interpersonal Skills (Please comment upon Domain 2 competencies e.g. engagement and development of therapeutic/helping relationship; assessment of holistic needs of patients/clients; rationalising the provision of care)
Domain 3: Nursing Practice and Decision-making (Please comment on Domain 3 competencies e.g. ability to protect the public through creating and maintaining a safe environment; demonstration of key skills of literacy, numeracy and problem solving)
Domain 4: Leadership, Management and Team Working (Please comment on Domain 4 competencies e.g. issues such as demonstrating a continuing commitment to working within a team; awareness of leadership/management; demonstrating initiative; prioritising care needs)
The Action Plan has been discussed and agreed between student and mentor
Date __/__/__
Student Signature: Mentor Signature:
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Action plan
Domain 1: Professional Values (Please comment on Domain 1 competencies e.g. professional behaviour and attitude; conduct performance and ethics; recognising own abilities and limitations; respects confidentiality)
Domain 2: Communication and Interpersonal Skills (Please comment upon Domain 2 competencies e.g. engagement and development of therapeutic/helping relationship; assessment of holistic needs of patients/clients; rationalising the provision of care)
Domain 3: Nursing Practice and Decision-making (Please comment on Domain 3 competencies e.g. ability to protect the public through creating and maintaining a safe environment; demonstration of key skills of literacy, numeracy and problem solving)
Domain 4: Leadership, Management and Team Working (Please comment on Domain 4 competencies e.g. issues such as demonstrating a continuing commitment to working within a team; awareness of leadership/management; demonstrating initiative; prioritising care needs)
The Action Plan has been discussed and agreed between student and mentor
Date __/__/__
Student Signature: Mentor Signature:
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Action plan
Domain 1: Professional Values (Please comment on Domain 1 competencies e.g. professional behaviour and attitude; conduct performance and ethics; recognising own abilities and limitations; respects confidentiality)
Domain 2: Communication and Interpersonal Skills (Please comment upon Domain 2 competencies e.g. engagement and development of therapeutic/helping relationship; assessment of holistic needs of patients/clients; rationalising the provision of care)
Domain 3: Nursing Practice and Decision-making (Please comment on Domain 3 competencies e.g. ability to protect the public through creating and maintaining a safe environment; demonstration of key skills of literacy, numeracy and problem solving)
Domain 4: Leadership, Management and Team Working (Please comment on Domain 4 competencies e.g. issues such as demonstrating a continuing commitment to working within a team; awareness of leadership/management; demonstrating initiative; prioritising care needs)
The Action Plan has been discussed and agreed between student and mentor
Date __/__/__
Student Signature: Mentor Signature:
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Action plan
Domain 1: Professional Values (Please comment on Domain 1 competencies e.g. professional behaviour and attitude; conduct performance and ethics; recognising own abilities and limitations; respects confidentiality)
Domain 2: Communication and Interpersonal Skills (Please comment upon Domain 2 competencies e.g. engagement and development of therapeutic/helping relationship; assessment of holistic needs of patients/clients; rationalising the provision of care)
Domain 3: Nursing Practice and Decision-making (Please comment on Domain 3 competencies e.g. ability to protect the public through creating and maintaining a safe environment; demonstration of key skills of literacy, numeracy and problem solving)
Domain 4: Leadership, Management and Team Working (Please comment on Domain 4 competencies e.g. issues such as demonstrating a continuing commitment to working within a team; awareness of leadership/management; demonstrating initiative; prioritising care needs)
The Action Plan has been discussed and agreed between student and mentor
Date __/__/__
Student Signature: Mentor Signature:
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Action plan
Domain 1: Professional Values (Please comment on Domain 1 competencies e.g. professional behaviour and attitude; conduct performance and ethics; recognising own abilities and limitations; respects confidentiality)
Domain 2: Communication and Interpersonal Skills (Please comment upon Domain 2 competencies e.g. engagement and development of therapeutic/helping relationship; assessment of holistic needs of patients/clients; rationalising the provision of care)
Domain 3: Nursing Practice and Decision-making (Please comment on Domain 3 competencies e.g. ability to protect the public through creating and maintaining a safe environment; demonstration of key skills of literacy, numeracy and problem solving)
Domain 4: Leadership, Management and Team Working (Please comment on Domain 4 competencies e.g. issues such as demonstrating a continuing commitment to working within a team; awareness of leadership/management; demonstrating initiative; prioritising care needs)
The Action Plan has been discussed and agreed between student and mentor
Date __/__/__ Student Signature: Mentor Signature:
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Action plan
Domain 1: Professional Values (Please comment on Domain 1 competencies e.g. professional behaviour and attitude; conduct performance and ethics; recognising own abilities and limitations; respects confidentiality)
Domain 2: Communication and Interpersonal Skills (Please comment upon Domain 2 competencies e.g. engagement and development of therapeutic/helping relationship; assessment of holistic needs of patients/clients; rationalising the provision of care)
Domain 3: Nursing Practice and Decision-making (Please comment on Domain 3 competencies e.g. ability to protect the public through creating and maintaining a safe environment; demonstration of key skills of literacy, numeracy and problem solving)
Domain 4: Leadership, Management and Team Working (Please comment on Domain 4 competencies e.g. issues such as demonstrating a continuing commitment to working within a team; awareness of leadership/management; demonstrating initiative; prioritising care needs)
The Action Plan has been discussed and agreed between student and mentor
Date __/__/__
Student Signature: Mentor Signature:
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ADDITIONAL NOTES
PLE Details:
DATE COMMENT SIGN
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ADDITIONAL NOTES
PLE Details:
DATE COMMENT SIGN
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ADDITIONAL NOTES
PLE Details:
DATE COMMENT SIGN
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ADDITIONAL NOTES
PLE Details:
DATE COMMENT SIGN
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ADDITIONAL NOTES
PLE Details:
DATE COMMENT SIGN
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ADDITIONAL NOTES
PLE Details:
DATE COMMENT SIGN
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USEFUL REFERENCES FOR STAFF AND STUDENTS
HEALTH AND SAFETY EXECUTIVE, 1999. No 3232. The Ionising Radiations Regulations [online] http://www.hse.gov.uk/radiation/ionising/legalbase.htm [Accessed 12th July 2016] HEALTH AND SAFETY EXECUTIVE, 2014. Health and safety for new and expectant mothers. [online]. Available from: http://www.hse.gov.uk/mothers/ [Accessed 12th July 2016] MANAGEMENT OF HEALTH AND SAFETY AT WORK. Management of Health and Safety at Work Regulations 1999. Approved Code of Practice and guidance L21 (Second edition) HSE Books 2000 ISBN 0 7176 2488 9 or [online] Available from: https://www.safework4you.com/download/l21_management_of_health_and_safety_at_work.pdf NHS EDUCATION FOR SCOTLAND, 2013(a). National Approach to Mentor Preparation (second edition) [online]. NES. Available from: http://www.nes.scot.nhs.uk/publications-and-resources/corporate-publications/national-approach-to-mentor-preparation-2nd-edition.aspx [Accessed 12th July 2016] NHS EDUCATION FOR SCOTLAND, 2013(b). Evaluation of Current Practices to Involve Service Users and Carers in Practice Assessment in 11 Higher Education Institutes (HEIs) in Scotland. [online]. NES. Available from: http://www.nes.scot.nhs.uk/media/2063151/nes_user_and_carers_final_report_word_290313-no_appendix_inc_nes__and_gcu_logo_wsv.pdf [Accessed 12th July 2016] NHS EDUCATION FOR SCOTLAND, 2013(c). An Exploration of the Interpretation and Application of the use of Due Regard in Pre-registration Nursing Programmes. [online]. NES. Available from: http://www.nes.scot.nhs.uk/media/2063154/final_project_report_due_regard_28_3_13_recd_140513_wsv.pdf [Accessed 12th July 2016] NURSING AND MIDWIFERY COUNCIL, 2008. Standards to support learning and assessment in practice. [online]. Available from: https://www.nmc.org.uk/globalassets/sitedocuments/standards/nmc-standards-to-support-learning-assessment.pdf
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NURSING AND MIDWIFERY COUNCIL, 2010a. Standards for pre-registration Nursing Education. London: NMC. NURSING AND MIDWIFERY COUNCIL, 2010b. Advice and supporting information for implementing NMC Standards for pre-registration nursing education. London: NMC. NURSING AND MIDWIFERY COUNCIL, (2015) The Code: Professional standards of practice and behaviour for nurses and midwives. London, Nursing and Midwifery Council. [online]. Available from: http://www.nmc.org.uk/standards/code/read-the-code-online/
PUGH, E. 2010. Student pregnancy and maternity: implications for higher education institutions. [online]. Equality Challenge Unit. [Online]. Available from: http://www.ecu.ac.uk/publications/student-pregnancy-and-maternity [Accessed 12th July 2016] RCN 2004. Your Rights and Safety: An A-Z guide for nursing, midwifery staff and students who are pregnant or new mothers. [Online]. http://www.rcn.org.uk/__data/assets/pdf_file/0008/264257/Guide_for_students_who_are_pregnant_or_new_mums.pdf QUEENSLAND NURSING COUNCIL, 2009 as cited by Nursing and Midwifery Council, 2010a. Standards for pre-registration Nursing Education. NMC, London.
THE WORKING TIME (AMENDMENT) REGULATIONS, 2002. [online]. Available from: http://www.legislation.gov.uk/uksi/2002/3128/made [Accessed 12th July 2016]