Faculty of Health and Wellbeing

PRACTICE LEARNING HANDBOOK FOR THEBSc. (Hons) Nursing (Mental Health)

September 217 curriculum

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Contents

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1.0 Introduction to the placement handbook2.0 Introduction to the Mental Health Nursing

Programme3.0 Professional issues3.1 Expectations of behaviour and conduct during

placement3.2 Equality and diversity3.3 Confidentiality3.4 Informed consent3.5 Professional relationships3.5.1 Social networking 3.6 Accountability and responsibility3.7 Patient safety3.8 Adherence to policies and procedures3.8.1 Infection Control3.8.2 Drug Administration3.8.3 Moving and Handling3.8.4 Smoking3.8.5 Mobile phones3.8.6 Lone working3.9 Fitness to Practice3.9.1 DBS Clearance3.9.2 Occupational Health3.9.3 Readiness for Practice3.10 Health Issues3.10.1 Immunisations3.10.2 Accidents in practice3.10.3 Reasonable Adjustment3.11 Personal Presentation3.11.1 Timekeeping3.11.2 Professional Dress3.11.3 Body Language and Interpersonal Skills3.11.4 Readiness to learn3.11.5 Role of the student3.12 Attendance3.12.1 Allocated hours3.12.2 Reporting Absence3.12.3 Unauthorised Absence 3.12.4 Annual Leave3.12.5 Study Leave3.12.6 Compassionate Leave4.0 Practice Issues4.1 The role of the Practice Learning Unit 4.2 Factors affecting placement4.3 Location of Practice Placements4.4 Requests for change of Practice Placement4.5 Accommodation 4.5.1 Travel expenses5.0 Insurance issues5.1 Car Insurance5.2 Professional Indemnity5.3 Personal property5.4 Elective placements6.0 Practice learning in the Mental Health nursing

programme6.1 Overview of Mental Health nursing programme

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7.0 Support and Supervision 7.1 Preparation for Practice7.2 Quality assurance8.1 Mentor Role

ReferencesAppendix 1

Skills checklist

1.0 An Introduction to the Practice Handbook for the BSc. (Hons) Nursing (Mental Health) Programme at Canterbury Christ Church University

The BSc (Hons) Nursing (Mental Health) programme has been developed in line with the NMC’s Standards for Pre-Registration Nursing Education (NMC, 2010) which requires all pre-registration nursing education to be delivered at degree level. It is both a bachelor’s degree assessed to nationally agreed academic standards and a professional qualification leading to entry to the NMC register of first-level nurses.

It ensures that at the point of registration nursing graduates have attained the values, skills and knowledge specified by the NMC and has been developed collaboratively between Canterbury Christ Church University, local providers of mental health services, users of local mental health service and mental health nursing students.

The BSc (Hons) Nursing (Mental Health) programme aims to develop practitioners with the values, skills and knowledge to become clinical leaders in the rapidly changing socio-economic and political arena within which they will practice while providing the high quality, evidence-based care that is expected by Service Users.

Learning in practice placements constitutes 50% of the total hours of the programme and this handbook provides an overview of the policies and guidelines that underpin practice learning and will introduce students and practitioners to the practice learning component of the programme.

Pete WilsonProgramme Director, Mental Health Nursing

2.0 Introduction to the BSc. (Hons) Nursing (Mental Health) Programme

Practice learning is assessed in each year of the programme through the Mental Health Practice 40 credit module. The Practice modules clearly demonstrate to the students all the requirements they must meet in each academic year to achieve the NMC Standards for Competency and NMC Essential Skills Cluster (NMC 2010). Together with the Clinical Supervision modules, where students will be actively engaged in reflexive practise, the practice modules afford the student the opportunity to develop a holistic understanding of the practise of nursing. Assessment of students will be by specifically prepared mentors who work alongside the student in their practice placement. The Pan-London Practice Assessment Document has been adopted in response to mentor feedback as a tool to assess student learning.

Throughout each year students undertake continuous assessment of their practice, building on their experiences, identifying gaps in their knowledge and prioritising their learning needs, enabling their progress to the next part [year] of the programme. Each practice learning placement also includes an explicit assessment of professional values and service user feedback, further enhancing the student’s understanding of professionalism and person centred care.   Students will be supported in practice by their link academic. The student can contact the link academic to request a visit at the link academic’s soonest availability. Each practice

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module has an academic lead who works with mentors, link academics and the Practice Learning Unit to ensure processes are adhered to, concerns managed and that the connection between practice areas and the programme is maintained, so that students are supported whilst in practice. Practice learning is assessed using the pan-London assessment document. It is the mentor in practice who makes the decision about whether the student has passed or failed. When a student fails a practice module they will be offered one opportunity to retake it. More detail on this process is to be found in the practice assessment document.       3.0 Professional issues

Policies specific to the placement provider organisation relating to the following areas should be made available to students in practice. Students should familiarise themselves with the policies of the organisation in which they are placed and abide by them.

3.1 Expectations of behaviour during placementsThe Nursing and Midwifery Council (NMC) expects that people in the care of nurses must be able to trust them with their health and wellbeing. Students are therefore expected to familiarise themselves with The Code; professional standards of practice and behaviour for nurses and midwives (NMC) 2015) and apply the four overarching themes, as detailed below, to their conduct and practice during the programme;

Prioritise People Practise Effectively Preserve Safety Promote professionalism and Trust

Students are also expected to adhere to the CCCU Code of Student Professional conduct, available at: https://www.canterbury.ac.uk/student-support-health-and-wellbeing/documents/Code-of-Professional-Conduct-January-2015.pdf

3.2 Equality and diversityWhile in practice students will meet people from diverse cultures, religions and those whose value base will differ from their own. At all times students are expected to respect the rights and individuality of each person. Students and practice staff are required to complete training in equality and diversity and apply this to their practice.

3.3 ConfidentialityStudents must maintain confidentiality at all times (NMC 2015). They should ensure that they understand what information can be shared and with whom. Patients / service users must never be discussed outside of the practice area and anonymity of individuals, organisations and staff must be maintained when completing assessments.

3.4 Informed ConsentStudents should be aware that they must always seek consent for their participation in any care and treatment of individuals and must respect an individual’s right to refuse to have them participate in their care.

3.5 Professional relationshipsStudents should never arrange to meet service users or their relatives or carers socially either during practice experiences or after the experience has finished. The student should aim to develop professional relationships. Students should also be aware that they are not allowed to accept personal gifts from patients, their families or friends (NMC 2015).

3.5.1 Social networking (Facebook)Please remember to use social networking sites responsibly and not to comment about practice or anything that could breach patient confidentiality (NMC 2015).

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Further information can be found at: Social Media Guidelines for Students (CCCU 2015) NMC https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/social-media-guidance.pdf

3.6 Accountability and responsibilityPart of being a professional is being aware of personal limitations. It is essential that students do not undertake any intervention that has not been taught or been agreed with their supervisor or that they do not feel competent to undertake. Throughout their education students work under the supervision of a qualified practitioner. This means that student practice will always be observed until it is deemed safe that they can work with less direct supervision. Practice supervisors are accountable for their delegation decisions. However, students are responsible for their own actions and therefore if a student does not know how to do something, it is important that this is explained to the supervising practitioner.

3.7 Patient SafetyPatient safety is everyone’s responsibilityThe NMC expect pre-registration students to inform their mentor/ placement manager, supervisor or a member of academic staff immediately if they believe that they, a colleague or anyone else is putting someone at risk of harm. It is expected that students will seek help immediately from an appropriately qualified professional if someone, for whom they are providing care for, has suffered harm for any reason. Students may find it difficult to discuss their concerns during their practice experience. However, it is not appropriate to do nothing (NMC 2015), or delay action until they have returned to university if they feel concerned that a patient/client may be at risk. It is also possible that students may not understand the full context surrounding their concerns and a discussion with a practitioner or member of the academic team may help to reduce their anxiety. The role of the Link lecturer will be vital in supporting students through this process.

A patient safety incident is defined by the National Patient Safety Agency (NPSA) as: ‘Any unintended or unexpected incident, which could have or did lead to harm for one or more patients receiving NHS care’. This definition applies to all care settings.  

And includes: Incidents that you have been involved in; Incidents that you may have witnessed; Incidents that caused no harm or minimal harm; Incidents with a more serious outcome; Prevented patient safety incidents (known as ‘near misses’)

http://www.npsa.nhs.ukThe NMC has produced a Raising Concerns publication available at:

https://www.nmc.org.uk/standards/guidance/raising-concerns-guidance-for-nurses-and-midwives/read-raising-concerns-online/and have also produced many resources available at:https://www.nmc.org.uk/standards/guidance/raising-concerns-guidance-for-nurses-and-midwives/resources-on-raising-concerns/

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3.8 Adherence to policies and proceduresStudents must adhere to host Trust/Practice Area policies and procedures at all times; and it is important to discuss on Day 1 of practice with allocated mentors where the Trust policies and procedures can be found.

Some specific examples of policies and procedures that students need to be aware of include:

3.8.1 Infection controlStudents must familiarise themselves with Infection Control policies and procedures for their host organisation.

3.8.2 Drug administrationStudents must adhere to NMC’s Standards for Medication Management (2007) and organisational policies relating to the administration of medicines. Students must never check medications or infusion devices or administer drugs on their own and must always be under the direct supervision of a qualified nurse.

3.8.3 Moving and HandlingMental Health Nursing Students must complete mandatory Moving & Handling training prior to commencing their first placement and annually thereafter.

Students must only participate in Moving & handling procedures that comply with the safe principles they have been taught. Students should be aware who in their practice area could advise them on Moving & Handling issues as necessary and if they are unsure they should contact the PAT

Students have the right to refuse to participate in Moving and handling activities that do not conform to techniques taught at either the University, Trust or organisation.

3.8.4 SmokingStudents must follow the smoking policy of their host organisation during practice placements.

3.8.5 Mobile phones.Students should turn their phones off while in practice, unless they are required to use it for contact with patients’/service users or their supervisor. Personal messages and voicemails should be accessed at break times only.

Students must not take photographs of patients or practice areas.

3.8.6 Lone working Guidelines have been developed to inform lone working for students and should be considered in line with Trust/Organisational policies. These guidelines bring to the student and practitioner’s attention the specific risks associated with lone working. The guidelines outline the requirements that are necessary in order to manage the risk present where staff find themselves working alone.

3.9 Fitness to and for Practice in relation to studentsSomeone who is ‘fit to practise’ has the skills, knowledge, character and health to practise their profession safely and effectively. Statutory Regulatory bodies are responsible for safeguarding the health and wellbeing of the public. One of the mechanisms used to achieve this is through ensuring registrants are fit to practise and by dealing swiftly and fairly with those who are not. The University undertakes the monitoring of applicants’ and students’ fitness to practise on behalf of the Statutory Regulatory bodies that approve our programmes.

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The purpose of the Faculty of Health and Wellbeing Student Fitness to Practise (SFTP) Policy is to ensure that all students of the Faculty are fit to practise through appropriate implementation of the associated procedures. This policy applies to all students undertaking a programme leading to eligibility to apply for entry on the NMC register, and to all students who are already registered with a Statutory Regulatory body. It includes matters relating to a student’s health and conduct, both of which may have an impact on their fitness to practise.

3.9.1 DBS clearanceDuring placements all students will work with vulnerable people and for this reason Enhanced DBS clearance must be obtained prior to the first practice placement.

Students must keep their clearance notification in a safe place and may be asked to produce it prior to practice placements if requested.The University is not responsible if the student loses their paperwork.The university and practice placement providers have a contractual agreement about the standards for clearance required.

3.9.2 Occupational Health Clearance

Occupational Health clearance must be received before students can commence practice. Delays in clearance will delay commencement of practice experiences. Students are expected to inform their PAT of any changes in their health throughout the programme as subsequent health clearance may be required.The university and practice placement providers have a contractual agreement about the standards for clearance required.

3.9.3 Readiness for Practice

It is the Faculty’s responsibility to ensure that every effort is made to verify that students are Ready for Practice prior to commencing their practice placements. Readiness for Practice has two components; that a student has undertaken the stipulated mandatory training for that stage of the programme, and a completed and approved declaration of good health and good character. Once all elements have been completed students are issued with a Readiness for Practice certificate, which should be shared with the practice area.

Students are not permitted to commence practice placements without a readiness for practice certificate.

3.10 Health issues

3.10.1 Immunisations Students must complete all of 4 stages of the Hepatitis B immunisation programme. This involves 3 vaccinations and a blood test. Students should be aware that: they will be responsible for funding completion of their immunisation programme if they fail to attend appointments planned for them and that they must do this prior to completion of their year 2 declaration of Good Health and Good Character.

3.10.2 Accidents and incidents in practice Students who are involved in accidents or incidents in practice must immediately inform their mentor or supervisor and organisational policy in the practice area relating to incidents must be followed as a priority.The Link academic or students personal tutor needs to be informed as soon as practicable.

3.10.3 Reasonable adjustments

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The Faculty is committed to supporting students with additional needs in both the University and Practice setting. The faculty guidelines for the support of students requiring reasonable adjustment during placement provides guidance for staff and students and are located on the VLE.

3.11 Personal presentation

3.11.1 Time keepingStudents are expected to arrive promptly for the start of their shift and return from breaks at the time agreed with their supervisor. Poor time-keeping is considered to be unprofessional behaviour and will be taken into account during the assessment process

3.11.2 Professional dress and appearance

Students are required to comply with the policies of the placement provider in regards to professional expectation relating to personal dress and appearance.

3.11.3 Contact details

Students must ensure that they provide emergency contact details to their mentor so that the practice area can contact them if they unexpectedly do not attend and details of someone they can contact in the event of an incident.

3.11.5 Role of the student in practiceThe student is expected to be active within both the mentor-student partnership and the clinical team they are placed with. It is important for the student to contribute to the work of the team and feel that they are part of it. Mentorship is a reciprocal process. The student must engage in this relationship to create a partnership. Good mentorship relationships promote critical thinking in regards to aspects of patient care. This prepares nursing students for the kind of experiential learning and development that is needed throughout their careers. (Gopee,2015) An important aspect of this process is exposure to expert role models who can actively involve students in practice and challenge their skills, knowledge, understanding and approach in a safe environment. Through having a mentor, the student should be able to identify their learning needs and strategies available to meet these within the practice area.

The student will:

Be proactive in using their PAD, Placement Handbook, NMC Code, PAT, Mentors in order to lead their learning, set learning outcomes and demonstrate professional behaviour and take responsibility for communicating any concerns.

3.12 Attendance

3.12.1 Allocated hoursStudents must complete all clinical practice hours and experience the full cycle of 24-hour care. Students are required to follow the procedures of their practice area with regards to shift pattern and negotiating any requests. Within the Practice Assessment Document part 1, 2 and 3 the attendance records must be completed on a daily basisStudents are required to make up any time lost through absence. Absence of up to 37.5 hours should be negotiated between student and mentor and undertaken within the placement. Absence over 37.5 hours should be discussed with the student’s Link lecturer and will be formally arranged through the Practice Module Lead and Practice Learning Unit. This is to ensure the European Working Time Directives are adhered to and to enable appropriate management of student numbers in placement. There may be the need for Students to make up placement time in university holidays or student study weeks if no other option is available. Students may not work more than 48 hours per week when making time up.

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3.12.2 Reporting absenceAny student who has a period of sickness during their placement experience must inform their placement area by telephone, record their absence on the Practice Education Management Software and inform their link lecturer or personal tutor. The generic email address for the Practice Learning Unit is placements@canterbury.ac.uk and can be used as the first point of contact for all communications and concerns if needed.

3.12.3 Unauthorised absenceUnauthorised absence, which is not sick leave, is considered to be unprofessional behaviour that reflects negatively on the student in terms of their professional values and respect for the team they are working with.

Any unauthorised absence must be reported immediately to the Practice Learning Unit by placement staff. They will in turn inform academic staff and should be documented on the student’s attendance record as absent.

Lateness and poor time keeping is also considered poor professional behaviour and will be taken into account during the assessment process.

3.12.4 Annual LeaveAnnual leave is pre-set at the start of the programme. Students are not allowed to make arrangements with individual placement areas to exchange placement time with annual leave time or vice versa. Practice placement hours are calculated annually at a minimum of 750 hours per year. The opportunity to attain these hours will not be affected by Bank Holidays.

3.12.5 Study leavePlacement managers are informed of any study days that occur during placement hours. Students should also ensure that their mentor / placement manager is aware of this planned leave at the beginning of placements. Time spent away from placement studying does not count towards placement hours.

3.12.6 Compassionate leave

If a student experiences distressing personal circumstances they should be allowed to leave practice, and should be advised to contact their link lecturer or personal tutor to seek appropriate support. Depending on the circumstances the student may be entitled to a maximum of 5 days’ compassionate leave. This will be authorised by the appropriate cohort leader and documented in student file and PAD. These hours will not need to be repaid in practice.

4.0 Practice issues

4.1 The role of the Practice Learning Unit The Practice Learning Unit arrange where students spend their practice hours while on the programme. They liaise with Practice Module Lead , Senior Lecturers Practice Learning, Practice Placement Facilitators and health and social care providers to ensure that students have a broad and varied placement pattern that incorporates different aspects of professional practice in line with the programme needs and NMC requirements (2010).

4.2 Factors affecting Practice Allocation Placements are allocted on the basis of learning need. If possible the PLU takes into account student’s personal circumstances. Students are request to populate and keep up to date their personal details on the Practice Education Management system.

4.3 Location of Practice Placements

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All students are allocated to a variety of placements that reflect the patient’s journey in the Kent and Medway region. Students are expected to travel to placements actoss the region.

4.4 Requests for change of placementsOnce placements have been allocated, changes will only be made in extenuating circumstances and with the written consent of the Practice Module Lead Request forms., PIR2 can be found on the VLE Examples of extenuating circumstances are:

A close relative currently works in the placement area There has been a recent bereavement in the placement area The student has recently been / or is undergoing treatment in the placement area The student is involved in litigation with the placement area.

4.2 Accommodation

Practice placement providers do not provide student accommodation. Where placements are offered a long way from the students normal term time accommodation, the student can apply via the Practice Learning Unit for financial support with travel expenses or with sourcing temporary accommodation.

4.5.1 Claiming travel expenses All students can expect to travel up to 1.5 hours to their placements to ensure that the full range of experiences is achieved.

If students are eligible to claim back travel and/or accommodation costs incurred whilst on placement. Please check the guidance notes on the Practice Learning Unit website for more details. Once claims are completed please submit them the Placements Team who will forward them to the NHS Student Bursaries to be processed. Students are responsible for ensuring that

5.0 Insurance issues

5.1 Car InsuranceStudents should be aware that travel to placement is considered to be a commute and is covered by normal car insurance. If students are required to travel to another site or in the community using their own transport, this is considered a business journey and as such requires restricted business use insurance.

Any student who has fully comprehensive insurance will find that requesting this change to their policy is unlikely to incur an additional cost, although it may cost extra for students who have 3rd party insurance policies.

Students who do not have restricted business insurance will not be covered in the case of an accident.

All students are advised that they must not transport patients / carers in their cars.It is the student’s responsibility to be aware of the terms of their insurance policies.

5.2 Professional Indemnity

All students are encouraged to apply for membership of a professional body or union.

Any student who practices outside of their supervision or the boundaries of their student role and competence are putting themselves and the people they are working with at risk.

5.3 Personal propertyStudents are advised that they are solely responsible for personal property in placement, accommodation or in vehicles. It is the student’s responsibility to be aware of the

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parameters of their insurance policies in relation to personal property, including IT equipment and mobile phones.

5.4 Elective Placements

In Year 2 students will have the opportunity to undertake an elective placement. This may be in an area not used as a regular placement and can be out of area or overseas. Details of this are in the Elective Handbook.

6.0 Practice learning in the Mental Health nursing programme

Students are required to complete 2300 clinical practice hours. These hours will be undertaken in a variety of areas including hospital, community, private and residential settings. 50 hours of practice learning will take the form of simulated practice in the University.

At designated points during each practice placement students will undertake a mid-point and final interview that will allow student reflection and mentor feedback on progress in achieving the requirements of the PAN London assessment tool [PAD]. Students will be expected to successfully achieve all the requirements of the assessment tool to pass practice and progress to the next part.

Students will submit their PAD on a pre-arranged date to a central location following final assessment of practice prior the examination board

PATS will monitor progress during and after each practice placement.

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6.1 Overview of Mental Health Nursing Pathway

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Sept Oct Nov Dec Jan Feb Mar Apr May June  4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 Progression point

Acad-

emic 

week >

There are exactly 24 placement weeks each year. 20 of these weeks are 30 hr [4 day] weeks. 4 of these weeks are 37.5 hr weeks. This makes 750hrs practice each year = 2250 in total. The remaining 

50hrs practice comes from 50hrs simulated practice in yr1

This meansthat there are 20 university days per year while the students are in practice. Each of these days would consist of 2.5hrs of clinical supervision and 2.5 hrs of a module seminar. 

This would = 50hrs for the CS Module and 50hrs of theory module.

 

 

 

5 0 2 0 0 3 2 0 5 6 0 6 8 0 Study

8 0 0

Year 1

Induction Module 1 40 hrsSimulated Practice & 

Directed Study

Placement 37.5 hrs per week H R

W

Placement 4 days

M2

Placement 4 days  / wk

H RW

M3

Place 4 days  / wk   Retrieval

Yr2 Prep

CS 2.5 hrs CS 2.5 hrs per weekCS 2.5 hrs per week  

CS 2.5 hrs per week

Module 1 2.5hrs Module 2 = 2.5hrs /wkModule 3= 2.5hrs /wk          

3 0 0 6 0 0 7 5 0  

Year 2 M1

Placement 4 days / wk

M1

H RW M

1

M2

Placement 4 days / wkM2 H R

WM2 Module 3  50 hrs

  Retrieval Yr3 Prep

CS  = 2.5 hrs / week CS  = 2.5 hrs / week   Elective PlacementModule 1 =  2.5hrs / week Module 2 =  2.5hrs / week =25hrs  

3 7 5 7 5 0  

Year 3

Placement 4 days / wk

H RW

M1

Module 2 [50 hrs]

H RW

Placement 4 days / wk

 CS  = 2.5 hrs / week

   CS  = 2.5 hrs / 

week              

Module 1 =  2.5hrs / week Module 3 - Dissertation   Retrieval

Year 1

  Mental Health Practice - One S 40 Simulation in year 1 Hrs

CS Clinical Supervision -One U 39 Mandatory training  Module

oneRelationships, Skills, Values & Professionalism for Mental Health Nursing B 23 Promoting safer

therapeutic settings 6Module

two Caring Conversations M 34 Moving and Handling2

Module three Foundations in Clinical Sciences [FCS] I 39 Infection Control

2

Year 2

  Mental Health Practice - Two S 30    CS Clinical Supervision -Two S 34 Modules  

Module one

Collaborative bio psycho - social approaches to Mental Health – Engagement & assessment. I 19 RSVP Skills -

Communication 5Module

twoCollaborative bio psycho - social approaches to Mental Health – formulation & planning care O 36 RSVP Skills -

Professionalism 5Module

threeCollaborative bio psycho - social approaches to Mental Health – evidence based interventions N 39 RSVP Skills - Cultural

Diversity 5

  Mental Health Practice - Three   42 RSVP Skills -Interprofessional 5

CS Clinical Supervision -Three

W

39 FCS - Skills - Assessment 5

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Module one Care of People with Complex Needs E 21 FCS - Skills -

Measurement 5Module

twoPsychoanalytic & Systemic approaches to Culturally Competent Practice.  E 34 FCS - Skills - Medicines

5Module

three Dissertation K 31 FCS - Skills - Comorbidities 5

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7.0 Support and Supervision

7.1 Preparation for Practice

Students will be prepared for practice at the beginning of each academic year during the year Induction. The practice preparation will be held by the Practice Module Lead in collaboration with representatives from practice placement providers and will include information on safeguarding, confidentiality and raising concerns. At this session student are also informed about assessment requirements as well as support arrangements in practice, including role of Practice Placement Facilitator and SLPL’s. They will also be made aware of the Student Fitness to Practice Policy and Procedures that in tandem with the NMC Code govern the expectations of a student on a programme leading to professional registration.

8.0 Quality AssuranceThe University and practice placement providers work together to develop high quality safe learning environments for learners that meet the standards required by the NMC. There are a number of elements to this process:

Student feedback – students, please use PEMS to provide feedback on each placement. Whether you want to offer positive comments or identify areas for improvement, the mentors at the placement will find your feedback invaluable in helping future students.

Moderation of practice assessment documents – your programme team and practice partners audit completed documentation to identify good practice and areas for improvement.

Mentor updates – all mentors must complete an annual update. Materials for this update are developed collaboratively between the University and practice partners based upon feedback, moderation reports and curriculum developments.

Audit – each placement is audited every two years. The audit is collaborative between the practice partners and the University. Students will be asked to participate if on placement at the time and student feedback will be viewed.

External examiners – each programme has an external examiner – an independent academic from another university who quality assures the assessment processes. The external examiner speaks to a sample of students about their practice assessment experience each year.

NMC – the NMC requires an annual report that draws upon all the above sources. These reports are supported by occasional monitoring visits at which NMC reviewers will speak to students about their practice learning experiences.

Students should feel supported to reflect on their practice learning experience and discuss their reflections with their mentor, with their personal tutor or link lecturer, in clinical supervision. Students have a professional responsibility to immediately report any concerns that may have safeguarding implications for patients, carers, practice staff or themselves [see 3.7].

8.1 Mentor RoleFor information about the Roles and Responsibilities of your mentor, the NMC Standards for Learning and Assessment in Practice document are available at:

https://www.nmc.org.uk/standards/additional-standards/standards-to-support-learning-and-assessment-in-practice/

References

Gopee, N. (2015). Mentoring and Supervision in Healthcare. 3rd Edn. London: Sage

National Patient Safety Agency available at: http://www.npsa.nhs.uk

Nursing and Midwifery Council (2015) Standards for Competence for registered nurses

Nursing and Midwifery Council (2007) Standards for Medication Management. London:NMC

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Nursing and Midwifery Council (2015) The Code Professional Standards of practice and behaviour for nurses and midwives, London: NMC

Nursing and Midwifery Council (2010) Good Health and Good Character for students available at:http://www.nmc-uk.org/Students/Good-Health-and-Good-Character-for-students-nurses-and-midwives/

Appendix 1

Clinical skills – Mental health nursing pathway

These guidelines are an indicator of when students are able to participate in clinical skills based on the timing of their theoretical input and should be used in conjunction with the Descriptors for Assessing Students in Practice found within each PAD. This is not an exhaustive list and does not limit the student’s opportunity to learn through observation and direct supervision.

All skills should be supervised and practised as part of individualised care to an identified group of patients and be based on student and mentor assessment of competence. They may be practised on several occasions before final signature of competence is achieved except those identified that have a specified number of attempts.

Please remember mentors are accountable for delegation decisions and students are responsible for ensuring that they work within their limitations.

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Levels of Performance for Participation in Clinical Skills – Supervision Guide

Levels of Performance

Year 1 (participation)When involved in the care of patients, under direct supervisionthe student:

Year 2 (identification)When involved in the care of patients, under supervisionthe student:

Year 3 (management)When managing a case load or a ward, under indirect supervision/independentlythe student:

Knowledge and understanding

Through discussion with their Mentor is able to demonstrate a working understanding of the principles underpinning essential care and routine monitoring.

Through student initiated discussion with their Mentor demonstrates a working understanding of the wider factors that underpin and impact on effective nursing practice

Applies relevant knowledge and skills to more complex and unexpected situations

Problem-solving skills

Under guidance of their Mentor can apply a problem-solving process to simple and straightforward situations

Applies a problem-solving approach to their practice and can identify for their Mentor possible solutions to more demanding clinical problems

Demonstrates sound problem-solving skills and clinical judgement.

Values and attitudes

Demonstrates an interest in learning about practice. In routine situations can interact appropriately with patients and their carer’s and friends and work well within the team. Acknowledges and works within the boundaries of their knowledge, skills and level of education

Takes an active role in leading own learning experience. Can interact effectively with patients, families and colleagues in more demanding situations. Acknowledges and works within the boundaries of their knowledge, skills and level of education

Manages and develops own practice and that of others in accordance with the NMC (2008) professional code.

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Clinical skills Applies safe principles to core essential skills under the supervision of their Mentor

Can undertake core skills safely with minimal supervision and can perform more complex skills under the guidance of their Mentor

Performs more complex skills with minimal supervision and is able to guide a junior student nurse to undertake essential core skills

SkillStudents may perform in practice

Yes / No ConditionsYear 1 Year 2 Year 3

Emergency proceduresFirst Aid Yes Yes Yes Following participation in annual mandatory training

Life Support Yes Yes Yes Following participation in annual mandatory training Defibrillation No No No Under no circumstancesCheck emergency drugs No Yes Yes As 2nd checker onlyAdminister emergency drugs No No No Under no circumstancesOral Suction using yankaeur sucker

Yes Yes Yes Under direct supervision

Suction tracheostomy tubes No No No Under no circumstancesRestraint No No No Under no circumstancesDrug administrationChecking and calculating medications

Yes Yes Yes Under direct supervision

Checking and calculating controlled medications

No Yes Yes Under direct supervision

Administration of drugs Yes Yes Yes Under direct supervisionAdministration of controlled medications

No No No Under no circumstances

Administration of drugs via IM and SC routes

Yes Yes Yes Under direct supervision

Administration of intravenous medications

No No No Under no circumstances

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SkillStudents may perform in practice

Yes / No ConditionsYear 1 Year 2 Year 3

Drug administration continuedCheck and calculate rate of intravenous fluids

Yes Yes Yes Under direct supervision

Change giving sets and administer intravenous fluids

No No No Under no circumstances

Administration of vaccines No No NoParticipate in administration of blood transfusion and blood products

No No Yes If in line with policy and under direct supervision

MonitoringTemperature recordings Yes Yes Yes See supervision guidePulse Yes Yes Yes See supervision guideRespirations Yes Yes Yes See supervision guideOxygen saturations Yes Yes Yes See supervision guideUrinalysis Yes Yes Yes See supervision guideComplete neurological observations No Yes Yes See supervision guideCompletion of Early Warning Score Charts

Yes Yes Yes See supervision guide

Peak flow measurements Yes Yes Yes See supervision guideAttach patient for cardiac monitoring No Yes Yes See supervision guidePerform an ECG recording Yes Yes Yes If in line with policy and under direct supervisionBlood glucose monitoring Yes Yes Yes If training has been provided

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SkillStudents may perform in practice

Yes / No ConditionsYear 1 Year 2 Year 3

Other nursing proceduresAssessment of wounds Yes Yes Yes Under direct supervisionAseptic technique Yes Yes Yes See supervision guideCare of central lines No No No Under no circumstancesInsertion of peripheral venous cannulae No No No Under no circumstancesRemoval of peripheral venous cannulae Yes Yes Yes See supervision guideInsertion of naso-gastric Ryles tube Yes Yes Yes See supervision guideCare of PEG feeding tubes Yes Yes Yes See supervision guideCare and removal of urinary catheter Yes Yes Yes See supervision guideInsertion of female urinary catheter No No Yes See supervision guideInsertion of male urinary catheter No No No Under no circumstancesInsertion of sutures No No No Under no circumstancesRemoval of sutures and clips Yes Yes Yes See supervision guideRemoval of wound drains Yes Yes Yes See supervision guideRemoval of chest drains No No No Under no circumstancesEscort, observations and transfers Escorting to and from procedures No No No Under no circumstancesAccompanying patients to witness procedures after obtaining patient consent

Yes Yes YesStudent to remain supernumerary to escort/chaperone and not left unaccompanied with patient at any time

Accompanying patients to court (with escorts) after obtaining patient consent)

Yes Yes Yes Student to remain supernumerary to escorts and not left unaccompanied with patient at any time

Carry out therapeutic observations of a patient – within eyesight No No Yes Under supervision and in accordance with Trust

policy

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