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The School Of Nursing And Midwifery.

Pre–Registration Postgraduate Diploma in Nursing (Adult)

ASSESSMENT OF PRACTICE RECORD

PART 3

Unit 4: SNM620 Transition to Practice – Managing and Organising Care

Student Details

NAME :

REGISTRATION NUMBER :

PROGRAMME CODE :

COHORT :

PERSONAL TEACHER :

ASSESSMENT OF PRACTICE RECORD – UNIT 4 University of Sheffield School of Nursing and Midwifery Pre-registration Postgraduate Diploma in Nursing

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PRE–REGISTRATION POSTGRADUATE DIPLOMA IN NURSING (ADULT)

ASSESSMENT OF PRACTICE RECORD

PART 3

UNIT 4: SNM620

Student Details

NAME:

COHORT:

I understand that this booklet may be reviewed by my mentor, the programme leader, my personal teacher, the link lecturer, the learning environment manager, the external examiner and all subsequent mentors.

Signature of Student Date

Competence Evidence of attainment of competence is required for entry to the NMC register. Competence is regarded by the Nursing and Midwifery Council as a holistic concept that they define as “The combination of skills, knowledge and attitudes, values and technical abilities that underpin safe and effective nursing practice and interventions” (Adapted from Queensland Nursing Council 2009)] Primary Mentor

The allocated mentor must be a first level registered nurse whose name appears on the ‘Live Register of Mentors’. This mentor is required to assess and sign the record of assessment for each outcome/standard of proficiency and to indicate on the assessment form the result i.e. Progressing /Not Progressing, Pass/Fail for each competency statement. The mentor should be available for the

student for at least 40% of the duration of the practice learning experience. The mentor for this practice learning experience must be prepared as a sign-off mentor. Associate Mentors An associate mentor is an appropriately qualified practitioner who accepts delegated responsibility for the supervision and support of the student in the absence of the student’s primary mentor. UoS Tutor The named university contact that provides support to mentors and students in the practice setting

Learning Environment Manager The person responsible for the quality of the learning environment and for liaison with the UoS Tutor.


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SIGNATURES AND ASSESSMENT OF PRACTICE BOOKLETS.

All students intending to join the health professions must be aware of the importance of accurate record-keeping and the need for ethical conduct in connection with signatures. Please ensure that attendance and performance during a practice learning experience is confirmed in the Assessment of Practice Record by the signature of each of your mentors and by submission of the Booklet, when required, for signature by your Personal Tutor. Any difficulty in obtaining the signature of a mentor must be discussed with your UoS Tutor or personal teacher prior to the submission date. Please be aware that the forgery of a signature is a very serious disciplinary matter. It is likely to lead to the student being charged under the Discipline Regulations of the University. Because you are undertaking a programme leading to professional registration this may involve the Fitness to Practice Committee. The University Discipline Committee will take a serious view when deciding the penalty for such misconduct. The School of Nursing and Midwifery may, in addition, be obliged to advise the Nursing and Midwifery Council that a student found to have forged a signature, is not of good character. The student could then be refused registration as a nurse or midwife. WANT TO KNOW MORE?

The Code (NMC 2008) Guide for students of Nursing and Midwifery (NMC 2008) Fitness to practice guidelines at www.sheffield.ac.uk/ssid/procedures/fitness

PLEASE DO NOT USE CORRECTION FLUID ON THIS BOOKLET

Any errors should be crossed with a single line and signed by both

the student and the mentor.


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INSTRUCTIONS FOR MENTORS, STUDENTS AND LECTURERS

INSTRUCTIONS FOR MENTORS, STUDENTS AND LECTURERS

This Practice Assessment Record contains the specific competence-based outcomes by which the student’s practice is assessed.

When the Mentor is satisfied that a student has achieved a specific competency statement safely, effectively and consistently to the required standard, that statement should be accredited with a “PASS”.

If the student has not achieved the competence statement to the Mentor’s satisfaction, the Mentor should mark a “FAIL” grade against that competency statement.

If an opportunity to demonstrate the competency has not been available, simulation may be used to facilitate acquisition.

Assessment of the student’s level of achievement should draw on a variety of evidence :

1. Direct observation by a first level registered nurse who is eligible to have his/her name recorded on the ward/Placement’s Live Register of Mentors

2. Question and answer session to assess underpinning knowledge.

3. Reflective discussions between student and Mentor regarding their progress.

4. Testimony from registered nurse or other member of the multi-disciplinary/ multi-agency team.

5. Simulation.

6. Clinical Skills Passport

A final report on the student’s conduct, attitude and motivation as a potential future member of the profession must also be completed.

Mentors and/or students should contact the Learning Environment Manager, UoS Tutor and/or the student’s Personal Teacher for any advice and support required.

The Nursing and Midwifery Council requires pre-registration students’ to maintain an evidence-based portfolio during clinical practice and record practice experience relevant to achievement of the EU directives. These should be used to provide supplementary evidence substantiating the claim to proficiency along with the clinical skills passport and will be reviewed by Personal Teacher at the end of Units 1, 2, 3 & 4.

IN ALL PRACTICE LEARNING EXPERIENCES THE STUDENT:

Day 1 Completes documentation for ORIENTATION - PART 1

Day 1 Organises an appointment for the initial interview.

Week 1 Completes documentation for ORIENTATION - PART 2

PRACTICE LEARNING EXPERIENCE SUPPORT PROCESS:

This practice learning experience is in 2 parts one is in primary care and the other in secondary care. Each of these experiences should have the following:

INITIAL INTERVIEW:

The mentor and the student identify and discuss the student’s personal learning objectives and document action plans to enable the student to achieve the


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competencies, utilising any specific practice learning opportunities.

SUBSEQUENT WEEKS:

The student works with the mentor (and/or other first level nurses/appropriate health care professionals) to develop the requisite knowledge, skills and attitudes necessary to demonstrate the achievement of the competencies.

INTERMEDIATE FORMATIVE ASSESSMENT:

The student and mentor should arrange an assessment interview at the mid-point of the practice learning experience. The student should then complete the self-assessment immediately preceding the interview. Following discussion, the results of the assessment must then be entered, ‘progressing/not progressing’ by initialling each competency, under the ‘intermediate’ column by the mentor.

Supplementary evidence should be reviewed at the intermediate formative assessment interview.

If the student is not considered to be progressing the Learning Environment Manager and UoS Tutor must be notified. Following discussion between the mentor, the student and the UoS Tutor a joint plan of action must be identified offering specific guidance and support to the student whilst they attempt to meet the required competency based outcomes.

FINAL SUMMATIVE ASSESSMENT:

The student and mentor should arrange an assessment interview in the final weeks of the practice learning experience. The results of the assessment must be entered, ‘Pass/Fail’ by initialling each competency statement, under the ‘Final’ column by the mentor. All documentation must be completed before the student’s final working day on the placement.

Supplementary evidence:

PORTFOLIO

EU DIRECTIVES

CLINICAL SKILLS PASSPORT

Should be reviewed at the final summative assessment interview and verification of this should be recorded.

The Learning Environment Manager/UoS Tutor should be informed of any student failing to achieve the required competencies.

REFLECTIVE PROGRESS REVIEWS:

Meetings should be arranged between the student and the mentor as appropriate, action plans developed and documented. Reflective progress reviews may also be undertaken in partnership with the UoS Tutor as deemed appropriate and the Learning Environment Manager advised of any student deemed not to be progressing.

ON COMPLETION OF THE PRACTICE LEARNING EXPERIENCE:

All students must submit their Assessment of Practice Record on the date identified on the assessment calendar. Failure to do so may constitute a FAIL.

All students must make arrangements to see their Personal Tutor to discuss the outcome of their clinical assessment as soon after their practice learning experience as is reasonably practicable.

STUDENTS AND UNTOWARD INCIDENTS


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In the event that the students is involved in or witness to an untoward incident the mentor should: Keep the student informed of how the incident is to be managed

Keep the student informed of the progress of management procedures

Ensure the student is de-briefed

Inform the UoS Tutor who will ensure any required university procedures are instigated

Keep a record of this in the reflective progress interview section of THIS BOOKLET


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ORIENTATION - PART 1

To be completed by the student and verified by their mentor on their first working day

NAME:.................................................................................................................................................

COHORT:........................................................ ACADEMIC BASE.....................................................

PLACEMENT(S):......................................................................................................................................

DATES FROM:...........................................................TO:.................................................................

LEARNING ENVIRONMENT MANAGER: .........................................................................................

UNIVERSITY OF SHEFFIELD TUTOR:..................................................

Contact Number...............………………….

PERSONAL TEACHER: ................................................Contact Number….……………………………

PLACEMENT SIGN OFF MENTOR : ........................................……Contact Number……………………………….

Sign off Mentor’s Signature

(and PRINT)

Date of last update Date of last Triennial Review

Sign off Mentor’s Signature

(and PRINT)


Aspiring sign off Mentor’s Signature

(and PRINT)


Associate Mentor’s Signature

(and PRINT)


1) I know my responsibilities in the event of a fire, cardiac arrest or an emergency.

2) I have been shown the layout of the ward/area (including fire and resuscitation equipment).

3) I know my responsibilities with regard to health and safety at work.

4) I have been instructed in moving and handling patients in this area.

5) I know my responsibilities in respect of data protection and confidentiality.

Signature of Student .............................................................. Date....................... ............................

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


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ORIENTATION - PART 2

To be completed during the first week

I have been shown the following:

1) The procedure for receiving and referring messages and enquiries.

2) Practice area policy /procedure for the administration of medicines.

3) Practice area policies and procedures.

4) Practice area profile and learning opportunities.

Signature of Student .............................................................. Date................................................

_____________________________________________________________________________


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INITIAL INTERVIEW

Please record the student’s personal learning objectives for this placement, the learning objectives expected/suggested by the mentor, and action plans to achieve these personal objectives and the required outcomes/competencies.

Student’s personal learning objectives (Refer to Clinical Skills Passport and Personal Development Plan) :

Student’s action plan

Mentor’s expectations/suggestions: Mentor’s action plan

Signature of Mentor Signature of Student:

Date Date


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Comments of UoS Tutor

Signature Date


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INTERMEDIATE INTERVIEW

This interview should be completed prior to the student starting the critical care pathway

Please record your Intermediate meeting with the student, identifying the student’s strengths and limitations. The initial action plan should be carefully reviewed and a new action plan developed and demonstrated. Student review of own progress and achievement of learning objectives

Mentor’s review of student’s progress and achievement of learning objectives

Learning objectives for student from this point forward

Student’s action plan

In the event that the student is assessed as not progressing an action plan must be written by the Mentor/Link lecturer and documented in the reflective progress interviews noting : Issues of concern Action plan Review date If the student is assessed as not progressing due to a lack of opportunity please contact the UoS Tutor lecturer. Clinical Skills Passport reviewed

Mentor’s Initials

Reflective Entries discussed

Mentor’s Initials

Signature of Mentor Signature of Student:

Date Date


Signature Date


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Pre-Registration Postgraduate Diploma in Nursing (Adult)

Intermediate Interview Professional Behaviours

Excellent Good Poor

1. Observation of punctuality/timekeeping

2. Reliability in carrying out care within expected capability

3. Reception of feedback

4. Respect for colleagues and their professional experience and opinions

5. Verbal and non-verbal inter-active skills within the context of care situations

6. Attending to client needs and requests within expected capability

7. Recognition of own limitations within expected capability

8. Observation of dress code

9. Consistency of efforts to achieve the requisite standards of care

10. Communication with clients and their significant others within expected capability

11. Ability in relating with colleagues and working as a member of the team

12. Observation of anti-discriminatory, anti-oppressive and ethical practices

There is an expectation that students demonstrate a high standard in professional behaviours throughout this programme. Any professional behaviours marked as poor/very poor should be related to relevant proficiencies which should be identified as not progressing and an action plan developed with the assistance of the University of Sheffield Link Lecturer.


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Date

REFLECTIVE PROGRESS REVIEWS

Please record your reflective progress reviews clearly identifying your personal learning and document action plans for further development. You may find it helpful to use a reflective model to provide structure to your account.

Signatures of Mentor and

Student


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Date


Please record your reflective progress reviews clearly identifying your personal learning and document action plans for further development. You may find it helpful to use a reflective model to provide structure to your account


Student


15

Date


Please record your reflective progress reviews clearly identifying your personal learning and document action plans for further development. You may find it helpful to use a reflective model to provide structure to your account


Student


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Competency

Results

UNIT 4: SNM 620 TRANSITIONS TO PRACTICE-ORGANISING AND MANAGING CARE

PART 3 Unit 4

Competencies are to be achieved within the context of the care delivery setting with minimal supervision of a First Level Registered Nurse.

Initial these columns following direct observation, question and answer technique and review of evidence with the student.

1. PROFESSIONAL / ETHICAL PRACTICE

Intermediate P – Progressing

NP – Not Progressing

Final

Self

Mentor

Please sign and date each proficiency

P

NP

P

NP

PASS

FAIL

1.1. CARE COMPASSION AND COMMUNICATION

1.1.1 Acts as a role model in promoting a professional image.

1.1.2. Acts as a role model in developing trusting relationships, within professional boundaries.

1.1.3. Uses professional support structures to develop self awareness, challenge own prejudices and enable professional relationships, so that care is delivered without compromise.

1.1.4. Ensures access to independent advocacy.

1.1.5. Recognises situations and acts appropriately when a person’s choice may compromise their safety or the safety of others.

1.1.6. Uses strategies to manage situations where a person’s wishes conflict with nursing interventions necessary for the person’s safety.

1.1.7. Acts with dignity and respect to ensure that people who are unable to meet their activities of living have choices about how these are met and feel empowered to do as much as possible for themselves.

1.1.8. Acts professionally to ensure that personal judgements, prejudices, values, attitudes and beliefs do not compromise care.


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1. PROFESSIONAL / ETHICAL PRACTICE (Cont.)



Final

Self

Mentor


P

NP

P

NP

PASS

FAIL

1.1 CARE COMPASSION AND COMMUNICATION (Cont.)

1.1.9. Upholds people’s legal rights and speaks out when these are at risk of being compromised.

1.1.10. Is acceptant of differing cultural traditions, beliefs, UK legal frameworks and professional ethics when planning care with people and their families and carers.

1.1.11. Acts professionally and autonomously in situations where there may be limits to confidentiality, for example, public interest and protection from harm.

1.1.12. Works within the legal frameworks for data protection including access to and storage of records.

1.1.13. Acts within the law when confidential information has to be shared with others.

1.1.14. Uses helpful and therapeutic strategies to enable people to understand treatments and other interventions in order to give informed consent.

1.1.15. Works within legal frameworks when seeking consent.

1.1.16. Assesses and responds to the needs and wishes of carers and relatives in relation to information and consent.

1.1.17. Demonstrates respect for the autonomy and rights of people to withhold consent in relation to treatment within legal frameworks and in relation to people’s safety.

1.2. ORGANISATIONAL ASPECTS OF CARE

1.2.1. Recognises and responds when people are in vulnerable situations and at risk, or in need of support and protection.

1.2.2. Shares information safely with colleagues and across agency boundaries for the protection of individuals and the public.

1.2.3. Makes effective referrals to safeguard and protect children and adults requiring support and protection.


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Final

Self

Mentor


P

NP

P

NP

PASS

FAIL

1.2 ORGANISATIONAL ASPECTS OF CARE (Cont.)

1.2.3. Supports people in asserting their human rights

1.2.4. Challenges practices which do not safeguard those in need of support and protection.

1.2.5. Works within the requirements of the code (NMC 2008) in delegating care and when care is delegated to them.

1.2.6. Takes responsibility and accountable for delegating care to others.

1.2.7. Prepares, supports and supervises those to whom care has been delegated.

1.2.8. Works within legal and ethical frameworks to promote safety and positive risk taking.

1.2.9. Works within policies to protect self and others in all care settings including in the home care setting.

1.2.10. Takes steps not to cross professional boundaries and put self or colleagues at risk.

1.3 INFECTION PREVENTION AND CONTROL

1.3.1. Works within the code (NMC 2008) and in keeping with the Guidance on professional conduct for nursing and midwifery students (NMC 2010) and in collaboration with people and their carers to meet responsibilities for prevention and control of infection.

1.4 NUTRITION AND FLUID MANAGEMENT

1.4.1. Challenges others who do not follow procedures with regard to patient nutrition.

1.4.2. Works within legal and ethical frameworks taking account of personal choice with regard to diet and fluids


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Final

Self

Mentor


P

NP

P

NP

PASS

FAIL

1.5 MEDICINES MANAGEMENT

1.5.1. Fully understands all methods of supplying medicines, for example, Medicines Act exemptions, patient group directions (PGDs), clinical management plans and other forms of prescribing.

1.5.2. Fully understands the different types of prescribing including supplementary prescribing, community practitioner nurse prescribing and independent nurse prescribing.

1.5.3. Applies legislation to practice to safe and effective ordering, receiving, storing administering and disposal of medicines and drugs, including controlled drugs in both primary and secondary care settings and ensures others do the same.

1.5.4. Questions, critically appraises, takes into account ethical considerations and the preferences of the person receiving care and uses evidence to support an argument in determining when medicines may or may not be an appropriate choice of treatment.

1.5.5. Works within national and local policies and ensures others do the same.

Comments:


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Competencies

Results


PART 3 Unit 4



2. CARE DELIVERY



Final

Self

Mentor


P

NP

P

NP

PASS

FAIL


2.1.1. Recognises and acts to overcome barriers in developing effective relationships with service users and carers.

2.1.2. Is sensitive and empowers people to meet their own needs and make choices and considers with the person and their carer(s) their capability to care.

2.1.3. Works autonomously, confidently and in partnership with people, their families and carers to ensure that needs are met through care planning and delivery, including strategies for self care and peer support.

2.1.4. Actively helps people to identify and use their strengths to achieve their goals and aspirations

2.1.5. Is proactive in promoting and maintaining dignity.

2.1.6. Acts autonomously to challenge situations or others when someone’s dignity may be compromised.

2.1.7. Uses appropriate strategies to empower and support patient choice.

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


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2. CARE DELIVERY (Cont.)



Final

Self

Mentor


P

NP

P

NP

PASS

FAIL

2.1. CARE COMPASSION AND COMMUNICATION (Cont.)

2.1.9. Makes appropriate use of touch.

2.1.10. Listens to, watches for, and responds to verbal and non-verbal cues.

2.1.11. Engages with people in the planning and provision of care that recognises personalised needs and provides practical and emotional support.

2.1.12. Recognises circumstances that trigger personal negative responses and takes action to prevent this compromising care.

2.1.13. Acts autonomously to reduce and challenge barriers to effective communication and understanding.

2.1.14. Is proactive and creative in enhancing communication and understanding.

2.1.15. Uses the skills of active listening, questioning, paraphrasing and reflection to support a therapeutic intervention.


2.2.1. In partnership with the person, their carers and their families, makes a holistic, person centred and systematic assessment of physical, emotional, psychological, social, cultural and spiritual needs, including risk, and together, develops a comprehensive personalised plan of nursing care.

2.2.2. Acts autonomously and takes responsibility for collaborative assessment and planning of care delivery with the person, their cares and their family.

2.2.3. Applies research based evidence to practice.

2.2.4. Works within the context of a multi-professional team and works collaboratively with other agencies when needed to enhance the care of people, communities and populations.


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Final

Self

Mentor


P

NP

P

NP

PASS

FAIL


2.2.5. Promotes health and well-being, self care and independence by teaching and empowering people and carers to make choices in coping with the effects of treatment and the ongoing nature and likely consequences of a condition including death and dying.

2.2.6. Uses a range of techniques to discuss treatment options with people.

2.2.7. Discusses sensitive issues in relation to public health and provides appropriate advice and guidance to individuals, communities and populations for example, contraception, substance misuse, smoking, obesity.

2.2.8. Measures, documents and interprets vital signs and acts autonomously and appropriately on findings.

2.2.9. Provides safe and effective care in partnership with people and their carers within the context of people’s ages, conditions and developmental stages.

2.2.10. Detects, records and reports if necessary, deterioration or improvement and takes appropriate action autonomously.

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

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

2.2.13. Works within legal frameworks and applies evidence based practice in the safe selection and use of medical devices.


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Final

Self

Mentor


P

NP

P

NP

PASS

FAIL


2.2.14. Safely uses and maintains a range of medical devices appropriate to the area of work, including ensuring regular servicing, maintenance and calibration including reporting adverse incidents relating to medical devices.

2.2.15. Keeps appropriate records in relation to the use and maintenance of medical devices and the decontamination processes required as per local and national guidelines.

2.2.16. Explains the devices to people and carers and checks understanding.

2.2.17. Works within legal frameworks and applies evidence based practice in the safe selection and use of medical devices.

2.2.18. Safely uses and maintains a range of medical devices appropriate to the area of work, including ensuring regular servicing, maintenance and calibration including reporting adverse incidents relating to medical devices.

2.2.19. Keeps appropriate records in relation to the use and maintenance of medical devices and the decontamination processes required as per local and national guidelines.

2.2.20. Explains the devices to people and carers and checks understanding.

2.3. INFECTION PREVENTION AND CONTROL

2.3.1. In partnership with people and their carers, plans, delivers and documents care that demonstrates effective risk assessment, infection prevention and control.

2.3.2. Identifies, recognises and refers to the appropriate clinical expert.

2.3.3. Explains risks to people, relatives, carers and colleagues and educates them in prevention and control of infection.


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Final

Self

Mentor


P

NP

P

NP

PASS

FAIL

2.3 INFECTION PREVENTION AND CONTROL (Cont.)

2.3.4. Recognises infection risk and reports and acts in situations where there is need for health promotion and protection and public health strategies.

2.3.5. Recognises and acts upon the need to refer to specialist advisers as appropriate.

2.3.6. Assesses the needs of the infectious person, or people and applies appropriate isolation techniques.

2.4. NUTRITION AND FLUID MANAGEMENT

2.4.1. Uses knowledge of dietary, physical, social and psychological factors to inform practice being aware of those that can contribute to poor diet, cause or be caused by ill health.

2.4.2. Supports people to make appropriate the choices and changes to eating patterns, taking account of dietary preferences, religious and cultural requirements, treatment requirements and special diets needed for health reasons.

2.4.3. Refers to specialist members of the multi-disciplinary team for additional or specialist advice.

2.4.4. Discusses in a non-judgemental way how diet can improve health and the risks associated with not eating appropriately.

2.4.5. Provides support and advice to carers when the person they are caring for has specific dietary needs.

2.4.6. Uses negotiating and other skills to encourage people who might be reluctant to drink to take adequate fluids.

2.4.7. Identifies signs of dehydration and acts to correct these.

2.4.8. Ensures appropriate assistance and support is available to enable people to eat.


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Final

Self

Mentor


P

NP

P

NP

PASS

FAIL

2.4 NUTRITION AND FLUID MANAGEMENT

2.4.9. Ensures that appropriate food and fluids are available as required.

2.4.10. Takes action to ensure that, where there are problems with eating and swallowing, nutritional status is not compromised.

2.4.11. Understands and applies knowledge of intravenous fluids and how they are prescribed and administered within local administration of medicines policy.

2.4.12. Monitors and assesses people receiving intravenous fluids.

2.4.13. Documents progress against prescription and markers of hydration.

2.4.14. Monitors infusion site for signs of abnormality, and takes the required action reporting and documenting signs and actions taken.

2.5. MEDICINES MANAGEMENT

2.5.1. Is competent in the process of medication-related calculation in nursing field involving: tablets and capsules liquid medicines injections IV infusions unit dose sub and multiple unit dose Complex calculations SI unit conversion All calculations must be 100% correct

2.5.2. Applies knowledge of basic pharmacology, how medicines act and interact in the systems of the body, and their therapeutic action.

2.5.3. Understands common routes and techniques of medicine administration including absorption, metabolism, adverse reactions and interactions.


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Final

Self

Mentor


P

NP

P

NP

PASS

FAIL

2.5 MEDICINES MANAGEMENT (Cont.)

2.5.4. Safely manages drug administration and monitors effects.

2.5.5. Safely and effectively administers and, where necessary, prepares medicines via routes and methods commonly used and maintains accurate records.

2.5.6. Works with people and carers to provide clear and accurate information.

2.5.7. Gives clear instruction and explanation and checks that the person understands the use of medicines and treatment options.

2.5.8. Assesses the person’s ability to safely self-administer their medicines.

2.5.9. Assists people to make safe and informed choices about their treatment

Comments:


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Competencies

Results


YEAR 2 Unit 4



3. CARE MANAGEMENT



Final

Self

Mentor


P

NP

P

NP

PASS

FAIL


3.1.1. Initiates, maintains and closes professional relationships with service users and carers.

3.1.2. Recognises and acts to overcome barriers in developing effective relationships with service users and carers

3.1.3. Initiates, maintains and closes professional relationships with service users and carers

3.1.4. Acts autonomously and proactively in promoting care environments that are culturally sensitive and free from discrimination, harassment and exploitation.

3.1.5. Manages and diffuses challenging situations effectively.

3.1.6. Consistently shows ability to communicate safely and effectively with people providing guidance for others.

3.1.7. Communicates effectively and sensitively in different settings, using a range of methods and skills.

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


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3. CARE MANAGEMENT (Cont.)



Final

Self

Mentor


P

NP

P

NP

PASS

FAIL

3.1 CARE, COMPASION AND COMMUNICATION (Cont.)

3.1.9. Uses appropriate and relevant communication skills to deal with difficult and challenging circumstances, for example, responding to emergencies, unexpected occurrences, saying “no”, dealing with complaints, resolving disputes, de-escalating aggression, conveying ‘unwelcome news’.

3.1.10. Recognises the significance of information and acts in relation to who does or does not need to know.

3.1.11. Acts appropriately in sharing information to enable and enhance care (carers, MDT and across agency boundaries).


3.2.1. Refers to specialists when required.

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

3.2.3. Works within a public health framework to assess needs and plan care for individuals, communities and populations.

3.2.4. Prioritises the needs of groups of people and individuals in order to provide care effectively and efficiently.

3.2.5. Works collaboratively with other agencies to develop, implement and monitor strategies to safeguard and protect individuals and groups who are in vulnerable situations.

3.2.6. Shares complaints, compliments and comments with the team in order to improve care.

3.2.7. Supports people who wish to complain.


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Final

Self

Mentor


P

NP

P

NP

PASS

FAIL

3.2 ORGNISATIONAL ASPECTS OF CARE (Cont.)

3.2.8. As an individual team member and team leader, actively seeks and learns from feedback to enhance care and own and others’ professional development

3.2.9. Works within ethical and legal frameworks and local policies to deal with complaints, compliments and concerns.

3.2.10. Actively consults and explores solutions and ideas with others to enhance care.

3.2.11. Challenges the practice of self and others across the multi-professional team.

3.2.12. Takes effective role within the team adopting the leadership role when appropriate.

3.2.13. Act as an effective role model in decision making, taking action and supporting others.

3.2.14. Works inter-professionally and autonomously as a means of achieving optimum outcomes for people.

3.2.15. Takes decisions and is able to answer for these decisions when required.

3.2.16. Bases decisions on evidence and uses experience to guide decision-making.

3.2.17. Manages time effectively

3.2.18. Negotiates with others in relation to balancing competing and conflicting priorities.

3.2.19. Demonstrates effective time management.

3.2.20. Prioritises own workload and manages competing and conflicting priorities.

3.2.21. Appropriately reports concerns regarding staffing and skill-mix and acts to resolve issues that may impact on the safety of service users within local policy frameworks.


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Final

Self

Mentor


P

NP

P

NP

PASS

FAIL


3.2.22. Recognises stress in others and provides appropriate support or guidance ensuring safety to people at all times.

3.2.23. Enables others to identify and manage their stress.

3.2.24. Participates in clinical audit to improve the safety of service users.

3.2.25. Assesses and implements measures to manage, reduce or remove risk that could be detrimental to people, self and others.

3.2.26. Assesses, evaluates and interprets risk indicators and balances risks against benefits, taking account of the level of risk people are prepared to take.

3.2.27. Selects and applies appropriate strategies and techniques for conflict resolution, de-escalation and physical intervention in the management of potential violence and aggression.

3.3. INFECTION PREVENTION AND CONTROL

3.3.1. Initiates and maintains appropriate measures to prevent and control infection according to route of transmission of micro-organism, in order to protect service users, members of the public and other staff.

3.3.2. Applies legislation that relates to the management of specific infection risk at a local and national level.

3.3.3. Adheres to infection prevention and control policies and procedures at all times and ensures that colleagues work according to good practice guidelines.

3.3.4. Challenges the practice of other care workers who put themselves and others at risk of infection.

3.3.5. Manages overall environment to minimise risk.


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Final

Self

Mentor


P

NP

P

NP

PASS

FAIL

3.3 INFECTION PREVENTION AND CONTROL (Cont.)

3.3.6. Ensures that people including colleagues are aware of and adhere to local policies in relation to isolation and infection control procedures.

3.3.7. Identifies suitable alternatives when isolation facilities are unavailable and principles have to be applied in unplanned circumstances

3.3.8. Acts as a role model to others and ensures colleagues work within local policy.

3.3.9. Manages hazardous waste and spillages in accordance with local health and safety policies and Instructs others to do the same

3.4. NUTRITION AND FLUID MANAGEMENT

3.4.1. Makes a comprehensive assessment of people’s needs in relation to nutrition identifying, documenting and communicating level of risk.

3.4.2. Seeks specialist advice as required in order to formulate an appropriate care plan.

3.4.3. Provides information to people and their carers.

3.4.4. Monitors and records progress against the plan.

3.4.5. Discusses progress and changes in condition with the person, carers and the multi-disciplinary team.

3.4.6. Acts autonomously to initiate appropriate action when malnutrition is identified or where a person’s nutritional status worsens, and report this as an adverse event

3.4.7. Works collaboratively with the person their carers and the multi-disciplinary team to ensure an adequate fluid intake and output.


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Final

Self

Mentor


P

NP

P

NP

PASS

FAIL

3.4 NUTRITION AND FLUID MANAGEMENT(Cont.)

3.4.8. Works collaboratively with the person their carers and the multi-disciplinary team to ensure an adequate fluid intake and output

3.4.9. Ensures provision is made for replacement meals for anyone who is unable to eat at the usual time, or unable to prepare their own meals.

3.5. MEDICINES MANAGEMENT

3.5.1. Fully understands all methods of supplying medicines, for example, Medicines Act exemptions, patient group directions (PGDs), clinical management plans and other forms of prescribing.

3.5.2. Fully understands the different types of prescribing including supplementary prescribing, community practitioner nurse prescribing and independent nurse prescribing.

3.5.3. Works confidently as part of the team and, where relevant, as leader of the team to develop treatment options and choices with the person receiving care and their carers.

3.5.4. Effectively keep records of medication administered and omitted, in a variety of care settings, including controlled drugs and ensures others do the same.

3.5.5.Reports adverse incidents and near misses.

Comments:


33

Competencies

Results


YEAR 2 Unit 4



4: PERSONAL AND PROFESSIONAL DEVELOPMENT

Self

Mentor


P

NP

P

NP

PASS

FAIL

4.1. Demonstrates clinical confidence through sound knowledge, skills and understanding relevant to field.

4.2. Is self aware and self confident, knows own limitations and is able to take appropriate action.

4.3. Has insight into own values and how these may impact on interactions with others.

4.4. Recognises and acts autonomously to respond to own emotional discomfort or distress in self and others.

4.5. Through reflection and evaluation demonstrates commitment to personal and professional development and life-long learning.

4.6. Actively responds to feedback.

4.7. Recognises and addresses deficits in knowledge and skill in self and others and takes appropriate action.

4.8. Inspires confidence and provides clear direction to others.

4.9. Reflects on and learns from safety incidents as an autonomous individual and as a team member and contributes to team learning.

4.10. Acts as a positive role model for others.

Comments:


34

Date

TESTIMONIES

This allows the opportunity for any registered nurse or Health Care Practitioner who has worked with a student to comment on the student’s progress towards achieving the outcomes/proficiencies.

Signature of HCPand role

The HCP’s writing the testimony should identify the number of hours contact they have had with the student and comment on the learning that took place.


35

Date

TESTIMONIES

This allows the opportunity for any registered nurse or Health Care Practitioner who has worked with a student to comment on the student’s progress towards achieving the outcomes/competencies.

Testimonies may be obtained from carers under the direct supervision of the mentor/associate mentor.

Signature of HCP and role



36

Date

TESTIMONIES


Testimonies may be obtained from carers under the direct supervision of the mentor/associate mentor




37

Date

TESTIMONIES





38

RECORD OF COMPETENCIES FAILED

Domain

(i.e. 1-4)

Competency Failed

Please state why the student failed to achieve:

Signature of Mentor Date

Signature of Student: Date

Signature of UoS Tutor

Date


39

RECORD OF COMPETENCIES NOT ACHIEVED DUE TO THE LACK OF OPPORTUNITY (and where simulation is inappropriate)

Domain

(i.e. 1-4)

Competencies not achieved Mentor’s signature

RECORD OF COMPETENCIES ACHIEVED THROUGH SIMULATION

Domain

(i.e. 1-4)

Competency Mentor’s signature


40

RECORD OF ATTENDANCE DURING CLINICAL PLACEMENT Name of Student:

Placement Location(s):

Intake

Full attendance on placement:

Yes No (Please tick)

Please record hours of attendance e.g. 07.30 – 15.00, study days (SD), and any sickness (S), absence (A), authorised special leave (SP), compassionate leave (CL) or bank holidays (BH). THE STUDENT MAY NEGOTIATE 5 ANNUAL LEAVE DAYS AND IS ENTITLED TO A TOTAL OF 10 STUDY DAYS DURING THIS PLACEMENT.

Week com

M

T

W

T

F

S

S

Weekly Total and

Mentor Initials

Start End Total

Start End Total

Start End Total

Start End Total

Start End Total

Start End Total

Start End Total

Start End Total

Start End Total

Start End Total

Start End Total


41

Start End Total

Start End Total

Start End Total

Start End Total

Total number of hours Night Duty undertaken during this practice learning experience ………………………… The hours worked as identified in the record of attendance and the night duty as listed above is an accurate record of attendance on this placement. Signature of Student: Date:

Verified by Mentor: Date:

Recorded on Database by:

Date:

PLEASE COMPLETE THE PLACEMENT EVALUATION AND SUBMITTED WITH THIS DOCUMENT

www.healthcareplacements.co.uk


42

Pre-Registration Postgraduate Diploma in Nursing (Adult)

Professional Behaviours: Final Interview

Excellent Good Poor

1. Observation of punctuality/timekeeping

2. Reliability in carrying out care within expected capability

3. Reception of feedback

4. Respect for colleagues and their professional experience and opinions

5. Verbal and non-verbal inter-active skills within the context of care situations

6. Attending to client needs and requests within expected capability

7. Recognition of own limitations within expected capability

8. Observation of dress code

9. Consistency of efforts to achieve the requisite standards of care

10. Communication with clients and their significant others within expected capability

11. Ability in relating with colleagues and working as a member of the team

12. Observation of anti-discriminatory, anti-oppressive and ethical practices

Any professional behaviours marked as poor/very poor should be related to relevant proficiency statements which should be identified as failed.

Record of discussion between student, mentor and personal UoS Tutor lecturer

Signature of student Date

Signature of mentor Date


Signature Date


43

UNIT 4 NAME: REGISTRATION NUMBER:

COHORT: PROGRAMME CODE:

PLACEMENT: FROM: TO:

FINAL INTERVIEW WITH SIGN OFF MENTOR

Mentor:

All competencies achieved: YES.........(Pass) NO............(Fail)

If the student has failed please complete the ‘Record of competencies failed’ or the ‘Record of competencies not achieved due to the lack of opportunity’ as applicable and inform the Learning Environment Manager.

Please verify the Record of Attendance. Clinical Skills Passport reviewed

Sign off Mentor’s Initials

Reflective Entries discussed

Sign off Mentor’s Initials

I certify that ………………………………. has/has not demonstrated the required knowledge, skills, attitudes and professional behaviours to warrant a pass grade as a potential future member of the profession based on the evidence herein. Signature of Sign Off Mentor:

Date:

Signature of Student:

Date:

Verified by Personal Teacher

Date:


Date:


44

REVIEW OF ACHIEVEMENT WITH PERSONAL TEACHER

Please review the student’s progress and document action plans for future development. If the student has failed to achieve any outcomes/standards of proficiency please make these explicit and document proposed action plan for achievement.

Student Name………………………………………….Cohort……...……………………….………

Signature of Personal Teacher: Date

Signature of Student: Date

REVIEW OF SUPPLEMENTARY EVIDENCE

(Portfolio and Clinical Skills Passport)

Comments:

Signature of Personal Teacher:

Date :


45

University of Sheffield School of Nursing and Midwifery

PRPGDip - 2ND ATTEMPT AT PRACTICE ASSESSMENT DOCUMENTATION

Name…………………………………………….

Registration Number……………………………………….

Intake……………………………………………..

Placement area……………………………….

Date of assessment………………………………..

Name of Assessor……………………………

Attempt 2

Unit 4

Assessment must be completed at the end of the 4th week following the start date of the attempt.

Domain/number

Competency to be achieved

PASS

FAIL

Comments

Signature of Assessor……………………………………………….

Date…………………………

Signature of Student……………………………………………….

Date…………………………

Signature of Personal Teacher /Link Lecturer.........……………….

Date………………………….

Within one week of completion by the assessor this form must be submitted to your Personal Teacher. Once signed by the Personal Teacher this form should be sent to the Programme Secretary for recording and a photocopy retained in the students file.


Signature……………………

Date ………………………


46

Professional Behaviours Inventory – M Level 1. Observation of Punctuality/Timekeeping Poor Good Excellent

Poor punctuality/ timekeeping most of the time

Good punctuality/ timekeeping most of the time

Excellent punctuality/ timekeeping most of the time

Minimal communication if unable to be on time

Good level of communication if unable to be on time

Excellent level of communication if unable to be on time

2. Reliability in Carrying Out Care within Expected Capability Poor Good Excellent

Poor level of reliability most of the time

Good level of reliability most of the time

Excellent level of reliability most of the time

3. Reception of Feedback Poor Satisfactory Very Good

Very reluctant to accept constructive feedback

Some reluctance to accept constructive feedback

Responds positively to constructive feedback most of the time

Difficulties in using feedback to develop practice

Some difficulties in using feedback to develop practice

Considers feedback to develop practice most of the time

4. Respect for Colleagues and their Professional Experience and Opinion Poor Good Excellent

Poor level of respect most of the time

Good level of respect most of the time

Excellent level of respect most of the time

Obvious difficulty with listening to differences in professional experience and opinions most of the time

Listens and acknowledges differences in professional experience and opinions most of the time

Listens, acknowledges and openly discusses differences in professional experience and opinions most of the time

Tends to dominate by voicing own opinions vociferously

Good ability to contain and voice own opinions appropriately

Excellent ability to contain and voice own opinions appropriately

5. Verbal and non-Verbal Interactive Skills within the Context of Care Situations Poor Good Excellent

Shows little interest in others

Demonstrates interest in others most of the time

Demonstrates concern and interest in others at all times

Frequently gives mixed messages

Verbal and non-verbal communication is congruent and clear most of the time

Verbal and non-verbal communication is congruent, clear and appropriate at all times


47

6. Attending to Client Needs and Requests within Expected Capability Poor Good Excellent

Usually not conscientious in attending to client needs and requests most of the time

Is conscientious in attending to client needs and requests most of the time

Is attentive and conscientious when attending to client needs and requests at all times

Frequently delayed in attending to client needs and requests

Very occasional delay in attending to client needs and requests

Very prompt in attending to client needs and requests at all times

7. Recognition of own Limitation within Expected Capability Poor Good Excellent

Demonstrates a limited level of self-awareness and ability to recognise own limitations most of the time

Demonstrates a good level of self-awareness and ability to recognise own limitations most of the time

Demonstrates an excellent level of self-awareness and ability to recognise own limitations most of the time

Infrequently takes action for personal and professional development most of the time. Client safety is occasionally compromised.

Takes some action for personal and professional development most of the time. Client safety is always safeguarded.

Constantly seeks personal and professional development. Client safety is always safeguarded.

8. Observation of Dress Code Poor Good Excellent

Poor compliance with professional dress code most of the time

Good compliance with professional dress code most of the time

Excellent compliance with professional dress code most of the time

9. Consistency of Efforts to Achieve the Requisite Standard of Care Poor Good Excellent

Few attempts at making efforts to achieve the requisite standards of care most of the time

Makes good efforts to achieve the requisite standards of care most of the time

Constantly makes best efforts to achieve the requisite standards of care most of the time

10. Communication with Clients and their Significant Others within Expected Capability Poor Good Excellent

Does not attach much importance to involving clients and their significant others as ‘partners in care’

Good efforts made in involving clients and their significant others as ‘partners in care’ most of the time

Excellent efforts made in involving clients and their significant others as ‘partners in care’ at all times

Poor efforts to be supportive and reassuring

Good efforts to be supportive and reassuring

Excellent efforts to be supportive and reassuring


48

11. Ability in Relating with Colleagues and Working as a Member of the Team Poor Good Excellent

Exhibits difficulty in establishing rapport with colleagues

Has good rapport with colleagues most of the time

Has excellent rapport with colleagues most of the time

Uncooperative in the team Good ability to work as a member of the team

Excellent ability to work as a member of the team

Rarely contributes to the team

Contributes to the team most of the time

Contributes very actively to the team most of the time

12. Observation of Anti-Discriminatory, Anti-Oppressive and Ethical Practices Poor Good Excellent

Poor level of respect for clients and their significant others most of the time

Good level of respect for clients and their significant others most of the time

Excellent level of respect for clients and their significant others most of the time

Poor ability in providing sensitive care that meets each client’s situation and needs most of the time

Good ability in providing sensitive care that meets each client’s situation and needs most of the time

Excellent ability in providing sensitive care that meets each client’s situation and needs most of the time

Poor ability and efforts made in upholding and promoting the client’s rights most of the time

Good ability and efforts made in upholding and promoting the client’s rights most of the time

Excellent ability and efforts made in upholding and promoting the client’s rights most of the time

Does not recognise instances when clients experience inequality, disadvantage and discrimination during care provision

Recognises instances when clients experience inequality, disadvantage and discrimination during care provision most of the time

Recognises instances when clients experience inequality, disadvantage and discrimination during care provision at all times. Occasionally challenges