ongoing achievement record - sheffield hallam...

Stage 2: Placement 2 (v2)

Ongoing Achievement

Record Part A

Competency Assessment Document

Stage 2 Year 2

Placement 2

Contains assessment of practice documentation for Modules:

Integrating the Science of Nursing and Social Work

Developing relationship-centred care in Nursing and Social Work: Science and Practice

Application of the Science and Practice of Public Health (Nursing and Social Work)

Student Name:

Student Number:

Cohort:

Course Programme: BSc [Hons] Applied nursing [Learning Disabilities] and Generic Social Work

Field: Learning Disabilities Nursing

Important note: Any sickness/absence must be reported to the placement area by the student before they are due on duty. University must also be notified at [email protected] or by telephone 0114 225 5446 so that these hours can be recorded.

mailto:[email protected]

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Important Assessment Dates

These dates are decided by the Course Management Team and must be adhered to in order to

enable student progression at the end of the year/stage.

Dates will be communicated to Academic Advisors prior to the relevant preparation for practice

session. During this session the student will insert the dates required below

Initial Interview: should be conducted within the first week of placement

If this has not been conducted, the student should bring this to the attention of the Learning

Environment Manager and/or Link Lecturer

Intermediate Interview [formative review of progress]

This should be conducted before the midpoint of the placement, but after at least 4 weeks of the

Hub.

This should have been completed BEFORE…………………. [insert date]

If there are any concerns that this cannot be conducted by this date, the student should

immediately bring this to the attention of the Learning Environment Manager and/or Link Lecturer

Final Assessment Interview [Summative Assessment on HUB]

This should have been completed BEFORE………………… [insert date]

If there are any concerns that this cannot be conducted by this date, the student should

immediately bring this to the attention of the Learning Environment Manager and/or Link Lecturer

NB. If the final assessment interview deadline occurs whilst the student is undertaking a spoke

placement, then this may need to be completed earlier: before the student moves to the spoke.

However, if the student is at risk of being referred, then it is important to inform the link

lecturer. The link lecturer should discuss with course management team. Depending upon the

learning outcomes in which the student is not progressing, it may be possible to cancel the

spoke, or the student may collect additional evidence on the spoke and then make an

appointment to return on the deadline for their final interview with their hub mentor. This

additional evidence from spoke can then be taken into consideration when making final

decisions about whether to pass or refer the student.

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Signature Log

Most parts of this document have specific sections for practitioners to provide their

details and specimen signatures: Hub mentor and spoke mentor/supervisor. This Log is

for all others who have contributed to provide their specimen signature and contact

details. This should be completed to provide details of those who may have signed the

attendance record, visits pages and testimonies

Print name Job title Telephone number

Signature

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CONTENTS

Section 1 - Assessment of Practice Guidance

NMC Requirements: Competence and progression points - 4

NMC Requirements: Essential Skills Clusters and Numeracy - 5

Continuous Assessment and Objective Structured Clinical Assessments - 6

Practice Learning and Assessment - 7 Student responsibilities - 7

Mentor responsibilities - 9

Learning Environment Manager responsibilities - 10

Link Lecturer responsibilities - 10

The Assessment Process - 11

Assessment of Practice - the link to modules - 12

Grading and Progression - 13

Table: guidance for supervision and assessment of students -15

Section 2 – Assessment of Practice Recording Documentation

Placement and Mentor Details - 17

Induction - 19

Initial Interview - 20

Outcomes to be Graded - 22

Objective Structured Clinical Assessments (OSCAs) - 38

Intermediate Interview - 45

Record of Concern about Progress - 48

Records of meetings, reflections, testimonies, visits - 50

Attendance Record - 63

Final Interview -67

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Section 3 – Academic Advisor completion and

confirmation of achievement

MAPPING SOCIAL WORK PLACEMENTTO NMC DOMAINS

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Section 1 Assessment of Practice Guidance

Information and guidance for mentors, students and lecturers

Practice comprises 50% of the nursing programme. Assessment of practice forms one part of the

assessment of 3 modules in the second year. These are 'Integrating the Science of Nursing and

Social Work,’ 'Developing Relationship Centred Care in Nursing and Social Work: Science and

Practice' and 'Application of the Science and Practice of Public Health (Nursing and Social Work)'.

The NMC [2010] requires that evidence of the level and range of practice related learning should

be documented within the student's Ongoing Achievement Record. This in turn will form a major

part of the student nurse's Personal and Professional Development Portfolio (PPDP), which is the

student's personal record of their learning through the programme. Completed documents should

be stored in the PPDP. The Ongoing Achievement Record consists of 2 parts:

Part A: The Competency Assessment Document

Part B: The Record of Skills and Experience

Part A contains assessment documentation that students MUST pass each year to progress, whilst

part B provides evidence of the range of experiences of skills: a cumulative record of each

student's development

Competence

The overall aim of assessment in practice is to ensure that students demonstrate the competence

required for entry to the NMC Register. The NMC (2010, p11) suggest that 'competence' is a

holistic concept that involves 'the combination of knowledge, skills and attitudes' along with 'values

and technical abilities that underpin safe and effective nursing practice'. In the 'Standards for pre-

registration nursing education' (2010), the NMC identify standards for competence, describing the

knowledge, skills and attitudes which students must acquire and demonstrate by the end of the

degree programme. The competencies are organised into 4 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

This competency framework therefore forms the basis for the assessment of practice

documentation.

Within this framework are generic competencies that must be achieved by all nurses and field

specific competencies which relate to either Learning Disability, Mental Health nursing, Children's

nursing or Adult nursing Therefore, each field of nursing has its own individual Ongoing

Achievement Record documentation, which has the generic and field specific competencies

embedded within the practice learning outcomes to be achieved.

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Assessing competence

In order to achieve the judgement of 'competent', at this stage of the programme, under the

direction/supervision of a Health and Social Care practitioner, students will need to consistently

perform the required skills safely and effectively, adhering to local policies. This also involves

ensuring that professional values are maintained, so the student should gain consent, demonstrate

sensitivity, respect and care for the person, maintain their dignity and privacy and document

actions/omissions appropriately. Whilst meeting physical care needs, the students should also

meet the individual's psychological needs, communicating effectively with the person. The

mentor/supervising practitioner should also always ask appropriate questions to check that the

student has knowledge and understanding of the evidence-base that underpins the skill.

Progression Points

In addition, the NMC (2010) emphasises that there must be 2 progression points within the

programme. They identify minimum standards of practice relating to safety and values that

students must achieve by the end of stage 1 of the programme, before they can progress

into part 2. So, students on Placement 2 will have already achieved these and must

maintain these standards of competence. However, at the end of year 2/stage 2, there is a

further progression point where students must demonstrate that they can take more

responsibility for their own learning and practice, working more independently with less

supervision, before they progress into the last stage of the programme. Again, these

minimum standards at progression points are embedded into the Competency Assessment

Document, so that if students achieve the outcomes identified in this document, then they

have met the NMC progression point requirements.

Essential Skills Clusters (ESCs)

Additional guidelines for practice development exist in the form of 'Essential Skills Clusters' (NMC,

2010). Some of these are encompassed by the competencies and where this is the case, they

have been mapped to the practice learning outcomes. Others are incorporated within part B of the

Ongoing Achievement Record: the Record of Skills and Experience.

Assessment of Numeracy/Calculation skills

The NMC (2010) particularly emphasise the need for numeracy skills in nursing. They identify

baseline skills needed to calculate medicines, nutrition, fluids and other areas where there is a

need to use numbers. Whilst in University, as part of the development of knowledge and skills in

relation to medicines management, students will undertake preparation for practice assessment

which contributes to Part A of the OAR. This tests the student's ability to accurately calculate

dosages for tablets, liquid medicines, injections, and IV infusions. In the first year, students will

have already achieved 80% in this assessment, then prior to their second placement, they will have

achieved 90% and will be required to achieve 100% in the third year/stage 3. Students are not

allowed into the practice setting unless this has been achieved, but it is vital that numeracy is

also assessed in practice.

Numeracy skills appear in several Essential Skills Clusters which are marked with an asterisk *. In

addition, they are assessed in practice as they are incorporated into both physiological

measurement and medicine administration Objective Structured Clinical Assessments [OSCAs] in

years 1 and 2 as well as in outcomes/skills contained in the Ongoing Achievement Record in either

part A or B

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Continuous Assessment and Objective Structured Clinical Assessments (OSCAs) Within the competency assessment document are Objective Structured Clinical Assessments

(OSCAs). These provide a 'snapshot' of particular elements of competence and are designed to

add 'rigour' to the assessment process. Detailed standard criteria are provided for mentors to use

to evaluate the student's performance throughout the placement. There are two OSCAs within the

second year: ‘Promotion of self-care’ and ‘Administration of medicines’. It is important that

these are discussed at the initial interview and arrangements made to complete early. This is

important as these observations enable the mentor to quickly and accurately identify strengths and

weaknesses, provide specific feedback and if performance is unsatisfactory, the opportunity to

provide focused coaching. It is therefore recommended that, where possible, they should be

attempted before the intermediate review so that if necessary, the process can be repeated. If the

required standard has not been achieved at the first observation then this should be documented

and remedial action incorporated within an action plan and a second observation completed.

However, it is important to note that assessment of practice is continuous in nature and even

though competence has been demonstrated in previous placements, or in an OSCA, students are

expected to consistently maintain this level of competence in order to pass the final

assessment.

NB. ‘Administration of medicines’ OSCA. Whereas it is expected that all opportunities will be taken to complete this OSCA there may be specific placements where there is no opportunity to complete. To address this any student that has not completed because of 'no opportunity' will complete the OSCA by simulation in University before the end of Year 2. If the student is judged to be 'satisfactory' at first observation, there is no requirement to

repeat the OSCA, unless there are concerns about the student's consistency in competence

in this aspect of practice.

Clinical Placement

'The clinical placement' means the whole of the planned clinical experiences identified for

the student during the 2nd year/stage. This will consist of a 'hub' and a ‘spoke’ and visits where

appropriate. This placement, the hub is the primary placement and will provide a qualified mentor

who will be responsible for the overall assessment of the student's clinical progress and

achievements during this placement and completion of the Ongoing Achievement Record. In

addition the students will undertake a spoke placement and will be allocated a supervisor and a

mentor for ‘due regard’ who will contribute to the assessment process and confirmation that

outcomes have been maintained. An additional Practice Learning Document will be completed on

the Spoke Placement including reflections on practice. The Ongoing Achievement Record Part B:

Record of Skills and Experiences will also be used to record the student's achievements.

NB: If there is a lack of opportunity to achieve the learning outcomes/competencies, including OSCA's the link lecturer should be involved early, to ensure appropriate opportunities can be provided.

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Practice Learning and Assessment: Student responsibilities Prior to placement, as adults, students are responsible for their own learning and to facilitate this,

they need to prepare for placements. They should

Identify the nature of the placement and contact the placement area.

Familiarise themselves with outcomes/competencies to be achieved

Familiarise themselves with Objective Structured Clinical Assessments due to be achieved

Identify priorities in skills/experiences in part B of the Ongoing Achievement Record

Identify and document goals for development during the placement

Complete name, dates, placement details in the document

During the placement, in order to develop competence, students need to fully engage with

experiences available in practice, through:

Observing and participating in practice, wherever appropriate1

Asking relevant questions.

Reflecting upon experiences and reading related literature in order to understand the

needs of the client group and rationale for actions, thus linking theory and practice. Written

reflections are required relating to placements in the second year. These should be at least

500 words long, referenced and demonstrate the linking of theory and practice, as they

comprise part of the evidence for achievement of some specific outcomes/competencies.

- Hub Placement (Nursing). A minimum of two reflections of 500 words are required which

should arise from your log of experiences. You are required to demonstrate within one of

your reflections some understanding of the aetiology of learning disability and the

implications for care.

-Spoke Placement (Social Work). The completion of the Social Work Practice

Learning Documentation ANSW (LD) is required which requires the student to reflect

on 4 significant pieces of work these should be mapped to NMC domains

In addition, there are specific materials relating to medicines management [e.g.: drug diary]

which students should complete during the placement.

obtaining specimen signatures and details of all staff who make entries in the

documents

Actively seeking feedback on their performance

Taking responsibility for the collection of appropriate evidence from practitioners with

whom they work2, in the form of at least 2 testimonies

To ensure completion of the Record of Skills and Experience.

It is vital that this is maintained as it will provide essential evidence for the 'sign off'

mentor in year 3 that the range of skills and experience which the NMC state is required

for entry to the register has been achieved.

.

Prior to the intermediate interview, the student should obtain at least one testimony and use

reflective hours to complete the self-review section, log of experiences and produce at least 1 piece

of reflection

Prior to the final interview, the student should obtain at least one more testimony and use

reflective hours to complete the self assessment section, complete log of experiences and produce

1 NB: Students should always ensure that patients/clients are aware of their student status and gain consent for

care. However, patients/clients have the right to refuse care from an unqualified practitioner

2 NB: Students are reminded that fraudulent entry of assessment outcomes or signatures by a student in any

document is a serious disciplinary matter that will be investigated by the University and may result in exclusion of

the student from the programme.

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the remaining 1 pieces of reflection. If at any time, concerns are expressed about student progress,

the student should contact the link lecturer, their academic advisor and student support officer.

Following every clinical placement. The student must attend an interview/review with their

academic advisor. It is the student's responsibility to arrange the appointment for the week

following the end of the placement to enable completion of the assessment process by the date

specified for each placement / cohort. This interview should normally occur within 5 working days of

the end of the student’s placement (or designated assessment date - see assessment schedule

available in organisational site on Blackboard). Failure to arrange this may mean that the results of

the assessment of practice are not presented at the appropriate Assessment Board and recorded

as a 'failure to submit'. Students should contact Student Support Officer if there are difficulties.

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Practice Learning and Assessment: Mentors on the Hub.

Prior to placement. The mentor should:

Check student allocation and identify mentees, noting the level/cohort of the student

Ensure they are 'live' on the mentor register i.e.: have been updated within the last year, have had a triennial review within last 3 years if more than 3 years since their mentor preparation. If not, arrangements must be made to achieve these requirements

Check their availability to work with the student, particularly during the first week, when the initial interview will be required. Also, that they are available throughout the placement.

NB: The NMC (2010) state that every student must be assigned a mentor at the beginning of practice learning experience, who will need to be available to students for at least 40% of the time. Careful negotiation of the student's off duty is required to facilitate this.

During the placement. The mentor should:

Ensure that an appropriate induction is given and documented

Conduct the initial interview, draw up an action plan for student development

Work alongside the student, demonstrating and teaching evidence-based practice

Directly observe and supervise the student's practice

Ensure that any relevant OSCA's are conducted

Provide feedback, both verbal and written for the student on their progress

Document, liaise with LEM and link lecturer if students are a cause for concern

However, when the mentor is not available to work with the student, in order to safeguard

patients/clients and aid the student's learning, the mentor may delegate some day-to-day

supervision to other registered professionals, provided the 40% time requirement is

achieved. The student must always be supervised either directly or indirectly,

appropriate to the nature of the placement and ability of the student. Therefore, during the

placement, a number of practitioners may supervise the student and facilitate their

development and supervisors should provide regular feedback about the student's

progress to the assigned mentor (NMC, 2010). The mentor will need to adopt a team

approach by gathering evidence from colleagues about the student's performance and

encourage the student to do the same. To achieve Learning outcome 4 in Domain 1,

students need to demonstrate increasing independence, so mentors should encourage

students to be proactive in evidence collection, in order that:

Written testimonies are available, which provide evidence of the student's abilities in

relation to the outcomes/competencies

Relevant sections within the Record of Skills and Experience are completed.

Ultimately the mentor's role is to assess the student. This evidence from others adds 'rigour' to

the assessment, helps to ensure the reliability of the assessment and reduces subjectivity in the

assessment process as it is not based on a single person's viewpoint. However, it is important to

note that the mentor remains responsible and accountable for all the student's learning and

assessment (NMC, 2011). Therefore, direct observation of the student by the mentor, remains an

important aspect of assessment. The mentor must make the final judgement about whether there

is sufficient evidence that the student has achieved the required level of competence

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Practice Learning and Assessment: Learning Environment Manager responsibilities

Prior to placement. On receipt of allocation list, Learning Environment Managers [LEMs] should:

Check that they have sufficient appropriate mentors available for the students allocated. NB: Mentors must have been updated within the last year and had a triennial review within the last 3 years if it is more than 3 years since their mentor preparation

Contact placements if any problems are anticipated.

Assign appropriately qualified mentors to students and make them aware of this.

Specifically check mentor availability during the first week, for initial interview

If the mentor is not available during the first week, a suitably prepared supervisor should be identified to support the student and complete this interview and induction.

During the placement. The LEM should:

Support the mentor and student as required,

Support the assessment process when there are concerns about a student's progress in

clinical practice [ensuring the link lecturer is involved]

Make contingency arrangements for student support if mentor becomes unavailable

Provide guidance and feedback to ensure quality of learning, supervision and assessment.

Ongoing responsibilities Learning Environment Managers [LEMs] should:

Oversee the placement to ensure it provides a positive learning environment

Identify learning opportunities available on the placement

Formulate and update placement profile, welcome packs as appropriate

Support or direct mentors to appropriate opportunities for annual update/ triennial review

Work in partnership with the link lecturer to complete audit and maintain live register of mentors

Monitor and respond to student evaluation, supporting action plans for development of the learning environment

Practice Learning and Assessment: Link lecturer responsibilities

During student placements: If a student is identified as 'not progressing', this can be very

stressful for all involved. The link lecturer should provide appropriate support to the mentor, whilst

taking a quality control role: ensuring assessment processes are adhered to and that

documentation is completed accurately. In addition, they should provide support to the student, to

ensure that they understand the assessment processes and have a clear action plan which

includes support strategies. Lastly, they should inform the student's academic advisor, relevant

module leaders and level manager of any student who is not achieving the learning outcomes

Ongoing responsibilities Link lecturers should:

Audit practice learning environments to ensure the required standards are met.

Provide opportunities to update staff, to meet NMC requirements for mentorship, to ensure

mentors and supervisors understand the programme, assessment processes and criteria,

expectations of students and their role.

Visit/contact designated practice link areas to increase understanding of the nature of the

placements and current issues which may impact on student learning

Provide guidance and support for LEMs, mentors and students.

Respond to any concerns expressed by students/ LEMs/mentors, providing appropriate

support and guidance.

Monitor and respond to student evaluation, supporting action plans for development of the learning environment

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Liaise with the placements department as required

The Assessment of Practice Process: Hub Placement

To fulfil the required assessment of practice process, a minimum of 3 progress interviews must

take place between the mentor and student: the initial, intermediate and final interview.

Initial Interview

This should take place within the first week of the Hub placement and involves discussion

between student and the mentor. Goals and an action plan should be agreed, documented and

signed. In addition, the student should complete 'placement information' and the mentor must

complete 'mentor information' and sign the specimen signature.

Intermediate Interview [Formative review of progress]

This should take place midway through the placement. The mentor and the student review

progress towards achieving practice learning outcomes and the mentor provides appropriate

feedback. The mentor should make their judgement using a variety of evidence [further guidance is

given later]. An action plan to focus development in the second part of the placement should be

agreed. The documentation for intermediate review should be completed and signed

Final Interview

The mentor on the Hub placement and the student, review and discuss the learning achieved. The

mentor awards a final grade and ensures all the documentation is completed.

Concerns about student progress. If there are any concerns about a student, the link lecturer should be notified as soon as possible.

Concerns may relate to attendance, progress, ability, behaviour, health etc. The mentor should not

wait until the intermediate/final review to raise concerns. Any concerns should be documented in

the appropriate section and an action plan developed to address these.

Important Note: Repeated sickness, sickness longer than a week and any unauthorised absence, should be identified as a cause for concern and link lecturer notified immediately. The Link lecturer should complete the relevant proforma, according to SHU Absence policy

Review of achievement with academic advisor

Following the placement, the student and academic advisor meet to review progress. At this

interview the academic advisor and student review both parts of the completed Ongoing

Achievement Record so that the academic advisor can verify the assessment outcome. The

student and the academic Advisor should also use this opportunity to review the student’s portfolio

and discuss the student’s plan for development during the final placement. Particular emphasis

should be placed upon evidence related to those competencies required for entry to the register

which are being accumulated in the Record of Skills and Experience (ROSE). For example: fields

of practice end of life care

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Assessment of practice: Link to the modules

The Competency Assessment Document contains the practice assessment for 3 modules to be achieved during Placement 2.

The following modules: 'Developing relationship-centred care in Nursing and Social Work: Science and Practice', ‘Integrating the Science of Nursing and Social Work' and the ‘Application of the Science and Practice of Public Health’ contain the following module learning outcome: 'Demonstrate NMC competencies to meet the requirements of progression Part 2 for nursing.

Domain 1 'Professional values' relate to all modules and contain practice learning outcomes for grading which relate to professional values/ behaviour and the underpinning ethical and legal frameworks which guide nursing. Evidence-based practice is intrinsic within these values and the

theory-practice connection of the module 'Integrating the Science of Nursing and Social Work' and practice assessment is particularly relevant.

Domain 2 'Communication and Interpersonal skills' contains practice learning outcomes for grading which link implicitly to the modules and in particular with the module 'Developing relationship-centred care in Nursing and Social Work: Science and Practice.' Embedded in this domain are outcomes related to relationship-centred care: developing a therapeutic relationship with services users, which is at the heart of nursing, as well as relationships with their family, significant others and carers. Domain 3 'Nursing practice and decision making' contains practice learning outcomes for grading which encompass the vast scope of nursing knowledge and skills: the everyday nursing actions and interventions which nurses need to practice safely and these relate to all modules. Underpinning these are life and social sciences and the science of nursing that link particularly to module 'Integrating the Science of Nursing and Social Work.' Domain 4 'Leadership, Management and Team working' contains practice learning outcomes for grading which emphasise the development of self-management and collaborative working within the nursing team and wider multidisciplinary team, where again relationships are vital to delivery of quality care and pertinent to all modules. All Domains relate to the module ‘Application of the Science and Practice of Public Health’ Domain 1 and 3 includes the participation in supporting, promoting and optimising the health, wellbeing, rights and dignity of people, groups, communities and populations. Domain 2 and 4 includes the development of safe and effective communication and working effectively in a team. The following offers explanation about grading and progression

Grading and progression: Placement 2

Pass grade awarded

If ALL the practice learning outcomes are graded as 'Achieved' in placement 2, then a PASS

grade is awarded for the placement by the mentor and the student can progress to stage 3 and

placement 3.

In University, the academic advisor enters a PASS grade in the Assessment of practice sections of

the 'Developing Relationship Centred Care in Nursing and Social Work: Science and Practice',

‘Integrating the Science of Nursing and Social Work' and the ‘Application of the Science and

Practice of Public Health (Nursing and Social Work)’ modules in grade centre

Refer grade awarded

If ANY of the practice learning outcomes are graded as 'Not Achieved' in placement 2, then a

REFER grade is awarded for the specific domains, by the mentor and the specific

outcomes/competencies not achieved should be identified and documented.

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In University, the academic advisor identifies which Domains the student has passed and which

they have not. The grade of REFER is entered in the all the relevant modules in grade centre. If the

student has not achieved ALL the outcomes/competencies identified for Stage 2, then they have

not achieved the minimum standard identified by the NMC (2010) for progression to Stage 3.

In this situation, a student cannot progress to stage 3, placement 3 until the outcomes have

been achieved, but another attempt can be made by referred students before the end of the

second stage. The academic advisor should inform the module leader and level manager where a

refer grade has been awarded. The student will need to return to practice for 4 weeks, in order to

undertake another attempt to achieve the outstanding outcomes. The academic advisor should

also ensure that any practice learning outcomes not achieved during placement 2 are documented

appropriately in the 'Initial Interview' section of the refer placement documentation in order that an

appropriate action plan can be developed with the mentor [who will also have access to placement

2 documentation]. The appropriate link lecturer will be involved in supporting the mentor and

student during this 'refer' placement.

If the student achieves ALL the outstanding practice learning outcomes in the refer placement,

then a PASS grade is awarded for the placement by the mentor and the student can progress to

Stage 3. The academic supervisor records a PASS grade in the modules on grade centre.

If the student is unsuccessful at this second attempt the outcomes not achieved will be graded as

FAIL and this should be recorded on grade centre according to relevant module as described

previously. Where a student has had 2 attempts and failed, they are unable to progress and they

will need to withdraw from the programme. The modules are exempt from re-registration

regulations.

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Assessing a student’s achievement: the following can be used for guidance3 alongside Stage 2 outcomes to be graded

Academic and experiential level

Degree of supervision expected

Mentor role For student to be graded as

‘Achieved’

For student to be graded as

‘Not Achieved’

Stage 2 or

Level 5

Participation

Participation and Internalisation

Indirect supervision

for routine,

predictable, familiar

or single elements of

care

Less close

supervision for

familiar but more

complex activities

Direct supervision for

new/complex

activities.

observes the student’s

practice and offers feedback

occasionally prompts the

student for routine care

liaises with others for

feedback about student

prompts student to obtain

written testimonies.

explains less, questions

more

poses problems 'what would

you do if?' and discusses

discusses priorities of care

gives the student a series of

tasks and monitors progress

observes the student but

encourages student to self

assess before giving

feedback

provides more challenging

experiences

asks the student more

challenging questions

encourages the student to

problem solve and then

questions their rationale for

decisions

participates effectively, follows instructions appropriately

takes the initiative for routine, predictable or familiar activities

needs only occasional prompting during single tasks

demonstrates safe & effective practice related to outcomes for grading

can describe the evidence base for care [has read something]

recognises their limitations but asks for help when appropriate

recognises and reports safety issues, or if clients' needs not met

takes responsibility for learning/evidence

shows interest and enthusiasm

recognises care needs and can be relied upon to deliver routine care in a safe and timely way

can prioritise a series of tasks

can care for a small group of patients, prioritising their needs

can discuss the evidence base for care, including research

problem solves and applies knowledge to new situations

is reluctant to participate

still requires close supervision for routine/ predictable activities

requires repeated prompting for routine and predictable activities

does not demonstrate required level of competence/ inconsistent

demonstrates lack of awareness of safety issues or patient needs

shows little awareness of knowledge underpinning practice

does not ask for help

does not take responsibility for learning and collection of evidence

lacks confidence/ interest/ motivation

undertakes routine activities safely, but does not anticipate that these need to be done

does not always complete tasks

flounders if caring for a group, or mulitple tasks:problems prioritising

does not ask questions, despite lacking underpinning knowledge

has not collected evidence acts outside their limitations/role

3 Adapted from work by Stuart CC (2007) Assessment, supervision and support in clinical practice 2

nd edition, Edinburgh, Churchill Livingstone

Stage 2: Placement 2 (v2)

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SECTION 2.

ASSESSMENT OF PRACTICE DOCUMENTATION FOR NURSING

PLACEMENT 2/YEAR 2

Recording Forms and outcomes for Grading

This document should be completed in black ink and must be available in the

clinical setting at all times. All parts of this document requiring a signature should

be signed by the appropriate person. It is the student’s responsibility to produce

this document when required.

Tippex should not be used. Any alterations, should be countersigned by the

mentor

Competency Assessment Document YEAR 2/ STAGE 2 Placement 2 (LD)

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YEAR 2/STAGE 2: PLACEMENT 2 INFORMATION

Student Name: ……………………..

Student Number: ……………

Cohort: ………….…………

HUB Placement Name (Ward/Dept/Unit/Other) ..................................................................................

HUB Organisation (e.g. Sheffield PCT) ............................................................................................

HUB MENTOR INFORMATION : This section MUST be completed to confirm mentor status

for valid assessment. NB: The mentor must have had an update in the last year and triennial review

in the last 3 years. If not, please contact the link teacher.

Type of Mentor: ........................................................................................ (e.g. Sign-Off/Non Sign-Off*)

Part of Register: ........................................................................................(e.g. Child/Adult/MH/LD)

Type of Mentorship Training: ...................................................................................................................

Date of Mentorship Training: ............................................ Date of Last Update: ............................,…

Type of Update: (circle as appropriate) e-learning link lecturer Trust update

Other [please specify]

Date of last Triennial review……………………………(for those who have been mentors for over 3 yrs)

*Sign-Off Mentor - a registrant who is an experienced mentor and has met the NMC criteria to be designated a 'sign-off' mentor and so is able to make judgements about whether a student has achieved the required level of competence required for entry to the NMC register at the end of the programme. Non Sign-Off Mentor - a registrant who is a mentor and has a recognised mentor qualification; but is not a sign-off mentor as they have not completed additional preparation for the sign-off mentor role.

Specimen Hub Mentor Signature:

…………………………………………………………

Please Print Name:

…………………………………………………………………

Learning Environment Manager(LEM)

……………………………………………

Tel: …………………………………………………………..

Email:…………………………………………………………

Academic advisor [personal tutor]

…………………………………………………………

Tel: ………………………………….....................................

Email: ………………………………………………………..

Link Lecturer:

…………………………………………………………

Tel: …………………………………………………………..

Email: ………………………………………………………..

Student Support Officer:

…………………………………………………………

Tel:……………………………………………………………

Email: ………………………………………………………


18

If, for some reason the Hub mentor is changed, an additional box is provided below,

which the new mentor should complete

HUB MENTOR INFORMATION: This section MUST be completed to confirm mentor status for

valid assessment. NB: The mentor must have had an update in the last year and triennial review in

the last 3 years. If not, please contact the link teacher.

Type of Mentor: .......................................................................................... (e.g. Sign-Off/Non Sign-Off*)

Part of Register: .......................................................................................... (e.g. Child/Adult/MH/LD)

Type of Mentorship Training:

...................................................................................................................................

Date of Mentorship Training:...........................................Date of Last update:.......................................

Type of Update: (circle as appropriate) e-learning link lecturer Trust update

Other [please specify]

Date of last Triennial review…………………………(for those who have been mentors for over 3 yrs)

*Sign-Off Mentor - a registrant who is an experienced mentor and has met the NMC criteria to be designated a 'sign-off' mentor and so is able to make judgements about whether a student has achieved the required level of competence required for entry to the NMC register at the end of the programme. Non Sign-Off Mentor - a registrant who is a mentor and has a recognised mentor qualification; but is not qualified as a sign-off mentor as they have not completed additional preparation for the sign-off mentor role.

Specimen Hub Mentor Signature:

……………………………………………………

Please Print Name:

………………………………………………………………


19

[1] The student must have achieved 90% in this prior to Placement B. However, the mentor should also assess

numeracy in practice

INDUCTION

In preparation for practice, this student has successfully achieved the required level in the

numeracy/calculation assessment.[1] In addition, all mandatory elements requested by

Strategic Health Authority [2013] have been attended/completed. See Record of Skills

and Experience for details

For Health and Safety reasons, to minimise risks to self and others, the student MUST

receive an induction into each area that they work and this should be documented below.

NB. The Social Work Spoke placement that follows this placement has separate

documentation and induction is not recorded here

The student has been made aware of their responsibilities in relation to the

following (please circle and sign below)

Activity Hub Spoke 1 Spoke 2

Cardiac Arrest

Yes / No Yes / No Yes / No

Fire


Violence & Aggression


Health & Safety


Moving and Handling


Risk Assessment


Accident/Incident Reporting


Reporting Complaints and Concerns


Mentor/supervisor: please date and sign

in the box

Student: please date and sign in the box

Important information: If students are involved in accidents or incidents, the University MUST be informed and the correct documentation completed. Policies and forms at: https://www3.shu.ac.uk/HWB/placements/shu_policies.html


20

4 In the unlikely event that all outcomes/competencies cannot be achieved on the placement through lack of opportunity, the Link

Lecturer should be informed immediately. As an alternative, learning simulation in the placement setting may be considered as an

appropriate assessment method. Arrangements can also be made for a specific pathway/experience to achieve competency

Initial Interview: guidance notes

This should occur within the first week of placement. Mentor and student should discuss:

special needs identified by student relating to any declared health condition or disability

student goals [the student should have prepared these prior to interview]

learning opportunities available to meet the required learning outcomes/ competencies4 and range of skills and experience

arrangements for supervision of the student when the mentor is not on duty

the required elements of the induction to the placement area [see previous page]

the mentor's role in facilitating learning

the student's responsibilities for own learning [including use of reflection hours]

Objective Structured Clinical Assessments (OSCA) to be undertaken on placement

potential dates for intermediate and final interviews

An action plan should be agreed, documented and signed. In addition, the student should complete 'placement information' and the mentor should complete 'mentor information' and sign the specimen signature.

Preparation for Initial Interview: Student priorities and goals

NB: the student should have identified these before the interview. E.g. Which of the outcomes are of greatest concern to you? Which ones are priorities? What do you hope to learn/achieve and how? Are there some skills in Part B that you aim to achieve? Please document them below.

1.

2.

3.

4.


21

5 Where opportunities to achieve specific outcomes may not be available; this should be identified here. The Link lecturer should also

be informed immediately by the Mentor/Learning Environment Manager and an action plan for providing opportunity developed

RECORD OF INITIAL INTERVIEW - PLACEMENT 2 [HUB]

[TO BE CONDUCTED WITHIN THE FIRST WEEK] The Hub mentor and student should agree an action plan to achieve the student’s goals, practice learning outcomes/competencies and specific skills and experience

5.

Action Plan:

Mentor Signature: ………………………………….……………… Date: ………………………………………………………………………………

Student Signature: ………………………………….…… Date: ………………………………………………………………………………


22

Outcomes to be graded

This section contains the practice learning outcomes to be graded. All outcomes within this

Competency Assessment Document must be achieved during the 2nd year.2nd

stage

Mentors should judge whether the student has achieved the required Outcomes/competencies

identified in this document using evidence that is drawn from:

direct observation of student performance

Objective Structured Clinical Assessments

verbal questioning, reflection and discussion about practice

student's written reflection upon experience

the testimony of others

simulation in the practice setting

Part B: The Record of Skills and Experience

Student progress should be assessed and recorded at the intermediate and final interviews.

The mentor or other supervising registered practitioner remains accountable for delegating

tasks to the student and must:

1. Be able to justify their decision to allow the student to undertake aspects of care by taking account of the student’s level of education and their experience in the placement area.

2. Supervise the student as appropriate to their level of education

Key to codes used within the document

The outcomes to be graded and elements to be achieved within them have been mapped to the

NMC Competencies for entry to the Register (2010). The relevant domain and competency number

is identified in each outcome. In addition, the minimum standards to be achieved by the end of part

two: Second Progression points are also indicated by the appropriate criteria number. Lastly, the

Essential Skills Clusters included in the elements are also indicated and the relevant number

identified.

.


23

Outcome grading: Both sections must be coded and signed by the mentor

Intermediate Assessment

Code: P = Progressing NP= Not

progressing

Final assessment

Code: A =Achieved N= Not achieved

If awarding 'Not progressing' at Intermediate review,

please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted

If awarding 'Not achieved' on final assessment, please

record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below

Code Signature

Code

Signature

Please list any elements not achieved here. Write further comments in the Final Interview section

NMC Domain 1: Professional Values The student works more independently, with less direct supervision, in a safe and

increasingly confident manner to achieve the following

Outcome to be graded:

1. Practises according to 'The

code' (NMC, 2008) and within

other recognised legal and

ethical frameworks

In order to achieve this the student

must demonstrate ALL the

elements listed

Elements to be achieved: 1. Practises honestly and with integrity, upholding the reputation of the profession

2. Displays a professional image in their behaviour and appearance and recognises that they are a role model for others

3. Demonstrates excellent punctuality/timekeeping and reliability in attendance

4. Recognises ethical challenges relating to people’s choices and decision-making about their care and identify some possible solutions within the law

5. Understands current legislation relating to service users. Practises within legal and professional frameworks and local policies to safeguard and protect people, paying special attention to those who are vulnerable

6. Ensures that people are aware of their student status and gains consent prior to involvement in any aspect of care

7. Applies principles of consent in relation to restrictions relating to specific client groups. Ensures that the meaning of consent to treatment and care is understood by people or service user

Mapped: Domain 1 competencies 1, 1.1, Domain

3, comp 1, Domain 4, comp 6, Second

Progression Point 1

Essential Skills Clusters: 1.1-1.5, 1.10, 1.11, 4.2-4.5, 8.2, 8.3,11.1-11.5, 18.1-18.6


24



progressing

Final assessment






Code Signature

Code Signature



increasingly confident manner to achieve the following: Outcome to be graded

2. Practises in a holistic, non-

judgemental, caring and

sensitive manner


must demonstrate ALL the elements

listed

Elements to be achieved

1. Acknowledges diversity, avoids assumptions and supports social inclusion

2. Recognises and respects people's rights and choices.

3. Participates in the promotion of autonomy, rights and choices of people with learning disabilities and support s and involves their families and carers, ensuring that each person’s rights are upheld according to policy and the law. 4. When seeking consent for involvement in care, recognises that people have a right to refuse care from an unqualified practitioner 5.Recognises when a person's dignity is compromised or where there is inequality, discrimination and exclusion from access to care and where necessary seeks help to challenge this 6. Acts professionally to ensure that own personal judgements, prejudices, values and attitudes and beliefs do not compromise care 7. Acts in a manner that is attentive, kind, sensitive, compassionate and non-discriminatory, that values diversity and acts within professional boundaries 8. Engages with people in a way that ensures their dignity is maintained through making appropriate use of the environment, self and skills and adopting an appropriate attitude

Mapped: Domain 1,Competency 2, 2.1, Domain

2, comp 1,2,3,4,Second progression point 1

Essential Skills Clusters; 1.4, 1.5, 1.9, 1.12,3.1, 3.2, 4.1-4.5, 5.1-5.3,8.714.7



25



progressing

Final assessment

Code: A =Achieved N= Not

achieved

If awarding 'Not progressing' at Intermediate review, please

record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted

If awarding 'Not achieved' on final assessment,

please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below

Code Signature

Code Signature



increasingly confident manner to achieve the following: Outcome to be graded

3. Supports and promotes the

health, wellbeing, rights and

dignity of people, groups,

communities and populations.

These include people whose

lives are affected by ill health,

disability, ageing, death and

dying.



elements listed


1. Works with people in a way that values, respects and explores the meaning of their individual lived experiences of health problems

2. Works in partnership with service users, carers, families, groups, communities and organisations

3. Recognises risk and participates in the management of risk

4. Promotes health and wellbeing whilst aiming to empower choices that promote self-care, safety and positive risk taking

5. Demonstrates understanding of various roles, responsibilities and functions of nurses, and is able to recognises the importance of adapting their practice to meet the changing needs of people, groups, communities and populations

6. Understands and values the role and responsibilities of other health and social care professionals and is able to work with them collaboratively for the benefits of all who need care

7. Appreciates how these activities contribute to public health

8. Recognises the importance of professional advocacy. Knows when it is appropriate to refer to independent advocacy services to safeguard dignity and human rights

9. Recognises that people with learning disabilities are full and equal citizens, and is able to promote their health and wellbeing by focusing on and developing their strengths and abilities[

Mapped : Domain 1, Competencies 3,3.1, 4,

4.1,,5,6 also Domain 2, competency 1 and

domain 3, competencies 8, 8.1 and 9, domain 4,

competency 7, Second progression point 1

Essential Skills Clusters; 10.1, 11.1, 11.2,11.4, 11.5, 11.8, 14.3, 14.8,18.7



26



progressing

Final assessment






Code Signature Code Signature


NMC Domain 1: Professional Values

The student works more independently, with less direct supervision, in a safe and

increasingly confident manner to achieve the following Outcome to be graded

4. Demonstrates potential to

work autonomously, making the

most of opportunities to extend

knowledge, skills and practice



elements listed


1. Is professionally self-aware and self confident, yet able to recognise the limits of their competence and knowledge and works within them

2. Reflects upon their competence and knowledge, taking responsibility for their own development. Strives to improve their knowledge, skills and attitudes

3. Actively seeks opportunities to learn, through asking appropriate questions, participating in experience, supervision, feedback, reflection and evaluation. Seeks advice when necessary

4. Reads appropriately to support clinical learning and is able to identify relevant evidence and research which underpins practice in this area, providing an appropriate rationale for actions

5. Responds appropriately to compliments, complaints and other feedback. Provides assistance and support when people want to complain

6. Is able to recognise, manage and deal with own emotions, using appropriate support systems when necessary

7. Shows evidence of maintaining their record of skills and experience in Part B or Ongoing Achievement Record. NB: This is essential to provide evidence for some of the NMC competencies

Mapped : Domain 1, Competencies 7,8, 9

Domain 3, Competency 1 and 2;

Domain 4, competency 4

Second progression point 1 and 2

Essential Skills Clusters; 1.2, 1.4, 1.7, 1.9, 1.14,11.3 12.1- 12.3,14.4, 14.5, 17.5



27

NMC Domain 2: Communication and interpersonal skills The student works more independently, with less direct supervision, in a safe and


1. Is able to use therapeutic

principles to build, maintain and

where appropriate, disengage

from professional caring

relationships



listed


1. Engages appropriately and respectfully, using safe, effective and non-discriminatory communication

2. Shows interest in those in their care, strives to get to know them as people, taking account of individual differences, capabilities and needs

3. Demonstrates a range of person-centred communication strategies and skills to build partnerships and therapeutic relationships with people with learning disabilities

4. Interacts with the person in a manner that is interpreted as genuine, warm, sensitive, kind and compassionate, whilst acting within professional boundaries

5. Anticipates how people may feel in a given situation and responds with kindness and empathy to provide physical and emotional comfort

6.. Engages appropriately and respectfully with the significant others of those in their care

7. Evaluates ways in which own interactions affect relationships and takes action to ensure that they do not impact inappropriately on others

Mapped: Domain 2, Competencies 1, 1.1,2,3, 4,

5 and also domain 1, competencies 1,2, 3,4, 5,7.

Second progression Point 1

Essential Skills Clusters : ESC 1.9, 1.12-,1.14,2.1, 4.2, 4.3, 5.3, 5.5,5.6




progressing

Final assessment






Code Signature

Code Signature



28



progressing

Final assessment


If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted

If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below

Code Signature

Code Signature


NMC Domain 2: Communication and interpersonal skills


increasingly confident manner to achieve the following:

Outcome to be graded

2. Uses a range of

communication methods and

technologies to support person-

centred care, acquire

understanding of people’s needs

and enhance quality and safety



listed


1. Provides information in a language and manner that allows people to make informed choices. They recognise when language interpretation or other communication support is needed and know how to obtain it

2. Is able to make information accessible to and understandable by people with learning disabilities, including adaptation of format, presentation and delivery

3. Uses a range of communication methods, including verbal, non-verbal, active listening and written communication to acquire and interpret people's needs and also to support therapeutic interventions

4. Demonstrates awareness of their own values and beliefs and the impact these may have on their communication with others.

5. Takes account of different ways in which people communicate and how these may be influenced by ill health, disability and other factors and is able to recognise and respond effectively when a person finds it hard to communicate.

6. Uses strategies to enhance communication and remove barriers to effective communication, minimising risk from lack of or poor communication ]

7. Recognises when people are anxious, in distress or displaying signs of aggression. Responds effectively to promote their wellbeing, manage personal safety and resolve conflict. They are able to participate, where appropriate, using effective communication strategies and negotiation techniques to achieve best outcomes, respecting the dignity and human rights of all concerned. They recognise when and how to seek help as well as when to involve other agencies

8. Recognises and responds therapeutically to the complex behaviour that people with learning disabilities may use as a means of communication

9. Recognises and exploits opportunities to encourage health-promoting behaviour through education, role modelling and effective communication

Mapped: Domain 2, Competencies 2, 2.1, 3,3.1,

4,4.1,6, Second progression Point 1

Essential Skills Clusters : 3.3, 5.1-5.8, 6.5,6.6, 6.86.12,6.13 14.5, 19.1, 19.2



29

NMC Domain 2: Communication and interpersonal skills The student works more independently, with less direct supervision, in a safe and



3. Communicates effectively

with colleagues to support

person-centred care and

enhance quality and safety.



listed


1. Communicates effectively and sensitively with colleagues in different settings, using a range of communication strategies and technologies

2. Verbal communication both face-to-face and on the telephone is consistently clear, understandable, professional and appropriate to the person and situation

3. Always seeks to confirm understanding and responds to confirm what a person is communicating

4. Effectively communicates people's stated needs and wishes to other professionals

5. Maintains accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language, based on best available evidence

6. Provides accurate and comprehensive verbal reports based on best available evidence

7. Respects individual rights to confidentiality and keeps information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They recognise when to share personal information with others when the interests of safety and protection override the need for confidentiality.

8. Works within legal and professional frameworks for record keeping and storage

Mapped: Domain 2 Competency 2,3,4,7,8, also

Domain 4, comp 7; Domain 1, competency 1

Second Progression point 1

Essential Skills Clusters: 1.4, 6.1-6.6, 6.8,6.9, 7.1-7.4, 7.8, 8.1,11.1, 11.2,

14.5,17.1, 18.1-18.6, 20.1,21.1, 30.1, 34.1,39.1




progressing

Final assessment






Code Signature

Code Signature



30

Domain 3: Nursing practice and decision making The student works more independently, with less direct supervision, in a safe and


1. Uses up-to-date knowledge

and evidence to contribute to the

assessment, planning, delivery

and evaluation of care, as well

as the promotion of health and

best practice across a range of

client groups



listed


1. Can use evidence to contribute to making person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to ensure high quality care.

2. Recognises when the complexity of clinical decisions requires specialist knowledge and expertise, and participates in consulting or referral as appropriate

3. Recognises and responds appropriately to a range of people who come into their care with differing problems, appreciating the changing needs of individuals, families and carers at differing stages of illness, life or development : Student must maintain log of experiences

4. Demonstrates knowledge of the structure and functions of the human body and other relevant knowledge from life, behavioural and social sciences as applied to health, ill-health, disability, ageing and death and applies this to their practice

5. Demonstrates knowledge of common physical and mental health problems and treatments in their own field of practice, including co-morbidity and physiological and psychological vulnerability

6. Demonstrates knowledge of pharmacology and commonly administered drugs, their therapeutic actions, risks and benefits

7. Demonstrates understanding of legal, professional and ethical frameworks relating to safe prescribing and administration of medicines

Mapped: Domain 3, competency 1,1.1,2, 4, 6 domain 1,

competency 1, Second Progression Point 1

Essential Skills clusters 9.11,34.1,34.3, 36.2, 36.3




progressing

Final assessment




Code Signature

Code Signature



31



2. Can undertake a systematic,

holistic assessment in partnership

with service users and others,

which effectively identifies their

essential needs.



listed


1. Takes account of relevant physical, social, cultural, psychological, spiritual, genetic and environmental factors]

2. Effectively uses interaction, observation and measurement and a range of diagnostic skills

3. Is able to contribute to a structured, person-centred approach to assess, interpret and respond therapeutically to people with learning disabilities, and their often complex, pre-existing physical and psychological health needs. They are able to work in partnership with service users, carers and other professionals, services and agencies to agree and implement individual care plans and ensure continuity of care

4. Recognises and interprets signs of normal and deteriorating mental and physical health and responds promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe

5.Recognises when a person is at risk and in need of extra support and protection and takes reasonable steps to protect them from abuse

Mapped: Domain 3, Competencies 3, 3.1,

7, 7.1, 9, Second progression Point 1

Essential Skills Clusters: 4.1, 9.1,9.6-9-1, 11.2, 17.1, 18.1-18.6




progressing

Final assessment






Code Signature

Code Signature



32



increasingly confident manner to achieve the following ]


3. Is able to plan safe,

competent person-centred care

to meet the needs of individuals,

groups and communities



listed


1. Works in partnership with the person, group or community, actively empowering people to be involved in the care planning process

2. Plans safe, effective, evidence-based care by interpreting, recording and sharing information based on assessment.

3. Is able to contribute to the development, implementation and review of individual plans for all people with learning disabilities, to promote their optimum health and wellbeing and facilitate their equal access to all health, social care and specialist services

4. Demonstrates understanding of public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities

5. Demonstrates awareness of a range of information and how it may be used to assess the needs of people, groups, communities and populations

6. Demonstrates understanding of the importance of working to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion

7. Recognises the plan of care as a legal document and maintains accurate, clear and complete records

Mapped: Domain 3: competencies 4, 4.2, 5,5.1,

also Domain 1 comp 1, Domain 2, competency 7

and 8, Second progression Point 1

Essential Skills Clusters 2.1,7.8, 9.8, 9.10




progressing

Final assessment







Please list any elements not achieved here. Write further comments in the Final Interview sectio


33


Code: P = Progressing NP= Not progressing

Final assessment






6 This can involve any moving and handling, it does not have to involve patients/clients

7 Medical devices can range from simple tongue depressors/bedpans to more technical, invasive equipment the most

common of which are syringes and needles


The student works more independently, with less direct supervision, in a safe and increasingly confident

manner to achieve the following


4. Delivers safe, competent,

person-centred care,

demonstrating awareness of the

correct use, limitations and

hazards of common

interventions



listed

Elements to be achieved.

1. Ascertains and responds to the physical, psychological and social needs of people and groups. For those who are unable to maintain their own activities of living, provides personalised care, or assists them with their care, or makes provisions for their care, determining their preferences and maintaining dignity at all times

2. Demonstrates effective hand hygiene and appropriate use of standard infection control precautions when caring for all people

3. Maintains a high standard of personal hygiene and adheres to dress code for the prevention and control of infection, including: clothing, footwear, hair, piercings and nails, according to local and national guidelines and appropriate to the environment and situation

4. Demonstrates safe practice in administration of medicines, including safety and accuracy in the process of medication-related calculations

[*numeracy skill ] *NB Specific OSCA criteria available to support the assessment of this. Please see information on Year 2 OSCA

5. Demonstrates safe moving and handling6 techniques, understands

and works within the laws governing health and safety at work

6. Uses and disposes of medical devices7safely according to local and

national policy, reporting any incidents or near

7. Contributes to the collection of local and national data and where appropriate contribute to the formulation of policy on risks, hazards and adverse outcomes.[Domain 3, comp 6]

Mapped: Domain 3, Competency 4, 4.1,5, 6 and

domain 1, competency 1, Second progression

Point 1

Essential Skills Clusters: 2.3, 2.6, 2.7, ,18.2, 20.1-20.3,21.1,22.1, 24.1-24.3, 33.2



34




5. Participates in activities

which aim to promote self-care

as well as to optimising health

and wellbeing



listed

NB. Promotion of self-care/self-

management OSCA criteria to

assess this outcome


1. Considers with the person and their carers their capability for self-care

2. Promotes self-care and management whenever possible and actively supports people to self-care

3. Helps people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves

4. Works in partnership with people with learning disabilities and their families and carers, to facilitate choice and maximise self-care and self-management and coordinate the transition between services and agencies [

5. Assists in providing educational support and therapeutic nursing interventions to optimise health and well being

6. Under supervision, involves people and carers in administration and self-administration of medicines, providing clear and accurate information

7. Demonstrates awareness of a range of treatment options of which medicines may play a part, including recognised approaches for managing symptoms, for example relaxation, distraction and lifestyle advice.

Mapped: Domain 3, Competency 8,8.1, also

domain 1, comp 3 and 4, Second progression

Point 1

Essential Skills Clusters 2.4 2.5, 2.8, 8.1, 35, 35.7, 35.8, 40.1-40.3




progressing

Final assessment






Code Signature

Code Signature



35





6. Evaluates care and

recognises when amending the

plan of care is necessary in

order to improve quality of care

or outcomes



listed


1. Detects, records, reports and responds appropriately to signs of deterioration or improvement

2. Evaluates the effect of interventions, taking account of people's and carers' interpretation of physical, emotional and behavioural changes

3. Involves the person in review and adjustments to their care, communicating changes to colleagues

4. Is able to evaluate care and treatment, reports any concerns promptly through appropriate channels and modifies care where necessary to maintain safety

5. Uses up-to-date knowledge and evidence to evaluate care, influence change and promote health and best practice

Mapped: Domain 3, competencies 1,2, 3, 4, 4.1,

4.2, 5,6,7,7.1,9,10 also Domain 1, competency 1,

Domain 4, competency 2,

Second progression point 1

Essential Skills Clusters: 10.1,10.5,10.9, 10.10




progressing

Final assessment






Code Signature

Code Signature



36

Domain 4 : Leadership, management and team working


increasingly confident manner to achieve the following competencies


1. Works cooperatively and

effectively as a team member



listed

Elements to be achieved 1. Contributes as an effective team member, supporting and assisting others appropriately 2. Demonstrates professional commitment by working flexibly to meet service needs, to enable quality care to be delivered 3. Negotiates with others in relation to balancing competing and conflicting priorities] 4. Recognises deficits in knowledge and skills of others and helps others to develop their competence, using a range of professional and personal development skills 5. Works effectively within and across professional and agency boundaries, actively involving and respecting others' contributions to integrated person-centred care 6. They are able, when needed, to represent the health needs and protect the rights of people with learning disabilities and challenge negative stereotypes . 7. Is able to work closely with stakeholders to enable people with learning disabilities to exercise choice and challenge discrimination. 8. They know when and how to communicate with and refer to other professionals and agencies in order to respect the choices of service users and others 9. Participates in shared decision making in order to deliver positive outcomes and coordinate smooth effective transition within and between services and agencies

Mapped: Domain 4, Competencies 5,6, 6.1, 6.2

and 7 also Domain 1, competencies 1, ,5,6,7,8

Second progression point 1

Essential Skills Clusters: 1.4, 14.2, 14.3,15.5, 16.6,17.2,17.3, 17.4, 18.1-

18.7




progressing

Final assessment






Code Signature

Code Signature



37

Domain 4 : Leadership, management and team working




2. Is able to manage self

effectively and when appropriate

can take the lead in

coordinating, delegating and

supervising care safely and

managing risk

In order to achieve this the

student must demonstrate ALL

the elements listed

2.

Elements to be achieved 1. Can describe the role of the nurse as a change agent and reflect upon the importance of leadership to enhance people's wellbeing and experiences of healthcare. . 2. Recognises the importance of leadership to ensure that people with learning disabilities receive support that creatively addresses their physical, social, economic, psychological, spiritual and other needs. ] 3. Is able to identify priorities and manage time effectively and contribute to the management of resources to ensure the quality of care is maintained or enhanced 4. Demonstrates self-awareness and recognises how their own values, principles and assumptions may affect their practice. They recognise deficits in knowledge in skills and take action to remedy them, taking responsibility for their own development, 5. Acts as a positive role model for others, inspires confidence and where appropriate, provides clear direction for others 6. Works within the requirements of the code (NMC, 2008) in delegating care and when care is delegated to them. Prepares, supports and supervises those to whom they delegate care to, taking responsibility for delegating and recognising the accountability of Registered 7. Recognises risks to those in their care and also to those delivering care and takes appropriate action to participate in managing risk 8. Is able to participate in the use of data and research findings on the health of people with learning disabilities to help improve people’s experiences and care outcomes.

Mapped: Domain 4, competencies 1, 1.1,2, 2.1,

3,4,5,6,7also Domains 1, competency , Second

progression Point 1

Essential Skills Clusters : 10.7, 15.2,15.3, 15.5,16.1, 16.4,16.5,17.7, 17.8, 17.10




progressing

Final assessment




Code Signature

Code Signature



38

Objective Structured Clinical Assessments

[OSCAs]

The following pages contain information on the two OSCA criteria for Year 2:

Promotion of self-care/ self-management This OSCA provides evidence primarily for domain 3, outcome 5 'Participates in activities which aim to promote self-care as well as optimising health and well-being'. However, it also relates to a number of outcomes in the domains 1 and 2: Professional values and Communication and interpersonal skills and so also provides evidence for these [See additional information overleaf]

Administration of medicines This OSCA provides supportive evidence primarily for domain 3: nursing practice and decision making, outcomes 1-4. However, it also relates to a number of outcomes in domains 1 and 2: Professional values and Communication and interpersonal skills [see additional information overleaf]. NB. Whereas it is expected that all opportunities will be taken to complete this OSCA there may be specific placements where there is no opportunity to complete. To address this any student that has not completed because of 'no opportunity' will complete the OSCA by simulation in University before the end of Year 2.

It is advisable [wherever possible] to undertake the OSCAs prior to the intermediate

review of progress. This enables the mentor/supervisor to identify any developmental

needs early and appropriate coaching can then be planned

It does not have to be the Hub mentor that undertakes these. Any suitably qualified

Registered Practitioner can complete this on the Hub placement

At the first observation: if the student's performance is 'satisfactory', then there is no

requirement to repeat this OSCA unless there are concerns about the student's consistency

of competence in relation to this area of practice.

At the second observation, if the student still does not demonstrate the required level of

competence, then this should be identified as 'concern about progress', documented

and an action plan formulated to promote development.

The student has until the final assessment date to become competent

Conversely, if the student achieves 'satisfactory' during an OSCA, they are expected to

maintain this standard throughout the placement. Successfully completing an OSCA

should not be interpreted as having 'achieved' competence as this involves consistency

of practice over time as well as the demonstration of understanding and application of

underpinning knowledge. Therefore assessment of competence is judged at the final

assessment and involves the examination of a variety of evidence of which the OSCA is

only one part.


39

Objective Structured Clinical Assessment [OSCA]

Promotion of self-care/ self-management

NB: This involves observing the student interact with a service user or carer,

where the purpose of that interaction is to promote self-care or self-management.

However, the focus of this interaction will depend on the field of nursing and the

nature of the placement area. For example the interaction may focus on improving

communication and making choices, teaching a person to administer their own

medication or explaining their medication regime, educating a person with a long

term condition about how to stay well, providing information prior to discharge

home from hospital, explaining how to care for their wound or their indwelling

urinary catheter, plaster cast etc. On the other hand, the interaction may focus

upon educating a carer. For example: managing epilepsy, how to recognize

deteriorating mental or physical health, promoting a healthy diet, reducing risk,

improving communication etc.

This OSCA must be completed before the end of the placement 2 as it provides evidence

for the competencies to be assessed.

It is advisable [wherever possible] that this OSCA should be undertaken by the mentor on

the Hub placement prior to the intermediate review of progress. This enables the mentor

to identify any developmental needs early and appropriate coaching can then be planned

in preparation for the second observation.

It provides evidence primarily focusing on domain 3, outcome 5: 'Participates in activities

which aim to promote self-care as well as optimising health and well-being'. However, it

also relates to a number of outcomes in the domains 1 and 2: Professional values and

Communication and interpersonal skills and so also provides evidence for these


40

Promotion of self-care/self-management OSCA criteria

Criteria First observation Second

observation

Please indicate whether the student has

performed the following by using

tick/cross:

√ for Yes =1

X for No

√ for Yes =1

X for No

1. Introduces self as a student and gains

consent appropriately [Domain 1, outcome 1]

2. Explains the purpose of the discussion/

meeting in a manner that allows the person to

make choices [Domain 1, outcome 2; Domain 2, outcome 2; Domain 3,

outcome 5]

3. Positions themselves at an equal level in

order to facilitate eye contact [Domain 2, outcome 2]

4. Uses questioning and observation

appropriately in order to assess the person's

understanding and ability to self-care [Domain 2, outcome2; domain 3, outcome 5]

5. Information presented is logically organised [Domain 2, outcome 2]

6. Communicates information in a clear and

audible way [Domain 2, outcome 2]

7. Demonstrates active listening and responds

appropriately to questions, verbal and non-

verbal cues [Domain 2, outcome 2]

8. Uses appropriate language that the

person can understand. [Domain 2, outcome 2]

9. Information presented is accurate and

evidence-based [ Domain 3, outcomes 1 and5]

10. Interacts with the person in a way that

demonstrates respect [Domain 2, outcome 1]

11. Checks that the person understands

what has been said [Domain 2, outcome 2, Domain 3, outcome 5]

12. Is sensitive to the person's situation and

needs, offering the person choices [ Domain 2,


41

outcomes 1, 2;; Domain 3, outcome 5]


observation

13. Identifies situations/circumstances

where the person should seek help [Domain 3, outcome 5]

14. If appropriate, involves the carer/parent [Domain 2, outcome 1, Domain 3, outcome 5]

15. Documents the interaction accurately

and clearly using plain language [Domain 2, outcome 3]

Please record Final Score out of possible

14 or 15

Identify any critical items omitted

Result: Please delete/circle as appropriate

[Must score at least 11 to be satisfactory]

Items in bold and highlighted in blue [1, 8, 9,10, 11 13

and 15] are critical criteria which the student must

achieve in order to be awarded 'satisfactory'

Satisfactory/

Unsatisfactory

Satisfactory/

Unsatisfactory

Signature of Registered Practitioner

Please sign and date observation in appropriate column

Feedback [must be provided if unsatisfactory or if scores less than

14/15]

First

observation

Second

observation

NB: In order to achieve Domain 3, Outcome 5 at the end of the placement, the

student must be able to undertake this activity to a satisfactory standard. However,

these criteria provide evidence relating to many outcomes for grading, particularly

communication in Domain 2


42


Administration of medicines

This can be the administration of several drugs to a single individual or a single

medication to 3 separate people, during the same span of duty. A minimum of 3

different drugs should be administered, with a maximum of 6. If all oral

medications, then the number given should be at the upper limit, if different routes

are being used, then the lower limit is sufficient

It is advisable [wherever possible] that this OSCA should be undertaken by the mentor on

the Hub placement prior to the intermediate review of progress. This enables the

mentor/supervisor to identify any developmental needs early and appropriate coaching

can then be planned in preparation for the second observation

Please note whereas it is expected that all opportunities will be taken to complete this

OSCA there may be specific placements where there is no opportunity to complete. To

address this any student that has not completed because of 'no opportunity' will complete

the OSCA by simulation in University before the end of Year 2.


43

Administration of Medicines OSCA Criteria


observation

Please indicate whether the student has performed the following by using tick/cross:

√ for Yes=1

X for No

√ for Yes=1

X for No

1. Introduces self as a student and gains consent [Domain 1, outcome 1, 2, 3; Domain 2, outcomes 1 and 2]

2. Prepares appropriately

Self: washes hands using correct technique. Dons gloves/apron if indicated

Prepares equipment appropriately

Prepares patient and environment [Domain 3, outcomes1 and outcome 4]

3. Assesses patient through observation and questioning: eg side effects/adverse effects/ need for PRN drugs [Domain 2, outcome 2; domain 3, outcomes 1, 2]

4. Checks all sections of prescription sheet and

correctly identifies medication due [date/time]

name of patient

allergies,

once only, prn and regular sections etc

[Domain 1, outcome 1, domain 2, outcome 3; domain 3, outcome 1]

5. Checks all the elements of the prescription

correctly

Name and dose of drug

Route and form of the drug

Prescription signed and dated

Drug has not already been given [Domain 1, outcome 1, domain 2, outcome 3; domain 3, outcome 1]

6. Selects correct medication and checks against

prescription, checks expiry dates

[if a foil/blister pack, or an ampoule within a

box, removes and checks this separately] [Domain 1, outcome 1; domain 3, outcome 1]

7. Dispenses/draws up correct dose using non-

touch technique [Domain 3, outcome 1; domain 3, outcome 4]

8. Checks identity of patient according to Trust

policy. Compares to prescription [Domain 1, outcome 1,: domain 2, outcome 2; domain 3, outcomes 1, 4]

9. Administers medication safely and

appropriately eg:

uses correct technique,

ensures any specific pre-checks required,

maintains privacy and dignity

offers assistance if required,

offers a drink if oral medication/food if required

[Domain 3, outcome 1; domain 3, outcome 4]


44

10. Signs prescription sheet for every

medication given, or inserts correct code for

medicines omitted [Domain 2, outcome 3; domain 3, outcome 1]

11. Ensures that cupboards/trolley etc is locked

when finished [Domain 1, outcome 1,doman 3, outcome 1]

Criteria First

observation

Second

observation

12. Responds and communicates appropriately with the patient [and carer if present] throughout [Domain 1, outcomes 1,2 , 3; domain 2, outcomes 1, 2]

13. Disposes of equipment appropriately [Domain 3, outcome 4]

14. Washes hands using correct technique [Domain 3, outcome 4]

15. Assessor asks knowledge based questions

Student can identify the nature of the drugs given eg diuretic/ antibiotic etc [Domain 3, outcome 1]

6 marks available for

this item


Student can explain how the drugs work

[Domain 3,outcome 1]


this item

17. Assessor asks questions about rationale for drugs Student can explain reason for the drugs being prescribed for this patient [Domain 3, outcomes 1, 2, 3, 4]


this item

18: Assessor asks about risks of drugs given Student can identify some common contraindications, potential side effects and interactions and nursing implications of drugs given [Domain 3,outcomes 1, 2, 3, 4, 6]


this item

Please record Final Score out of possible 40.

Identify any critical items omitted


[must score at least 30 out of 40 to be satisfactory]

Items in bold [1 and 4-11] are critical criteria which the student must

achieve to be deemed satisfactory

Satisfactory/

Unsatisfactory

Satisfactory/

Unsatisfactory


Please sign and date each observation in appropriate column

NB: In order to achieve Domain 3, Outcomes 1, 2, 3 and 4 at the end of the placement, the student

must be able to undertake this to a satisfactory standard; however, these criteria will provide evidence

for a number of other outcomes for grading.

Feedback [must be provided if unsatisfactory or less than 20]

First

observation

Second

observation


45

8 If, at any time there are any concerns about a student's progress or behaviour, as soon as possible these

should be discussed with the student, documented in the 'Record of concerns about progress' section and

the link lecturer informed. Mentors should not wait until the intermediate or final interview.

Intermediate Interview [Hub]: guidance notes

This should take place before the midpoint of the placement. The mentor and the student

review progress towards achieving practice learning outcomes and the mentor provides

appropriate feedback. The mentor should use their judgement based upon a variety of

evidence. The following is a guide for the content of the interview:

Student’s progress - The action plan from the initial interview should be reviewed.

Progress towards achieving goals and practice learning outcomes should be

assessed. If progress towards competence is of concern, feedback to the student

should be given, a clear action plan completed and the link lecturer informed8

Practice learning outcomes/competencies should be graded and signed

Any OSCAs undertaken or which are due should be identified and documented

'Reflection on experience' - the student should have completed at least one of their

two reflections of 500 words each that are required for the hub prior to the

intermediate interview. If not completed, a short deadline [approximately one week]

for this should be agreed. Students have 2.5 hours for reflection each week in addition

to attendance hours and they are expected to use these hours to complete reflections.

One reflection should demonstrate some understanding of the aetiology of learning

disability and the implications for care.

Record of Skills and Experience- the student should have been using reflection

hours to maintain an ongoing log of experiences. Mentors should check that all entries

have been signed by a Registered Practitioner. In addition, any relevant skills

observed/undertaken should have been signed. If not completed, a short deadline for

this should be agreed [approximately one week]

Testimonies of staff- the student should have obtained at least one testimony from

someone who has worked with them. If not obtained, a short deadline for this should

be agreed [approximately one week]

Student knowledge -the student should have been undertaking appropriate reading

in order to achieve learning outcomes, e.g.: commonly occurring conditions and/or

common interventions used in the placement area. Students are also expected to

develop knowledge and complete work in relation to medicines management

relevant to the practice area, within their additional 2.5 hours of reflection and mentors

should check they are doing this.

An action plan to focus development in the second part of the placement should be agreed.

The documentation for intermediate review should be completed and signed


46

Record of Intermediate Interview - PLACEMENT 2 [Hub] (Mid point or before)

The mentor and student should review evidence as identified below to determine the student's progress. The initial action plan should be reviewed and a new action plan developed and documented.

Practice Learning outcomes/

competencies reviewed

Record of Skills and Experience

maintained?

OSCAs performed?

Yes/ No

Yes / No

Yes / No

At least 1 written pieces of reflection

on experience produced and

reviewed?

The student has obtained at least one

testimony - reviewed?

Medicines management work in

progress?

Yes / No

Yes / No

Yes / No

Student’s review of own progress in meeting goals (To be completed prior to the interview):

Mentor’s review of the student’s progress [refer to checklist above]

Action Plan: 9

Student Signature…………………………………

Mentor Signature………………………… Date..........................

9 If NO recorded for any of the above elements, or unsatisfactory standard in OSCA , then 'not progressing'

should be recorded for Domain 1, Learning outcome 4 and other relevant learning outcomes and a deadline

should be set as part of the action plan. If still not produced by deadline 'Record of concerns about

progress' should be completed.


47

Record of Additional Progress review - Placement 2 [Hub]

This is an extra page that can be used for the mentor to conduct an additional review of progress, for example if the mentor has to change or when the student has been away from the hub placement and the mentor wants to review progress again. The mentor and student may agree to use existing action plan or develop another to achieve the student’s goals, practice learning outcomes/competencies and specific skills and experience

10.

Practice Learning outcomes/

competencies reviewed

Record of Skills and

Experience maintained?

OSCAs performed?

Yes/ No

Yes / No

Yes / No

At least 1 written pieces of reflection on experience produced and reviewed

The student has obtained testimonies from pathways Medicines management work in progress?

Yes / No

Yes / No Yes / No

Mentor’s and student’s review of the student’s progress

Action Plan [if another is required]11

.

Mentor Signature: ……………………………….…… Date: …………………………………

Student Signature: …………………………….………

Date: …………………………………

10 Where opportunities to achieve specific outcomes may not be available; this should be identified here. The Link lecturer should also

be informed immediately by the Mentor/Learning Environment Manager and an action plan for providing opportunity developed

11 If NO recorded for any of the above elements, then a deadline should be set as part of the action plan. If still not completed then

record of concerns about progress should be completed


48

RECORD OF CONCERNS ABOUT PROGRESS: PLACEMENT 2 [Hub]

Please list any concerns that have been identified with regard to the student’s progress and the evidence

supporting each concern12

:

Action Plan: Please document: the help, support and advice that students have / will be given, the expected

outcome(s), the length of time needed for development, a date to review progress in resolving the issue(s) of concern and any meetings arranged.

Student Signature: …………………………………………… Date: …………………………………

Mentor Signature: …………………………………………… Date: …………………………………

The following people have been informed by the mentor that concerns have arisen:13

The Learning Environment

Manager

Yes /

No

Mentor signature

................................................

Date:

……………………………

The Link Lecturer Yes /

No

Mentor signature

................................................

Date:

……………………………

12 The relevant domain and practice outcome should be identified

13 The Learning Environment Manager and the Link lecturer MUST be informed as soon as possible

PHOTOCOPY THIS PAGE


49

CONCERNS ABOUT PROGRESS: RECORD OF PROGRESS REVIEW Please document the review of the student’s progress in RESOLVING the issues of concern listed in the record of concerns about progress. If concerns are unresolved prior to the intermediate and final interviews, comments documented in these interviews should clearly reflect this.

Action Plan: For each outstanding issue of concern, document: the help, support and advice that students

have / will be given, the expected outcome(s),the length of time needed for development and identify a date to review progress in resolving the issue(s) of concern, as well as any meetings arranged.

Student Signature: ………………………………………………… Date: ……………………………………

Mentor Signature: ………………………………………………… Date: ……………………………………

The following people have been informed14

that concerns continue to exist*/ have been resolved* by the mentor: *(please delete appropriately)

The Learning Environment

Manager

Yes /

No

Mentor

Signature: ……..………............

Date:

………………………………

The Link Lecturer Yes /

No

Mentor

signature…………………….....

Date:

………………………………

14 The Learning Environment manager and Link Lecturer MUST be informed if concerns persist

PHOTOCOPY THIS PAGE


50

Date Record of meetings/communications

This is space provided for any meetings with the student to be documented. This may be with the mentor/supervisor/learning environment manager/link lecturer. It is also space for mentor to document any communication about the student with others.

Signature and role


51

Date Record of meetings/communications

This is space provided for any meetings with the student to be

documented. This may be with the mentor/supervisor/learning

environment manager/link lecturer. It is also space for mentor to

document any communication about the student with others.

Signature and role


52

Date Reflection on Experience: PLACEMENT 2 Hub

This is an important element of the Assessment of practice and provides evidence of achievement of learning outcomes. Reflection should be

underpinned by relevant literature and link theory and practice [500 words] One reflection should demonstrate some understanding of the

aetiology of learning disability and the implications for care.

Signatures of student, mentor /

supervisor

There are important elements to reflection: some description of the

experience, then some analysis, which is where literature should be used.

What you have learned should be included and how this will help in future,

or what further development you need to do to help improve your future

practice. This could be accomplished by using a reflective model

Please identify the learning outcome this reflection provides evidence

for

Domain 1: Outcome number: Domain 2: Outcome number:



53

Date Reflection on Experience: PLACEMENT 2 Hub


underpinned by relevant literature and link theory and practice [500 words] One reflection should demonstrate some understanding of the

aetiology of learning disability and the implications for care.

Signatures of student, mentor /

supervisor






Please identify the learning outcome this reflection provides evidence

for




54

Date Reflection on Experience: PLACEMENT 2 Hub. Additional reflection sheet.


underpinned by relevant literature and link theory and practice [500 words]

Signatures of student, mentor / supervisor






Please identify the learning outcome this reflection provides evidence for




55

Service User/Carer Testimonies PLACEMENT 2 Hub

Date This space provides an opportunity for service users and carers with whom the student has worked to comment on their experience of being cared for by this student. Permission MUST be sought from mentor/ qualified member of staff before seeking testimony from any service user or carer. Alternatively, mentors may seek this feedback on the student's behalf. Service users and carers should NOT sign their entries (for reasons of confidentiality) Mentors should countersign these entries. Entries may be dictated if appropriate. NB: This is not always appropriate which is why the mentor must be involved

Signature of mentor/supervisor

Please identify the learning outcome this testimony provides evidence for




56

Testimonies/constructive feedback from supervisors/other professionals: PLACEMENT 2 Hub

Date This space provides an opportunity for any professional with whom the student has worked to give them feedback on their knowledge, skills, attitudes and/or behaviour. It should be focused and related to Practice Learning outcomes. Mentors should countersign to validate the entry. Students/practitioners should map it to the relevant Practice learning outcome

Signature & role





57

Testimonies/constructive feedback from supervisors/other professionals: PLACEMENT 2 Hub

Date This space provides an opportunity for any professional with whom the student has worked to give them feedback on their knowledge, skills, attitudes and/or behaviour. It should be focused and related to Practice Learning outcomes. Mentors should countersign to validate the entry. Students/practitioners should map it to the relevant Practice learning outcome

Signature & role





58

SPOKE [Pathway] Placements: Information for mentors/students Spokes or Pathways take many different forms throughout the programme. The following provides information for year 2. 'The clinical placement' means the whole of the planned clinical experiences

identified for the student during the 2nd year/stage. This will consist of a 'hub' and

a ‘spoke’ and visits where appropriate.

The hub is the primary placement and will provide a qualified nurse mentor who

will be responsible for the overall assessment of the student's clinical progress and

achievements during this placement and completion of this Ongoing Achievement

Record.

This Hub placement is followed by a Spoke placement (social work) and the

student will be allocated a supervisor and a spoke mentor for ‘due regard’

who will contribute to the assessment process. There is a separate Practice

Learning Assessment Documentation to be completed by the student and

allocated supervisor on the spoke placement. Guidance is contained within

the Spoke documentation related to induction, health and safety, initial

meetings, progress reviews and concern meetings and it also provides

evidence of achievement. Attendance for the spoke placement will be

recorded in the spoke placement documentation.

The Ongoing Achievement Record Part B: Record of Skills and Experiences will

continue to be used to record the student's achievements with cross referencing to

the Year 2 spoke Practice Learning Assessment Documentation (social work).

At the end of the spoke/pathway

The identified mentor for due regard and supervisor will confirm the student

has maintained the level of competence required for successful completion

of year 2 /stage 2.


59

Record of Visits: guidance for supervisors/mentors/students Visits take many different forms throughout the programme and may last just a few

hours or up to a week. The following are common elements of any visit:

Induction

NB: For health and safety reasons, students need to have an 'induction' into

each area that they work.

Initial Discussion

The student and supervisor should discuss the purpose of the visit. It is important

to highlight opportunities that are unique to the area and may not be available

elsewhere. The importance of documenting these should be discussed.

During the visit

It is vital that the experiences and skills acquired by students are documented as

these are part of the 'ongoing achievements' that need to be recorded. Part B of

the Ongoing Achievement Record is the Record of Skills and Experience which

Supervisors on visits can contribute to. Any skills developed during this visit that

are identified in Part B can be signed by the Health and Social care practitioner

that has observed the student's performance [it does not have to be the mentor on

the Hub]. Students should also document experiences, in the relevant log of

experiences and supervisors should sign these. In this way they are accumulating

the evidence they require for entry to the register at the end of the programme.

The Attendance record should also be completed.

NB: If there are any concerns about a student, the student should be

informed and the concerns documented in the 'concerns about the student'

section. The Hub mentor and link lecturer for the Hub placement should be

informed.

At the end of the Visit

Supervising practitioners should provide feedback for the student and the mentor

on the Hub placement, by completing the checklist on the 'Record of visit' page.

For longer visits, some written feedback for the student and Hub mentor would be

useful and space is provided for this. Both types of feedback provide important

evidence for the mentor to make a judgement about the competence of the

student which is why it is linked to domains and outcomes.


60

Record of VISIT

Name of Area Visited Date[s] of visit

Additional Comments/Feedback [Optional]

Professional values

Communication and

Interpersonal skills

Nursing practice and decision

making

Leadership/management and

team working

Name of supervisor during this visit

.................................................................

Profession..................................................

Signature

........................................................

Date................................................

Possible opportunities for practice that may be

presented during the visit:

Available during this visit? [delete/circle as appropriate]

Student demonstrated? [delete/circle as appropriate]

Demonstrated professional behaviour Yes/No Yes/No

Communicated effectively and appropriately with clients Yes/No Yes/No

Communicated effectively and appropriately with staff Yes/No Yes/No

Demonstrated care and compassion towards clients Yes/No Yes/No

Demonstrated interest in practice Yes/No Yes/No

Demonstrated willingness to participate in care Yes/No Yes/No

Asked appropriate questions Yes/No Yes/No

Demonstrated awareness of safety issues Yes/No Yes/No

Presented Ongoing Achievement Record for completion Yes/No Yes/No


61

Record of VISIT



Professional values

Communication and



making


team working


.................................................................

Profession..................................................

Signature

........................................................

Date................................................















62

Record of VISIT



Professional values

Communication and



making


team working


.................................................................

Profession..................................................

Signature

........................................................

Date................................................















63

ATTENDANCE RECORD- GUIDANCE NOTES Record of Attendance The NMC requires students to complete 2300 hours of practice throughout the programme and if appropriate to the placement, includes experiencing practice over the whole 24 hr day/ full week. They are therefore expected to work shift patterns reflected by their colleagues and also to work weekends and night duty in order that they are able to work alongside mentors

15. Whilst in practice students are expected to attend work for 37.5 hours per week. It is recognised that,

due to shift patterns, there may be some slight fluctuation in this, but this should be the typical working week. In addition, students are expected to complete 2.5 hours of reflection each week and this should be verified and signed by the mentor/supervisor. These reflection hours are counted as clinical hours, so it is vital that if mentors have any concerns that the student is not using these hours to complete the required reflection and study related to practice, they should identify this in the 'record of concerns section'. Therefore, this means that the student should achieve 40 hrs of clinical practice weekly [even though they attend for just 37.hrs], so that over a 8 week period, if the student has full attendance and evidence to show they have used reflective hours appropriately, then 320 hours of clinical experience should be documented

Students should document the hours worked each day & the total should exclude breaks. These hours must be verified by the signature of their mentor or registered practitioner on duty

Banks holidays: when on placement, students do not work Bank Holidays. They are allowed 7.5 hours for each BH. So, whilst on placement, if a single BH falls in the week, the student should work 30 hrs in total that week, if 2 BH fall in a single week, then the student is expected to work 22.5 hours during that week. Clearly, this means that the total number of hours worked will be less, but this is accounted for in the training plan. The code BH should be documented where appropriate

Study days: unless the placement is advised by the University, students do not have study days whilst on placement. If they do occur, the code SD should be documented and if practice related, counted in the clinical hours

Annual leave: there is no annual leave whilst in practice unless stated in the information from placements. Students may not change the dates of their annual leave.

Sickness/Absence : all student absence/sickness MUST be clearly recorded on the attendance sheet and verified by the mentor. The code S or A should be documented.

Students MUST follow correct local and University procedures for reporting sickness, otherwise they will be marked 'Absent'. Tel: 0114 225 5446, or E-mail:

[email protected].. If students do miss time, then they can 'make up' time, but this must be clearly indicated. They cannot use this as a mechanism for

'swapping' shifts or disguising absence.

Special leave /compassionate leave: All special leave and compassionate leave must be authorised by the Student Support Officer at SHU. Any Special or Compassionate

Leave authorised by mentor out of hours, must be reported by the mentor/senior practitioner on duty to the Student Support Officer at SHU on the next working day of the

University. The code SL or CL should be documented.

NB: Fraudulent entry signatures by a student in any document is a serious disciplinary matter that will be investigated by the University and may result in exclusion of the student from the programme. No tippex should be used. Any alterations should be countersigned by the mentor/registered practitioner

15 Further guidance is available in the 'Student working hours in practice' policy[SHU, 2015]. This can be accessed at the following web site.

http://www3.shu.ac.uk/hwb/placements/nursing/index.html . In addition, extra attendance sheets can be downloaded from this site

mailto:[email protected]

http://www3.shu.ac.uk/HWB/placements/Nursing/index.html


64

Name of Student……………………………………Name of Hub Placement Area………………………………………………………

16 In date box indicate day/month/yr: Eg: 12/07/12, except when undertaking night duty. Please indicate night duty instead of year in the 'Date box' : Eg 12/07/ND

17

This is hours worked + reflection hours and should add up to 40hrs/week This is hours worked + reflection hours and should add up to 40hrs/week

Week 1 Week 2 Week 3

Date16

Hours Worked

State Hub or name of visit area

Mentor Signature

Date Hours Worked


Mentor Signature

Date Hours Worked


Mentor Signature

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Reflection hours

+ 2.5hr +2.5hrs +2.5hrs

Total Hours per week

17

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18 In date box indicate day/month/yr: Eg: 12/07/12, except when undertaking night duty. Please indicate night duty instead of year in the 'Date box': Eg 12/07/ND

19 These should be hours worked excluding breaks. If placement not attended, insert appropriate code ie: S, SL, CL, SD, BH, A

20 This is hours worked + reflection hours and should add up to 40hrs/week

Week 4 Week 5 Week 6

Date18

Hours Worked19


Mentor Signature

Date Hours Worked


Mentor Signature

Date Hours Worked


Mentor Signature

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Reflection hours

+2.5hrs +2.5hrs +2.5hrs


20

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Total number of hours completed on placement _______________ Total number of hours Night Duty undertaken during this placement _________________

Total number of hours of Sickness/Absence ___________________ Mentor’s signature_____________________________ Date _______________

Week 7 Week 8 Week

Date Hours Worked

Name of hub/spoke/ Visit area

Mentor Signature

Date Hours Worked


Mentor Signature

Date Hours Worked


Mentor Signature

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Reflection hours

+2.5hrs +2.5hrs +2.5hrs


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MAKE-UP HOURS PAGE. Student Name……………………………………..Cohort……………….

This page is specifically for the documentation of 'make- up' hours. This is to enable the student to meet NMC requirement

by compensating for hours that have been missed through sickness/absence.

Total number of make-up hours [should not exceed 80] ___________________ Mentor’s signature_____________________________ Date ______________

Date Hours Worked Name of hub/spoke/ Visit area where hours made up


Date Hours Worked Name of hub/spoke/ Visit area where hours made up


PHOTOCOPY THIS PAGE AND STAPLE TO ELECTRONIC RECORD OF HOURS


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Final Interview [Hub]: Guidance notes

The Hub mentor and the student discuss the learning achieved on the placement and complete all relevant documentation, checking that:

Student self-assessment- has been completed

Outcomes/competencies: a grade has been assigned to each and signed by the mentor. If any outcomes have been identified as 'not achieved', a REFER21 grade is documented for the appropriate domain in the final interview section

OSCAs undertaken have been graded, signed and dated

Any outcomes achieved via simulation- section completed/ signed by mentor

Any outcomes not achieved are clearly identified in the REFER box alongside the signature. Reasons for referral are clearly stated in feedback section

Reflection on experience - at least two pieces of reflection of 500 words have been

completed. One reflection should demonstrate some understanding of the aetiology

of learning disability and the implications for care.

Record of Skills and Experience - entries have been made and signed in the range of experience log. Relevant skills undertaken have also been signed by appropriate staff

Medicines Management work - the student has maintained their drug diary

Testimonies of staff- the student should have obtained at least two testimonies from different people who have worked with them

Testimony from service user/client/relative -the mentor, or if appropriate the student may obtain a testimony for the student from someone they have cared for

Visit documentation- all visits have been recorded and feedback documented

Attendance record- all hours worked have been documented by student and signed by supervisors/mentors. Totals have been calculated and signed by mentor

Mentor details have been comprehensively completed [first page of this section]. NB: this is vital information to ensure validity of assessment

Final interview has been documented, and the final gradings are confirmed, dated and signed by the mentor

21 This is vital as the different domains comprise assessment for specific modules. Students may be referred in

one or more domains


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Final Interview -Placement 2

Student Self-Assessment

The student should assess their progress and achievements within the domains

Professional values

Communication and interpersonal skills

Nursing practice and decision making

Leadership, management and team working

My particular strengths

Areas I need to develop on next placement

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The Final Interview – PLACEMENT 2 [Hub] Student Name: ……………………………………… Student Number: ……………………………………………

Cohort: ……….…………………………………… Programme: …………………………………………………..

Hub Placement: ………………………………………

Mentors and students should review the student’s action plan(s) and evidence in all sections of the Ongoing Achievement Record. Mentors should complete this section

The following elements have been reviewed [Please circle/delete as appropriate]

Testimonies Yes / No Medicines management Yes / No

Reflection on Experience Yes / No Record of Visits Yes / No

Record of Skills in part B Yes / No Record of attendance verified Yes / No

Experience log in part B Yes / No

Has the student been involved in any accidents or incidents?

Yes / No

If Yes: Was SHU policy followed and form completed?

Yes / No

Record of any Outcomes/competencies achieved through simulation: PLACEMENT B

Domain Outcome numbers Mentor’s signature

1. Professional Values

2. Communication and interpersonal skills

3. Nursing practice and decision making

4. Leadership, management and Team working

Final Grading

Domain and module

Grading: Pass22 or Refer23

please delete appropriate

List outcomes not achieved

Mentor signature

1. Professional Values

[Links to all modules] Pass/ Refer

signature...............................

2. Communication and interpersonal skills [Links to all modules]

Pass/ Refer

signature...............................

3. Nursing practice and decision making

[Links to all modules]

Pass/ Refer

signature...............................

4. Leadership, management and Team working [Links to all modules]

Pass/ Refer

signature...............................

22 The student MUST have 'achieved' all the outcomes in the domain to be awarded a pass grade

23 If any outcomes in this domain are 'not achieved' then a REFER grade must be entered in the relevant domain. Please

specify the outcomes referred in the domain alongside the signature

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Final Interview -Placement 2

Name of Student....................................... Cohort..............................

Feedback from Hub Mentor

Please provide short, objective statements about the student's performance. These comments will

provide evidence of progress for the 'Sign Off' Mentor during the final placement. Comments will also

provide evidence for course summary/job references. If the student has been referred in any domain,

the reasons should be stated here

Professional values

E.g.: reliability, punctuality, professional appearance/behaviour

Communication and interpersonal skills

E.g.: relationships and communication with staff and clients/relatives


E.g.: standards of care, ability to use initiative, knowledge base

Leadership, management and team working

E.g.: self-management, organisational skills, team working, ability to prioritise

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Final Interview Placement 2 continued

Name of Student....................................... Cohort..............................

Feedback from Hub Mentor continued

Particular strengths

Areas for development in next placement

Further comments

Signature of mentor……………………………………

Date………………………..

Signature of student…………………………………..

Date………………………..

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Section 3

The following pages to be completed in University by the Academic

Advisor/Lecturers.

1. RECORD OF PROGRESS REVIEW WITH ACADEMIC ADVISOR AFTER

PLACEMENT 2 [HUB PLACEMENT] AND PRIOR TO SPOKE PLACEMENT

2. RECORD OF PLAN OF ACTION IF NURSING OUTCOMES HAVE NOT BEEN MET

3. ADMINISTRATION OF MEDICINES’ OSCA SIMULATION if not completed at

HUB

4. RECORD OF CONFIRMATION OF ACHIEVEMENT OF SPOKE PLACEMENT and YEAR 2/STAGE 2.


74

1. RECORD OF PROGRESS REVIEW WITH ACADEMIC ADVISOR AFTER

PLACEMENT 2 [HUB } AND PRIOR TO SOCIAL WORK [SPOKE] PLACEMENT

The student will meet with their academic advisor during the initial campus learning weeks after the Hub placement. This will be prior to commencing the spoke placement. The Academic Advisor [Personal teacher] and student should review the student's progress during the Hub placement and discuss priorities.

Hub. Check that all outcomes have been achieved

24

Domains 1,2 3 & 4

YES/ NO

Signature of academic advisor

Other Items to be checked Action and/or Comments

Part A CAD checked and correctly completed [including mentor details]

Yes / No

Record of Attendance has been completed and signed

Yes / No

At least 2 written pieces of reflection

on experience produced in CAD and

have been signed by mentor

Yes / No

One reflection demonstrates some

understanding of the aetiology of

learning disability and the

implications for care.

Yes / No

OSCAs successfully completed? If no - arrangements will be made to complete in University.

Yes / No

The student has obtained at least two testimonies?

Yes / No

Medicines management Yes / No

Part B. Record of Skills completed. Yes / No

Part B. Log of experiences completed

Yes / No

Systems of eCare completed Yes / No

Electronic Placement Evaluation completed

Yes / No

Discuss requirements for Spoke Placement (social work) a. Completion of Spoke Practice

Learning Assessment Documentation (Social Work). b. To meet with allocated Spoke Mentor for due regard

Yes / No

Name of Academic advisor

Date Signature of academic advisor

24 NB: The relevant module leaders, level manager and course leader should be informed where all outcomes have not

been achieved to determine action plan


75

2. RECORD of plan of action if nursing outcomes have not been met at first attempt.

Outcomes to be achieved during REFER attempt.

(These should also be recorded in the separate ‘Refer Competency Assessment Documentation’ for year 2)


25

Record Yes /No please delete appropriate

Outcome and elements [please identify and list the specific number of the outcome and related elements to be achieved]

Domain 1 Professional Values YES/NO

Domain 2 Communication and Interpersonal skills YES/NO

Domain 3 Nursing practice and decision making YES/NO

Domain 4 Leadership, management and team working YES/NO

Name of Academic advisor Signature of academic advisor

Date

Please record planned dates and placement area for Refer attempt NB There is a separate Year 2 Part A Competency Assessment Document (CAD) to be completed for a REFER attempt

Placement Name

Planned dates of attendance.




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Recording of simulation completed in University for a student

unable to complete Administration of Medicines OSCA on

placement

This can be the administration of several drugs to a single individual or a single medication

to 3 separate people. A minimum of 3 different drugs should be administered, with a

maximum of 6. If all oral medications, then the number given should be at the upper limit, if

different routes are being used, then the lower limit is sufficient

Administration of Medicines OSCA Criteria

Criteria First

observati

on

Second

observati

on

Please indicate whether the student has performed the following by using tick/cross:

√ for Yes=1 X for No

√ for Yes=1 X for No

1. Introduces self as a student and gains consent [Domain 1, outcome 1, 2, 3; Domain 2, outcomes 1 and 2]

2. Prepares appropriately

Self: washes hands using correct technique. Dons gloves/apron if indicated

Prepares equipment appropriately

Prepares patient and environment [Domain 3, outcomes1 and outcome 4]

3. Assesses patient through observation and questioning: eg side effects/adverse effects/ need for PRN drugs [Domain 2, outcome 2; domain 3, outcomes 1, 2]

4. Checks all sections of prescription sheet and

correctly identifies medication due [date/time]

name of patient

allergies,

once only, prn and regular sections etc [Domain 1, outcome 1, domain 2, outcome 3; domain 3, outcome 1]

5. Checks all the elements of the prescription

correctly

Name and dose of drug

Route and form of the drug

Prescription signed and dated

Drug has not already been given [Domain 1, outcome 1, domain 2, outcome 3; domain 3, outcome 1]


77

6. Selects correct medication and checks against

prescription, checks expiry dates

[if a foil/blister pack, or an ampoule within a box,

removes and checks this separately]


7. Dispenses/draws up correct dose using non-touch

technique [Domain 3, outcome 1; domain 3, outcome 4]

8. Checks identity of patient according to Trust

policy. Compares to prescription

[Domain 1, outcome 1,: domain 2, outcome 2; domain 3,

outcomes 1, 4]

9. Administers medication safely and appropriately

eg:

uses correct technique,

ensures any specific pre-checks required,

maintains privacy and dignity

offers assistance if required,

offers a drink if oral medication/food if required [Domain 3, outcome 1; domain 3, outcome 4]

10. Signs prescription sheet for every medication

given, or inserts correct code for medicines omitted


11. Ensures that cupboards/trolley etc is locked when

finished [Domain 1, outcome 1,doman 3, outcome 1]

12. Responds and communicates appropriately with the patient [and carer if present] throughout [Domain 1, outcomes 1,2 , 3; domain 2, outcomes 1, 2]

13. Disposes of equipment appropriately [Domain 3, outcome 4]

14. Washes hands using correct technique [Domain 3, outcome 4]


Student can identify the nature of the drugs given eg diuretic/ antibiotic etc [Domain 3, outcome 1]

6 marks available for this item


Student can explain how the drugs work

[Domain 3,outcome 1]


17. Assessor asks questions about rationale for drugs Student can explain reason for the drugs being prescribed for this patient [Domain 3, outcomes 1, 2, 3, 4]


18: Assessor asks about risks of drugs given Student can identify some common contraindications, potential side effects and interactions and nursing

8 marks available for this


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implications of drugs given [Domain 3,outcomes 1, 2, 3, 4, 6]

item

Please record Final Score out of possible 40. Identify

any critical items omitted


[must score at least 30 out of 40 to be satisfactory]

Items in bold [1 and 4-11] are critical criteria which the

student must achieve to be deemed satisfactory

Satisfacto

ry/ Un-

satisfacto

ry

Satisfacto

ry/

Unsatisfa

ctory

Title and Signature of observer

Please sign and date each observation in appropriate

column

Feedback [must be provided if unsatisfactory or less than 20]

First observation

Date

Second

observation

Date


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MAPPING SOCIAL WORK PLACEMENTTO NMC DOMAINS

Student to complete prior to meeting with Academic advisor

Student…………………………………………… Generic Social Work Placement Name…………………………………………………………..

Nursing Domain Reflective account of activities which evidence achievement of NMC domains. This can be done in bullet points or by mapping your critical reflections for Social work to the NMC domains. There must be evidence of which domain and outcome you feel you have met and how you can evidence this.

Professional values

Communication and Interpersonal skills


80


Leadership, Management and Team working


81

RECORD OF CONFIRMATION OF ACHIEVEMENT OF SPOKE PLACEMENT.The

Spoke mentor will confirm the following on completion of the Spoke Placement

Name of Student.................................................................... Cohort..............................

SPOKE PLACEMENT - The student has maintained the level of competence identified by the Hub mentor Yes/ No [please delete as appropriate]

Supporting Evidence - Practice Learning Assessment Document for Social Work –

outcomes achieved. Yes/ No [please delete as appropriate]

Name( in print) and signature of Spoke Mentor [Due regard]

The student will meet with an academic advisor in the campus week following the completion of their placement. The assessment process is only complete when the following have been confirmed and signed.


26 including Refer

attempt if applicable

Domains 1,2 3 & 4

YES/ NO


Other Items to be checked Action and/or Comments

Part A. CAD checked and correctly completed

27 with all requirements

completed

Yes / No

Part B: Record of skills completed Yes / No

Part B: Log of experiences completed

28

Yes / No

Attendance record checked Hub & Spoke

Yes / No

Systems of eCare completed Yes / No

Porfolio Review - (Ongoing Achievement Records)

Yes / No

Name of Academic advisor Date Signature of academic advisor

NB Academic Advisor to record Grades on Module Blackboard sites for 'Integrating the Science of

Nursing and Social Work,’ 'Developing Relationship Centred Care in Nursing and Social Work: Science and Practice' and 'Application of the Science and Practice of Public Health (Nursing and Social Work)'.



27 If not complete, student to return to placement area for completion

28 It is vital that Academic advisors check this. The NMC identify a specific range of experiences/ client groups

student must achieve by the end of course. Emphasise importance to students- See guidance OAR part B


82

End of Year 2/Stage 2 Portfolio Review There are a number of competencies which the student must achieve by the end of the programme, for entry to the register. In your final placement, the sign off mentor will require evidence that these have been achieved. Therefore, it is vital that at the end of stage 2, the student and Academic Advisor review evidence and the student formulates an action plan to prioritise the competencies still needed to meet NMC [2010] requirements. When the student meets with their academic advisor, as well as reviewing the CAD and verifying the Assessment results, the Academic Advisor and student should review the student's portfolio of evidence. This will require the student to bring to the meeting all evidence accumulated thus far. The checklist on the following page should be completed in partnership.

Record of Skills and experience [ROSE] Skills development: The skills identified in the ROSE give an indication of the range of experiences that students may be exposed to and develop. Whilst it is not a requirement that students will achieve all of them, it is recommended that by the end of the programme, students should be able to consistently perform many of the skills identified in the ROSE with minimal supervision. Where there are significant gaps in skills, these should be identified as they may provide a focus for skills development during the final placement. All students [all fields], Academic Advisors and mentors should pay particular to those skills identified by the NMC [2010] as 'Essential Skills Clusters', relating to infection prevention and control, nutrition and fluid management and medicines management. These are indicated by the abbreviation ESC and a number after them, eg [ESC 31]. Any gaps in these particular skills identified by NMC [2010] should be identified, so they can be prioritised and strategies to achieve these during Placement C should be discussed. Students should document these in an action plan Log of experiences: the NMC [2010] identify a range of competencies that all nurses, regardless of their field of practice, must achieve. Students should therefore have been gathering evidence of other fields of practice and logging these experiences Again, gaps in experience should be identified and strategies to gain these competencies during placement C discussed. Students should include these in their action plan

Competency Assessment Documents [CADs] It is important to review these for both Placements A and B, focusing upon positive feedback from mentors as well as that which identifies areas for further development. However, it is also essential that student reflections are reviewed as, by the end of the

programme, students need to have completed 4 pieces of reflection, relating to each of the

other fields. These not only provide evidence for the sign off mentor, but also contribute to

meeting EU requirements along with the All fields e-learning that students must complete.

An action plan for Placement C should be developed for any missing reflections.


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End of Year 2 / Stage 2 Portfolio Review

Items to be reviewed Comments by Academic advisor

Record of Skills and experience

Range of Skills developed.

Essential Skills Clusters

All fields work

Mother and child experiences logged and reflective piece written

Physical Health experiences logged and reflective piece written

Progressive illness, death, loss or bereavement experiences logged

Child experiences logged and reflective piece written

Mental Health experiences logged and reflective piece written

Competency Assessment Documents

Feedback from mentors-Strengths and areas for development

Attendance - Number of actual hours completed [make up hours required?]

Mapping of PCF to NMC domains

Name of Academic advisor Date



84

Priorities for Final Placement Following the review of achievements and portfolio review with Academic Advisor, the student should identify their priorities for Placement C. These may relate to Essential Skills Clusters or End of Life Care in the Record of Skills and Experience, or 'All fields experience', that is required by the end of the programme. It may be that reflections upon experience could be improved, for example by the inclusion of more supportive references, or mentors may have identified an area of practice where the student needs to particularly develop. In addition, discussion of the student's attendance and whether any make up time is required would be useful. It is expected that, wherever possible, students will make up clinical hours missed whilst they are on placement. It is important to note that additional placement time may only be available where students have more than 80 hours to make up and this may be at the end of the course, which may delay registration. Identifying priorities here, will help when setting goals