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Practice Assessment Document: Year 2

Name…………………………………………………………..

Student ID:………………………………………………….

Cohort:……………………………………………………….

Personal Academic Tutor:

…………………………………………………………………..

PRACTICE ASSESSMENT DOCUMENT

NURSING ASSOCIATEYear 2

FD HEALTH AND CARE

Please keep your practice assessment document with you at all times in practice in order to review your progress with your mentor and personal academic tutor.

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Contents1. Welcome to your Practice Assessment Document (PAD)............................................................3

Student responsibilities.....................................................................................................................3

Mentor/Supervisor responsibilities...................................................................................................3

Guidance for using the PAD to Facilitate and Guide Practice Learning..............................................4

Process of practice assessment:........................................................................................................4

2. GUIDELINES FOR ASSESSMENT AND PROGRESSION....................................................................5

3. Descriptors for Assessing Students in Practice.............................................................................6

4. List of Mentors/Supervisors.........................................................................................................7

5. Initial Interview.............................................................................................................................8

6. Professional Values in Practice.....................................................................................................9

7. Mid-Point Interview....................................................................................................................11

8. Final Interview............................................................................................................................13

9. Patient/Service User Feedback Form.........................................................................................15

10. Record of working with other health care professionals /inter-professional working.........16

11. Ongoing Feedback from Staff in Practice................................................................................17

12. ASSESSMENT OF ESSENTIAL SKILLS.........................................................................................18

13. Structured teaching session....................................................................................................28

14. Action Plan..............................................................................................................................30

15. Reassessment 1.......................................................................................................................32

16. Reassessment 2.......................................................................................................................33

17. Record of Personal Academic Tutor Discussions....................................................................34

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1.Welcome to your Practice Assessment Document (PAD)

Student responsibilitiesThis Practice Assessment Document is designed to support and guide you towards successfully achieving the criteria set out in the Nursing Associate Curriculum Framework.

The PAD makes up a significant part of your overall programme assessment. It will need to be processed through formal University systems. Continuous assessment is an integral aspect of assessment in practice and you are expected to show evidence of consistent achievement.

Ensure you are familiar with your university assessment and submission processes for this document and contact the academic representative from your university, or refer to the University VLE if you require support or advice on specific university procedures.

The Ongoing Achievement Record (OAR) is a separate document that summarises your achievements in each placement and with the main document provides a comprehensive record of your professional development and performance in practice.

You are responsible for the safekeeping and maintenance of the PAD. It should be available to your mentor/supervisor at all times when you are in placement together with the OAR. Alterations should be made in this document by crossing through with one line, with a signature and date.

You will have access to confidential information when in practice. The PAD should not contain any patient/service user/carer identifiable information. Contents must not be disclosed to any unauthorised person or removed, photocopied or used outside practice or university.

Mentor/Supervisor responsibilitiesAs a Mentor/Supervisor you have an important role in supporting and guiding the student through their learning experience. This includes facilitating any reasonable adjustments the student may need to get maximum benefit from practice.

As well as undertaking the required assessments, your role also includes identifying relevant learning opportunities and creating learning and development plans with the student. Duty rotas should support the development of the student/mentor relationship and allow the facilitation of learning. To enable this, 40% of the student’s time spent in practice must be under your direct or indirect supervision.

When assessing the student, take into account sources of evidence that encompass knowledge, skills, attitudes and the views of those receiving care. Comments should acknowledge those exceptional students who are exceeding expectations for their stage in practice or who have particularly commendable attitudes, behaviours, knowledge or skills.

If the student is not meeting the required standards this should be highlighted as a development need. If there is a cause for concern or a fitness for practice issue that requires prompt action an Action Plan should be instigated to address specific needs or concerns with a specified timeframe. In the event of this, seek guidance from the Personal Academic Tutor (PAT) and/or senior practice representative.

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Guidance for using the PAD to Facilitate and Guide Practice LearningAll mentors/supervisors/other professionals who comment in this document should sign and give their details on the record page which can be found in the first section of this document.

Professional Values: These are assessed and must be achieved by the end of each placement.

Essential Skills: These can be assessed in a range of placements but need to be assessed as achieved at least once by the end of the year.

Structured Teaching Session: In this document there is teaching session that involves the student participating in the teaching and assessment of another learner followed by a written reflection on the session.

Patient/Service User/Carer Feedback Form: The mentor/supervisor must give permission before the person receiving care is approached for feedback on the student’s performance. This is not formally assessed but may contribute to the mentor/supervisor’s overall feedback.

Recording Additional Experiences and Feedback: There are two additional forms (included in each placement section, the first of these relates to working with other healthcare professionals/inter-professional working and the second can be completed by any staff member (inc. academic representatives/link lecturer) who wish to record student progress.

Process of practice assessment:

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Initial Interview

Meeting to identify learning and development needs and learning opportunities.

Mid-Point Interview

Meeting to discuss progress and identify learning and development needs.

Final Interview

Meeting to review progress and identify learning and development needs.


2.GUIDELINES FOR ASSESSMENT AND PROGRESSION

Assessment of Professional Values in Practice

Professional values will be assessed in each placement and following assessment must be achieved in order to progress to the next year. If any of the professional values are not achieved an opportunity to be reassessed will be given. If a student does not achieve any of the professional values following reassessment then this may affect the student’s progression.

Assessment of Essential Skills

Students need to achieve all Essential Skills (at least once) by the end of each year of the programme in order to progress, though many skills can be assessed on more than one occasion. If the opportunity to be assessed on a particular skill is not available, then the corresponding field is left blank.

Teaching Session

In this document there is teaching session that involves the student participating in the teaching and assessment of another learner followed by a written reflection on the session.

Submission

Students will be required to submit their PAD to their PAT at the end of each year.

Moderation

A sample of PADS will be moderated as per the university process.

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3. Descriptors for Assessing Students in PracticeThe Nursing Associate Curriculum Framework has identified skills and professional behaviours that a student must demonstrate by the end of the programme.

Mentors are required to assess students at the end of each year.

‘Achieved’ must be obtained in all eight domains by the student by the end of the programme.

YES - Achieved No – Not AchievedDomain 1: Professional Values and Parameters of Practice

Exercises personal responsibility and works independently within defined parameters of practice, taking the appropriate initiative in a variety of situations and performing a range of clinical and care skills consistent with the roles, responsibilities and professional values of a nursing associate;

Unable to take personal responsibility and requires supervision within defined parameters of practice, does not take appropriate initiative and is still to achieve competence in clinical and care skills consistent with the roles, responsibilities and professional values of a nursing associate;

Domain 2: Person-Centred Approaches to Care

Exercises those skills, attitudes and behaviours that support the planning, delivery and evaluation of high quality person-centred, holistic care.

Does not demonstrate the skills, attitudes and behaviours expected in the planning, delivery and evaluation of high quality person-centred, holistic care.

Domain 3: Delivering Care

Works across organisational boundaries/ in a range of health and care settings and applies, in practice, the range of clinical and care skills appropriate to their parameters of practice;

Unable to work across organisational boundaries/ in a range of health and care settings and unable to apply, in practice, the range of clinical and care skills appropriate to their parameters of practice;

Domain 4: Communication and Inter-Personal Skills

Communicates effectively across a wide range of channels and with a wide range of individuals, the public, health and social care professionals, maintaining the focus of communication on delivering and improving health and care services and possess those inter-personal skills that promote clarity, compassion, empathy, respect and trust;

Unable to communicate effectively across a wide range of channels and with a wide range of individuals, the public, health and social care professionals, focus of communication does is not on delivering and improving health and care services and does not possess those inter-personal skills that promote clarity, compassion, empathy, respect and trust;

Domain 5: Duty of Care, Candour, Equality and Diversity

Explain the principles underpinning duty of care, equality and diversity and the need for candour and will consistently demonstrate the application of those principles in and across a range of settings across life-course;

Unable to fully explain the principles underpinning duty of care, equality and diversity and the need for candour and inconsistently demonstrates the application of those principles in and across a range of settings across life-course;

Domain 6: Supporting Learning and Assessment in Practice

Exercise those skills, attitudes and behaviours that support personal development and life-long learning together as well as those associated with the development of others;

Does not demonstrate skills, attitudes and behaviours that support personal development and life-long learning together as well as those associated with the development of others;

Domain 7: Team-working and leadership

Explain the principles underpinning leadership frameworks and associated team-working and leadership competencies and demonstrate a range of those competencies, attitudes and behaviours required of a nursing associate;

Unable to explain the principles underpinning leadership frameworks and associated team-working and leadership competencies and does not demonstrate the competency, attitude and behaviours required of a nursing associate;

Domain 8: Research, Development and Innovation

Demonstrate the importance of being research aware, research and innovation, and their own role in this, across the health and care landscape in improving the quality of patient safety and care and in addressing the challenges faced within the context of rising public expectations.

Does not demonstrate the importance of being research aware, and their own role in this, across the health and care landscape in improving the quality of patient safety and care and in addressing the challenges faced within the context of rising public expectations.

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4.List of Mentors/Supervisors A sample signature must be obtained for all signatures within this document

Name (please print)

Job Title Signature Initials Date of last Mentor Update

Placement

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5.Initial Interview This interview takes place within the first week of term within the students normal place of work:

Student to identify learning and development needs (with guidance from the mentor)

Mentor to identify learning opportunities to enable the student to meet their learning and development needs and assessments

Mentor and student to negotiate and agree a learning plan –

Student’s signature:

Mentor’s signature:

PAT signature:

Date:

Date:

Date:

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6.Professional Values in Practice Students are required to demonstrate high standards of professional conduct at all times during their placements. Professional values expectations are reflected in the statements below and this can be assessed at any point in the academic year.

Yes = Achieved, No = Not Achieved

Professional attitude, behaviour and responsibilityStudent Evidence / Comments Achieved

Yes/NoMentor Initials and date

A. The student maintains confidentiality in accordance organisational policy.B. The student is non-judgemental, respectful and courteous at all times when interacting with patients/service users and all colleagues.C. The student promotes and applies the key clinical and care principles, performing to the highest standards of personal behaviour in all aspects of professional practice.D. The student displays a professional and personal commitment to professional standards and ethical practice, consistently operating within national and local ethical, legal and governance requirements.E. The student maintains the person’s privacy and dignity and advocates on their behalf.F. The student demonstrates openness, trustworthiness and integrity.G. The student makes appropriate judgements to ensure they limit their work or stop practising if performance or judgement is affected by their health and wellbeing.

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Safe and Compassionate CareStudent Evidence / Comments Achieved

Yes/NoMentors Initials and date

H. The student is attentive, kind, compassionate and sensitive to the needs of others.

I. The student maintains consistent safe and person-centred practice.

J. The student reports any concerns to the appropriate professional member of staff when appropriate e.g. safeguarding.

K. The student demonstrates the ability to use prompts and provide verbal and non-verbal reinforcement.

L. The student is able to recognise and work within the limitations of own knowledge, skills and professional boundaries and understand that they are responsible for their own actions.

M. The student is able to work in partnership with the multi-disciplinary team, patient, carers and families with the intent of building professional caring relationships.

Students can complete their evidence at any stage prior to the final interview. If there are any issues/areas for concern, these must be recorded in the Mid-Point or Final Interview as appropriate. ‘Not Achieved’ must trigger an Action Plan at the time of assessment and must be documented. The Action Plan template can be found in Section 14.

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7.Mid-Point Interview This interview takes place half way through the academic year

Mentor and Student to sign on the next page

Student’s self-assessment/reflection on progress Reflect on your overall progression referring to your personal learning needs, professional values and essential skills. Identify your strengths and document areas for development.Knowledge and Understanding:

Professional Attitude:

Participation in Care and Practical Skill:

Mentor’s comments Discuss with the student their self-assessment and comment on their progress using the assessment descriptors below, detailing evidence used to come to your decision.Knowledge and Understanding:



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Ongoing learning and development needs

To be agreed between Mentor and Student – sign and date all entries below

Identify learning and development needsRefer to progress in achieving personal learning needs, professional values and essential skills

Identify the learning opportunities/supportto enable the student to meet their needs

Review Date:



PAT signature:

Sign when reviewed:

Date:

Date:

Date:

Any outstanding learning and development needs are to be discussed and documented at the final interview.

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8.Final Interview This interview takes place at the end of the academic year

Mentor and Student to sign on the next page

Student’s self-assessment/reflection on progress Reflect on your overall progression referring to your personal learning needs, professional values and essential skills. Identify your strengths and document areas for development.Knowledge and Understanding:



Mentor’s comments Discuss with the student their self-assessment and comment on their progress using the assessment descriptors below, detailing evidence used to come to your decision.Knowledge and Understanding:



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Learning and Development Needs to be agreed between the Mentor and Student

Review learning and development needs identified at the Mid-Point Interview and those to take forward to the next placement

Was an Action Plan required to support the student? YES / NO

If Yes, was the Academic Representative informed? YES / NO

The Action Plan can be found in Section 14.

Checklist for assessed documents

Tick Mentor Initials Student InitialsThe Mentor has signed the professional value statements at both Mid-Point and Final InterviewThe Mentor has signed the relevant skills the student has achieved in this area (where applicable)The student and Mentor has checked and signed the practice placement hoursThe Mentor and Student have completed all the interview records and development plans, as appropriateThe Mentor has printed and signed their name on the List of Mentors/Supervisors RecordStudent’s signature:


PAT signature:

Date:

Date:

Date:

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9.Patient/Service User Feedback Form

Mentors should obtain consent from patients/service users who should feel able to decline to participate.

We would like to hear your views about the way the Nursing Associate has looked after you.

Your feedback will help the Nursing Associate’s learning The feedback you give will not change the way you are looked after

Please Tick: The Patient /Service User Carer / Family member

How happy were you with the way the trainee Nursing Associate

Very Happy Happy I’m not sure Unhappy Very unhappy

…cared for you?

…listened to your needs?…understood the way you felt?…talked to you?…showed you respect?What did the trainee Nursing Associate do well?

What could the trainee Nursing Associate have done differently?

Mentor Signature:

Student Signature:

Date:

Date:

Thank you for your help

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10. Record of working with other health care professionals /inter-professional working

Record reflections on your learning with other Health Professionals and Providers. This is essential in order to complete year 1.

Date Time spent Reflections on your learningDetails of your experience

Supervisor’s comments andSignature

Date Time spent Reflections on your learningDetails of your experience

Supervisor’s comments andSignature

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11. Ongoing Feedback from Staff in PracticeThis can be completed by any individual involved in the student learning e.g. the mentor, staff (other than the mentor) or personal academic tutor. This is in addition to the pages referring to inter-professional working, as above.

Date/time Signature/ Designation Comments

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This can be completed by any individual involved in the student learning e.g. the mentor, staff (other than the mentor) or personal academic tutor. This is in addition to the pages referring to inter-professional working, as above.

Date/time Signature/ Designation Comments

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Care, Compassion and Communication

Mentor Organisational Aspects of Care

MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

1. Forms appropriate and constructive professional relationships with staff, and therapeutic relationships with families and other carers.

9. Ensures the meaning of consent to treatment and care is understood by the person or service users and understands restrictions relating to specific client groups.

2. Use clear language and appropriate written materials to support people’s understanding of what has caused their health condition and the implications for care and treatments

10. Accurately undertakes and records a baseline assessment of weight, height, temperature, pulse, respiration and blood pressure using manual and electronic devices and understands and responds to abnormal findings.

3. Actively empowers people to be involved in the assessment and care planning process and determines people’s preferences.

11. The students makes appropriate use of digital and other technologies to:a. Deliver high-quality careb. Work efficiently and effectivelyc. Support high quality decision-making

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

12. Collects and interprets routine data, under supervision, related to the assessment and planning of care from a variety of sources e.g. urinalysis.

5. Uses strategies to enhance communication (such as open and closed questions) and remove barriers and minimise risk to people from lack of or poor communication.

13. Undertakes the assessment of physical, emotional, psychological, social, cultural and spiritual needs, including risk factors by working with the person and records, shares and responds to clear indicators and signs e.g. Pain, assessment of anxiety.

6. Recognise the need for, and facilitate access to, translator services and material.

14. Where relevant, applies knowledge of age and condition-related anatomy, physiology and development when caring for people.

7. Uses repetition and positive reinforcement strategies.

15. Prepares people for clinical interventions as per local policy and optimises resources available.

8. Provide support to people so they can access and use a range of communication techniques including sign language, visual aids signage, magnification and digital communication

16. Documents concerns and information about people who are in vulnerable situations.


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Organisational Aspects of Care

Mentor Organisational Aspects of Care

MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

17. Responds appropriately when people want to complain, providing assistance and support.

24. Undertake venepuncture, cannulation, blood sampling, and routine ECG recording

18. Uses supervision and other forms of reflective learning to make effective use of feedback from colleagues and managers.

25. Collect and observe sputum, urine and stool specimens

19. Assists in preparing people and carers for transfer and transition through effective dialogue and accurate information, records and reports people’s concerns.

26. recognise signs of mental, emotional or physical abuse, and the ability to administer basic mental health first aid or basic physical first aid.

20. Communicates with colleagues verbally, face-to-face and by telephone, and in writing and electronically in a way that the meaning is clear, and checks that the communication has been fully understood.

27. undertake and interpret basic neurological observations.

21. Demonstrates professional commitment by working flexibly to meet service needs and respond to any unwarranted variation to enable quality care to be delivered.

28. recognise and take immediate action to manage burns, choking, haemorrhage, neck injury, fitting, seizures and anaphylaxis

22. Uses supervision as a means of developing strategies for managing own stress and for working safely and effectively.

29. Share information and check understanding about a range of common conditions including: anxiety, depression, diabetes, dementia, asthma, cardiac disease, chronic obstructive pulmonary disease, cancer, skin problems, immune deficiencies, psychosis, stroke and arthritis in accordance with care plans.

23. Adheres to safety policies when working in the community and in people’s home e.g. lone worker policy.


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Infection Prevention, hygiene and skin integrity

Mentor Infection Prevention, hygiene and skin integrity

MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

30. Observe and reassess skin and hygiene status using appropriate decision-making support tools and determine the need for ongoing intervention. Make sure that the person remains as independent and able to manage their own care as possible

38. Takes appropriate actions in any environment including the home care setting, should exposure to infection occur, for example, chicken pox, diarrhoea and vomiting, needle stick injury.

31. Participates in assessing and planning care appropriate to the individual, reducing risk of infection, and skin breakdown.

39. Safely delivers care under supervision to people who require to be nursed in isolation or in protective isolation settings.

32. Aware of the role of the Infection Control Team and Infection Control Nurse Specialist, and local guidelines for referral.

40. Applies knowledge of ‘exposure prone procedure’ and takes appropriate precautions and actions.

33. Recognises potential signs of infection and reports to relevant senior member of staff.

41. Provides help with washing, bathing, shaving and dressing

34. Discusses the benefits of health promotion within the concept of public health in the prevention and control of infection for improving and maintaining the health of the population.

42. Identify the need for and provide appropriate oral care, dental care, eye care and nail care and suggest to others when an onward referral is needed.

35. Applies knowledge of transmission routes in describing, recognising and reporting situations where there is a need for standard infection control precautions.

43. Demonstrate the ability to use products to prevent and manage skin breakdown effectively

36. Safely uses and disposes of, or decontaminated items in accordance with national, local policy and manufacturers’ guidance and instructions e.g. cleaning of single or multi use equipment.

44. Demonstrates understanding of the principles of wound management, healing and asepsis.

37. safely manage commonly used medical devices.

45. Safely performs basic wound care using clean and aseptic techniques in a variety of settings providing accurate advice to people and carers.


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Nutrition and Fluid Management

Mentor Nutrition and Fluid Management

MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

46. Under supervision helps people to choose healthy food and fluids in keeping with their personal preferences, circumstances and cultural needs.

53. Accurately monitors and records fluid intake and output. Recognises and reports abnormal findings.

47. Accurately monitors dietary and fluid intake and completes relevant assessment tools.

54. Follows local procedures in relation to mealtimes, for example, protected mealtimes, indicators of people who need extra support.

48. Supports people who need to adhere to specific dietary and fluid regimes maintaining independence and dignity when possible.

55. Ensures that people are ready for the meal; they are in an appropriate location and position, offered the opportunity to wash hands, feeding and drinking aids are provided, and offered proper assistance.

49. Identifies people who are unable to or have difficulty in eating or drinking and reports this to others to ensure adequate nutrition and fluid intake is provided.

56. Recognises, responds appropriately and reports when people have difficulty eating or swallowing taking into account individual difference, culture, psychosocial factors.

50. Takes and records accurate measurements of weight, height, length and body mass index and other appropriate measurements of nutritional status.

57. Assesses baseline nutritional requirements for healthy people relating to factors such as age and mobility and formulates an effective care plan.

51. Assesses baseline nutritional requirements for healthy people relating to factors such as age and mobility and formulates an effective care plan.

58. Support the management of artificial nutrition and hydration using oral and enteral routes in line with person’s care plan.

52. Applies knowledge of fluid requirements needed for health and during illness and recovery so that appropriate fluids can be provided.


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Medications Management

Mentor Medications Management MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

59. Demonstrates understanding of legal and ethical frameworks relating to safe administration of medicines in practice.

66. Demonstrates awareness of roles and responsibilities within the multi-disciplinary team for medicines management, including how and in what ways information is shared within a variety of settings.

60. With regard to ethical and legal frameworks, demonstrates an understanding of types of prescribing, types of prescribers and methods of supply.

67. Under supervision assess and involve people and carers in self-administration of medicines. Know when to escalate concerns.

61. Demonstrates a range of commonly recognised pharmacological, and non pharmacological approaches to managing symptoms, for example, relaxation distraction and lifestyle advice.

68. Accesses commonly used evidence based sources relating to the safe and effective management of medicine.

62. Uses knowledge of commonly administered medicines in order to act promptly in cases where side effects and adverse reactions occur.

69. Demonstrates knowledge of what a patient group direction is and who can use them.

63. Uses prescription charts correctly and maintains accurate records.

70. Administer and monitor medications using enteral equipment

64. Utilises and safely disposes of equipment needed to draw up and administer medication, for example, needles, syringes, gloves.

71. administer enemas and suppositories in line with prescription

65. Administers and, where necessary, prepares medication safely under direct supervision, including oral, inhalation, topical and by sub cutaneous and intra-muscular injection.

72. Undertake safe storage, transportation and disposal of medicinal products.


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Team Working and Leadership

Mentor Team Working and Leadership

MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

73. Takes effective role within the team, adopting the leadership role when appropriate. Actively consults and challenges practice of self and others to enhance care.

81. Appropriate and effective confrontation strategies when observing malpractice and timely and appropriate escalation.

74. Acts as an effective role model in decision-making, taking action and supporting others.

82. Demonstrates effective supervision and coaching skills by providing clear instructions and explanations when supervising others.

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

83. Demonstrates effective supervision and coaching skills by providing clear instructions and checking understanding when delegating care responsibilities to others

76. Prepares, supports and supervises those to whom care has been delegated and recognises and addresses any deficits in knowledge and skill.

84. Demonstrates effective supervision and coaching skills by providing clear constructive feedback in relation to care delivered by others.

77. Participates in clinical governance and clinical audit to improve the safety of service users.

85. Demonstrates effective supervision and coaching skills by providing encouragement to colleagues that helps them to reflect on their practice.

78. Reflects on and learns from safety incidents as an autonomous individual and as a team member and contributes to team learning in relation to assessing and managing risk.79. Active listening when receiving feedback and when dealing with team members’ concerns and anxieties80. A calm presence when exposed to situations involving conflict and de-escalation strategies and techniques when dealing with conflict.


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Rest, sleep and comfort Mentor Bladder and bowel care MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

86. Observe and monitor comfort levels, rest and sleep patterns

90. Observe and monitor the level of urinary and bowel continence to determine the need for ongoing support and intervention, the level of independence and self-management of care that an individual can manage

87. Demonstrate appropriate techniques to support the comfort of people including those who are unconscious or who have limited mobility

91. Assist with toileting, maintaining dignity and privacy and use appropriate continence products including pads, sheaths and appliances

88. Demonstrate appropriate positioning and pressure relieving techniques including pillows and other support aids

92. care for and manage catheters for all genders and help with self-catheterisation.

89. Take appropriate action to support maintain sleep hygiene.

93. Recognise bladder and bowel patterns to identify incontinence, constipation, diarrhoea and urinary and faecal retention94. Undertake stoma care and use best practice techniques and products.


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Respiratory Care Mentor Mobility and Safety MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

95. Manage the administration of oxygen using a range of routes and approaches

100. use appropriate risk assessment tools to determine the ongoing need for support and intervention, the level of independence and the level of self-management of care that an individual can manage

96. Take and be able to identify normal peak flow and oximetry measurements

101. Use appropriate assessment tools to determine and manage the ongoing risk of falls

97. Use appropriate nasal and oral suctioning techniques

102. Use a range of appropriate moving and handling techniques and mobility aids

98. Manage inhalation, humidifier and nebuliser devices in line with prescription99. Manage airway and respiratory processes and equipment.


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End of Life Care Mentor Additional competencies (student or mentor to add)

MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

103. recognise and take immediate steps to respond to uncontrolled symptoms and signs of distress including pain, nausea, thirst, depression, restlessness, anxiety and agitation. Update others on observations and actions taken104. review preferences and care priorities of the dying person and their family and carers, and ensure changes are communicated as appropriate105. work within organ and tissue donation protocols, forensic and infection protocols, advanced planning decisions, living wills and lasting powers of attorney for health106. understand ‘do not administer resuscitation’ decisions and verification of expected death107. care for the deceased person after death in a way that respects cultural requirements and protocols, involving families and carers.


3.Structured teaching session This assessment must be completed by the end of year 2 under the direct supervision of the student’s mentor during a specific teaching session

Guidelines

The mentor and student will identify an appropriate episode whereby the student conducted a teaching session for another member of staff (this could be a student nurse or an inexperienced member of staff). The student will explain how the teaching session was assessed, planned, delivered and evaluated.

The aim of this assessment is to demonstrate the student’s progression in the following four competencies: Assisting in the education of others Providing constructive and meaningful feedback Assessing others in practice An ability to use a wide range of strategies to support learning.

Learning outcomes1) Act as a role model in terms of ongoing learning and development of professional knowledge, skills and capabilities.2) Promote and actively support training and teaching/learning within the workplace.3) Promote and contribute to the education and promotion of health and wellbeing in individuals, their families and/or carers.4) Champion innovative methods and technologies in teaching and learning.

Student reflection on the teaching session

Within your reflection, demonstrate how you have achieved learning outcomes 1 – 4 in the space provided.

Describe the teaching session and how you assessed, planned, delivered and evaluated.

What did you do well?

What would you have done differently?

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Mentor feedback Based on the student’s reflection, your observation and discussion of the teaching session, please assess and comment on the following:

Yes = Achieved, No = Not Achieved Domain Achieved

Yes / NoComments

Domain 1: Professional Values and Parameters of Practice

Domain 2: Person-Centred Approaches to Care

Domain 3: Delivering Care

Domain 4: Communication and Inter-Personal Skills

Domain 5: Duty of Care, Candour, Equality and Diversity

Domain 6: Supporting Learning and Assessment in Practice

Domain 7: Team-working and leadership

Domain 8: Research, Development and Innovation

If any of the Domains are ‘Not Achieved’ this will require a re-assessment and the academic representative must be informed



PAT signature:

Date:

Date:

Date:

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4.Action Plan An action plan is required when a student’s performance causes concern. The mentor/supervisor must liaise with the academic representative and senior practice representative.

DateDate for Review Meeting

Area of Concern Note professional value or Essential Skill number if appropriate

Criteria for Success / Support Available

Review Meeting

Date:

Reviewer:

Comments:

Signed (Mentor)……………………………………….... Date……………….. Mentor’s Name (please print)

Signed (Student) ……………………………………….. Date ……………...... ................................................

Signed (Academic Representative)…......................... Date………………...

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An action plan is required when a student’s performance causes concern. The mentor/supervisor must liaise with the academic representative and senior practice representative.

DateDate for Review Meeting

Area of Concern Note professional value or Essential Skill number if appropriate

Criteria for Success / Support Available

Review Meeting

Date:

Reviewer:

Comments:

Signed (Mentor)……………………………………….... Date……………….. Mentor’s Name (please print)

Signed (Student) ……………………………………….. Date ……………...... ................................................

Signed (Academic Representative)…......................... Date………………...

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5.Reassessment 1

If a student is unsuccessful in any aspect of this document they will be subject to reassessment. Standard reassessment period is 4 weeks.

Please state the area for reassessment (Essential Skills / Professional Values / Episode of Care):

Initial Interview with Mentor (how will the student be supported during reassessment and what learning opportunities will be available):

Mid-Point Interview with Mentor (is the student on-track for the reassessment deadline):

Mid-Point Date:Final Interview (has the student now achieved the desired outcomes for reassessment):

Final Interview Date:Student’s signature:


PAT signature:

Date:

Date:

Date:

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6.Reassessment 2

If a student is unsuccessful in any aspect of this document they will be subject to reassessment. Standard reassessment period is 4 weeks.

Please state the area for reassessment (Essential Skills / Professional Values / Episode of Care):

Initial Interview with Mentor (how will the student be supported during reassessment and what learning opportunities will be available):

Mid-Point Interview with Mentor (is the student on-track for the reassessment deadline):

Mid-Point Date:Final Interview (has the student now achieved the desired outcomes for reassessment):

Final Interview Date:Student’s signature:


PAT signature:

Date:

Date:

Date:

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7.Record of Personal Academic Tutor Discussions

Please use this to record discussions during 1:1 meetings with your PAT. Ensure all entries are signed by both student and personal tutor.

Date Signatures

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