Assessment of practice: Ongoing record of achievement · Ongoing record of achievement statement My...

Assessment of practice: Ongoing record of achievement

Midwifery

Midwifery AOP 2009.indd 1 18/09/2009 11:53:46

Bachelor of Midwifery (Hons)Assessment of Practice

Name

University ID number

Group/intake

Academic tutor name

Telephone

Email

Ongoing record of achievement statementMy Assessment of Practice document is my “ongoing record of achievement” for practice.

I consent to allow the processing of confidential data about me to be shared between successive mentors and with the relevant education providers in the process of assessing my fitness for practice.

I understand that this is a requirement of the NMC and that it is essential to the pursuance of my programme of study leading to registration.

Student signature

Academic tutor signature

Date

For further information, please refer to:Standards to Support Learning and Assessing in Practice. NMC Standards for mentors, practice teachers and teachers. First published August 2006, second edition July 2008 p.69. www.nmc-uk.org

Protecting the public through professional standards Accepting appropriate responsibility

There may be times when you are in a position where you may not be directly accompanied by your mentor, supervisor or another registered colleague. As your skills, experience and confidence develop, you will become increasingly able to deal with these situations.

However, you must only participate in interventions for which you have been fully prepared or in which you are properly supervised, and which are in keeping with Trust/practice policy. If you have any doubts, discuss them as quickly as possible with your mentor or academic tutor.

I have read and understood the above statement

Student signature


Date

Adapted from an NMC guide for students of nursing and midwifery, Nursing and Midwifery Council (2002) www.nmc-uk.org/aDisplayDocument.aspx?documentID=1896

ConfidentialityEntries made in the portfolio must ensure the service users’ right to confidentiality is respected at all times.

© University of Southampton 2009


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Mentor/associate mentor initials sheetAll health care professionals signing student documentation should insert their details below, as indicated.

Name of mentor/associate mentor (please print)

Work telephone number and email

Name of practice area/team

Signature Initials

Completing this grid is a requirement for any mentor/associate mentor who is signing your portfolio


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Signature Initials



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Signature Initials



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Signature Initials



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Student nurse/midwife practice inductionInduction programme for all pre registration nursing and midwifery students

Designed in partnership with learning localities within Hampshire and the Isle of Wight

Student’s name:

Intake: Award:

Practice experience number

Please indicate practice location in the year column below

Topics to be covered (mentor initials and date when completed)

Year 1 Year 2 Year 3

Introduction to staff Include all relevant staff working within the practice experience area

Orientation to practice experience area

Include:

• Stafftoilets

• Staffrestroom/canteen

• Wheretokeeppersonalbelongings

• Mealbreaks

• Relevantlinkareasandwhotocontactforvisits

• Linklecturer–nameandcontactdetails

• Linklecturer–explainrole

Professional conduct and appearance

Discuss

• Dresscode

• Professionalconductspecifictothepracticeexperience e.g. working guidelines, etiquette inclientshomes,useofmobilephones

ID badge ExplainpracticeexperiencepolicyforIDbadges

Fire policy/procedure

Discuss

• Organisationpolicyandemergencynumbers

• Locationoffirepoints,exits,fireextinguishers,fireblanketsandfirepolicy

• Explainprocedureforevacuationandalarmtones

• Awarenessofrisksassociatedwithpracticeareas

Moving and handling

Discuss organisation policy and relation to practice experience area

Locationoforganisationsmovingandhandlingequipment

Organisational policy folders

Studentshouldbeawareofthefollowingpolicies/procedures

• Healthandsafety

• Infectioncontrol

• Professionalbehaviour

• Humanresourcese.g.harassment,equalopportunities, complaints etc.

• Occupationalhealth

• Policiesspecifictopracticeexperiencearea

• Relevantmidwiferypoliciesandprocedures

• Smoking


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Practice experience number

Please indicate practice location in the year column below

Topics to be covered (mentor initials and date when completed)

Year 1 Year 2 Year 3

Accident and clinical incidents

Explain

• Procedureforreportingaccidents

• Procedureforreportingadverseincidents

• Policyfornotbeingabletogainaccesstoaclient’s home (community)

Resuscitation Explain

• Procedureineventofanemergencye.g.cardiac arrest

• Emergencycontactnumbers

Duty rota Discuss

• Location,distanceandif/whenloneworking,any travel issues

• Requests

• Mentors

• Numberofstudentsonshifts

• Finishingattheendoftheday

• Nights/weekends/evenings(unsocialhours) following current guidance from the UniversityofSouthamptonSchoolofHealthSciences

Sickness and absence

Explain policy for reporting in the event of sicknessorabsenceincludingnotificationtoallocationsdepartment(SchoolofHealthSciences)

Discuss relevant personal health or learning issues with mentor

Transport issues Discuss issues related to car parking, hospital transportacrosssite,publictransport

Telephone Discuss

• Contactdetailsforseniormidwifeonduty,teammembersmobiles

• Studentcontactdetails

• Bleep/pagersystem

Equipment Explain

• Basicfunctionofappropriateequipmentandwhere and how to access

Infection control Thestudentshouldbemadeawareofpolicieswithspecificreferenceto:

• Needlestickinjury

• MRSA

• Handwashing


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Welcome to your assessment of practice document 10

Proficiency and the outcome/proficiency levels 10

Assessment of proficiency 10

Outcome/proficiency – achieving 11

Effective professional practice 11

Assessment of practice 11

Guidance for mentors on making a practice assessment decision 12

Student achievement 12

Guidance for students on assessment of practice completion 13

Demonstrating achievement 13

Academic integrity 13

Undertaking and completing a practice experience 14

Safeguarding children, young people and vulnerable adults 15

Incidents in practice 15

Documenting learning 15

Model of enquiry based learning 16

Reflection 17

Troubleshooting 17

Completing the Assessment of Practice document 17

Completing the skills log 18

Completing the assessment of professional practice document 18

Grading clinical practice 18

In the event of a failed assessment 19

Grading practice grids: examples 20

Contents

Section one: guidelines for use


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Section two: skills log

Handwashing 22

Practice experience attendance record 23

Record of training updates 25

Outcome competency framework 28

Nursing skills 29

Antenatal skills 30

Labour skills 33

Postnatal skills 37

Neonatal skills 39

Successful completion of simulation workstations 41

Additional study days attended 42

Record of clinical experience 43

Summary of clinical experience 43

Record of antenatal examination undertaken 44

Parent education sessions 47

Record of booking interviews undertaken 48

Serial visits to caseload clients 49

Record of normal births witnessed 50

Supervision of care of women in labour 51

Record of births conducted 53

Record of episiotomies witnessed 55

Record of episiotomies performed 55

Record of perineal repairs witnessed 56

Record of perineal repairs undertaken 56

Record of vaginal examinations undertaken 57

Supervision and care of women at risk in pregnancy, labour or the postnatal period 66

Breech deliveries witnessed (vaginal and caesarean) 68

Supervision and care of postnatal women (including examination) 69

Family planning sessions attended 73

Record of initial examination of the neonate 74

Supervision and care (including examination) of healthy neonate 76

Observation and care of the new-born requiring special care 80

Supplementary evidence of learning in practice 81

Practice focused activities 82

Student’s records of reflection 84

Client and family involvement in practice assessment for midwifery students 96


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Section three: assessment of professional practice

Year one: practice experience 1 98

Checklist of responsibilities 98

Professional development: self assessment by student at commencement of practice experience 99

Initial review 100

Interim review of progress 101

Professional development: self assessment by student at final assessment 103

Final review 104

Learning agreement 110

Review of learning agreement 111

Year one: practice experience 2 112



Initial review 114



Final review 118



Year two: practice experience 1 126



Initial review 128



Final review 132



Year two: practice experience 2 140



Initial review 142



Final review 146

Grading practice grids 152



Year three: practice experience 1 156



Initial review 158



Final review 162



Year three: practice experience 2 170



Initial review 172



Final review 176

Grading practice grids 182



Absence records 186


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Section one: Guidelines for use

Welcome to your assessment of practice documentThis guide has been developed to help students and mentors complete all aspects of the assessment of practice (AOP) including:

• Skillslog

• Assessmentofprofessionalpracticedocument

These two parts of the portfolio contain the necessary documentation for assessing and recording evidence to demonstrate the student’s achievement of the practice learning outcomes throughout their programme. Explanation of how to complete these is provided on pages 17-21 of this document.

Please read and become familiar with the following pages. We recommend they are read in conjunction with the student handbook. Questions arising should be discussed with the academic tutor or university link.

Assessment of practice represents 50% of the pre-registration midwifery programme assessment requirements. Your AOP document acts as your ongoing record of achievement, which is an NMC requirement for registration.

Practice will be graded in the following units:

Year 2: Personal Professional Practice Development

Year 3: Developing the Autonomous Practitioner

The mentor’s contributions to the assessment of a student’s programme of study is fundamental to maintaining professional standards of midwifery practice. Please remind your mentor to read these pages.

Proficiency and the outcome/proficiency levels

Midwifery competencies – guiding principles• Fitnessforpurpose

• Fitnessforaward

• Fitnessforprofessionalstanding

These guiding principles establish the philosophy and values underpinning the NMC’s requirements for programmes leading to entry to the midwifery part of the register. The guiding principles relate to professional proficiency and fitness for practice. As practice takes place in the real world of health care delivery, it is inextricably linked to other aspects of fitness: fitness for purpose, professional academic awards and professional standing (NMC 2004).

Practice proficiencyA student is deemed to be proficient when they have successfully met all the NMC standards for midwifery at the end of an NMC approved programme. Practice proficiency may only be signed off by a practice teacher or mentor who has met the NMC additional criteria (NMC 2008).

Graduate key skills and employability are the generic, transferable skills which all students develop during the course of their academic studies. They include oral and written communication, study skills and wider areas such as self-awareness and reflection on learning. Employers are increasingly seeking evidence of skills development within graduate degree programmes.

The focus of this assessment of practice document is to enable you to develop and demonstrate transferable skills that are not only useful in improving your studies: they can also help you to make the transition to employment after university. These skills include:

• Intellectualskills

• Inter-personalskills

• Communicationandresearchskills

• Criticalanalysis

• Problemsolving

• Decisionmaking

• Numeracy

• ITanddataanalysis

• Professionalskills

Assessment of proficiencyThe programme is designed around three sequential levels of outcome and proficiency that have to be achieved at different stages of the programme.

It is assumed that at all times students will:

• PracticeinaccordancewiththeNMCCode(2008)and university regulations

• Practiceinaccordancewithrelevantlegislation

• Beattentiveandactwithkindnessanddignity

• Beeitherdirectlyorindirectlysupervisedbyaregistered practitioner who remains responsible for all care

The levels and criteria for judging achievement are:

Outcome/competency level 1 participates• Hasobservedtheskillandcannowassistin

its delivery under the direct supervision of a supervising practitioner

• Actsappropriatelywhenassistingsupervisingpractitioners

• Promotesthesafetyandwellbeingoftheclient.

• Hasanunderstandingofthe‘handson’(psychomotor)’, knowledge based and attitudinal elements of the skill or aspect of care delivery

• Recognisessituationsaffectingthesafetyandwell being of the client and informs a supervising practitioner


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Outcome/competency level 2 initiates• Isabletomakeanassessmentofclientneedsand

initiate care delivery

• Caredeliveryisunderpinnedbysoundtheoreticalknowledge

• Attitudedemonstratesempathyandanunderstanding of the client’s emotional/psychological needs

• Afterinstructionandsupervisedpractice,canbetrusted to practise safely in similar, uncomplicated situations

• Canperformskillsanddelivercareinunfamiliarorcomplex situations with guidance and support

• Ensuresthesafetyandwellbeingoftheclientwithsupport

• Managesandprioritisesanappropriatepersonalworkload, seeking help when necessary

• Recogniseslimitationsofownstageofcompetenceand where appropriate, seeks instruction from or refers to a supervising practitioner

Outcome/competency level 3 manages• Hasanunderstandingoftherelevantlegislationand

has the skills, knowledge and attitudes to practise safely and effectively without the need for direct supervision

• Takesresponsibilityfor,andcanjustifyownactions

• Ensuresthesafetyandwellbeingoftheclient

• Managesandprioritisespersonalworkloadseffectively

• Criticallyintegratesknowledgeandpractice

• Practiceisevidencebased

• Hastheskillsandabilitytopracticesafelyandeffectively without the need for direct supervision

• Managescareinordertoensurethesafetyandwellbeing of clients at all times

Outcome/proficiency – achievingThe portfolio of learning has two main sections based on the NMC proficiencies: the skills log and the assessment of professional practice document.

The skills log contains:

• Skillsrequiredtomeettheproficienciesfromthe‘effectivemidwiferypractice’domainandEUdirective 80/155/eec article 4

• RecordsofclinicalexperiencerequiredtomeetEUdirective 89/594/eec

The assessment of professional practice document contains theoutcome/proficienciesmainlyfromthe‘professionalandethical practice domain’ and the code of professional practice. These need to be achieved in every practice experience.

It is vital that students work towards every aspect of their clinical practice assessment during every practice experience.

These elements of the portfolio have been designed to meet the requirements for progression during the programme and ultimately for entry to the midwifery part of the register.

Effective professional practiceEffective practice

• Isinaccordancewithnationaland/orlocallegislation and policy

• Complieswithcodesofprofessionalconduct

• Isbasedoncurrentevidenceofbestpractice

• Isdeliveredinamannerwhichensuresclientsafetyand well being

• Isprovidedwhenneededandusestimeandresources wisely

Nursing and Midwifery Council domains of practice*The NMC divide learning into four domains:

• Effectivemidwiferypractice

• Professionalandethicalpractice

• Developingtheindividualmidwifeandothers

• Achievingqualitythroughevaluationandresearch

Contact time with students• TheNMCrecommendsaminimumcontacttime

of 40% of a student’s time should be spent being supervised by a mentor or practice lecturer

• Itisrecommendedthatamentorhasaminimumofone hour protected time per week

• ItisanNMCrequirementthatthementor’sof3rdyear students have one hour protected time per week

Accountability• Therearethreepointsintheprogrammeformaking

summative judgements about safe and effective practice

• Signoffmentorsconfirmproficiency:-I.e.assessproficiency observed at each point of progression

• Sign-offmentorswilluseevidenceofproficiencyobserved since the previous progression point

* NMC 2004 standards of proficiency for pre-registration midwifery education

Assessment of practiceThe portfolio provides a record of experiences, learning and achievements in practice. It contains the assessment of practice reporting documentation, as well as evidence of achievement in practice by the student. Maintaining and presenting an assessment of practice document that acts as passport between practice experiences is a statutory requirement of the Nursing and Midwifery Council (NMC) and a programme requirement of the University of Southampton School of Health Sciences.

The majority of evidence presented in the assessment of practice will be collected as a result of working in practice and will help to demonstrate achievement of the outcomes/proficiencies. Students are required to present evidence of their learning in practice as well as a record of academic achievement. It can:

• Enhancelearning

• Gaugeprogress

• Helpdemonstrateachievementoftheoutcomes/proficiencies

• Enablethestudenttodeveloptheskillsneededtojustify their own practice (DH 2001)


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The student’s assessment of practice documents including mentor’s comments will be discussed with their academic tutor when verifying the portfolio and at progress review points.

The personal and professional development plan undertaken at the beginning and completion of each practice experience should also be used jointly by the student and mentor to identify and document areas of a student’s personal characteristics and professional practice that may be developed during their current and future practice experiences. This should be used as a discussion document for developing action plans.

ReferenceDepartment of Health (2001) Essence of care: patient-focused benchmarking for healthcare practitioners, DH: London

Guidance for mentors on making a practice assessment decisionsWhen making your decision, reflect on the student’s performance during the practice experience and the feedback from colleagues, university links and any evidence that you have upon which to make a decision. Please refer to the student’s self assessment of their performance, details of the initial and interim reviews and the achievement of any goals/developments in the student’s practice that were identified in them. Remember it is important that the student is given feedback at regular intervals and opportunities to discuss their progress prior to the final assessment.

Failure to achieve the required proficiency level must never be an unexpected event for any of the parties involved.

Questions that you may want to consider when making an assessment decision are:• Hasyourstudentmettheperformancecriteriafor

achieving a pass?

• Doestheirevidence/selfassessmentaccuratelyreflect their performance when delivering care to clients?

• Hasyourstudentbeengivenfeedbackontheirperformance, had any areas for development identified to them and had this documented?

Practice assessment decision

Criteria

Pass

The student has consistently demonstrated achievement of all the performance criteria relating to each of theNMCproficienciesassetoutinthedocumentation

Fail

The student has failed to consistently demonstrate achievement of all the performance criteria relating to each of theNMCproficienciesassetoutinthedocumentation

To pass the practice experience, the student must:

• Completesatisfactorilyallpracticeassessmentdocumentation including recording assessment dates, performance evidence and signatures for each practice experience

• Submittheircompletedassessmentofpracticedocumentonorbeforetherequiredsubmissiondates

• Studentswhofailtoachievetherequiredstandardtopassoneormoreoftheproficiencieswillbegivenasecondassessmentopportunitytoachievetheseproficienciesfollowingthefirstfourweeksoftheirnextpracticeexperience.Asubsequentreferralwillmeanthestudentwillbesubjecttowithdrawalfromtheprogramme.

Student achievement:A fundamental role of every registered midwife is to support and facilitate students in meeting their learning needs during practice experiences. In some cases, students will require clear guidance and support in developing aspects of their practice that have been identified to them as below the required standard. Involvement of the academic tutor at an early stage will ensure appropriate support is available for the student and mentor to facilitate the student in improving their practice to achieve the proficiencies. An action plan will be agreed which clearly identifies areas for improvement. The mentor should inform the student and the academic tutor of the student’s progress in meeting the requirements of the action plan, so that failing to achieve proficiencies is not an unexpected event for any of the parties involved.

Outcome/proficiency – maintaining stage of proficiencyStudents must achieve and maintain each outcome/ proficiency in order to:

• Ensurestandardsofpatient/clientcarearemaintained

• Preparefortheresponsibilitiesofregistration

• Entertheregister

Outcome/proficiency - removing ‘achieved status’Once an outcome/proficiency has been achieved it does not have to be formally re-assessed. However, if outcome/proficiencyisnotmaintained‘achieved’statuscanberemoved. This can be done by any mentor or the link lecturer.

If this happens:

• Thestandardofproficiencymustbere-achievedbefore the next summative assessment and before progression is ratified


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If outcomes/competencies are not re-achieved, at the outcome/proficiency level required, the student will be referred in the assessment of practice.

ReferencesNursing and Midwifery Council (2004) Standards of proficiency for pre-registration midwifery education, NMC: London

Guidance for students on assessment of practice completion

Assessment of practiceAny mentor, the university link or a supervising practitioner working in conjunction with the named mentor, can assess the student’s performance in relation to the outcomes/proficiencies. The named mentor, or associate mentor, should assess the outcomes/proficiencies that must be achieved during each practice experience and complete the written reports.

Assessment of practice – student’s roleRemember, this is your assessment and you must accept responsibility to ensure accurate completion:

• Priortothestartofthefirstpracticeexperience,complete the recommended initial activities including a professional development plan

• Priortothestartofanypracticeexperiencesmakean initial identification of learning needs

• Activelyparticipateininitial,interimandfinalinterviews with mentor

• Identifyandaffirmlearningneedswithmentor

• Agreeanactionplanwithyourmentorforeverypractice experience

• Takeadvantageofeveryopportunitytoworkwithmentor / supervising practitioner

• Takeadvantageofallthelearningopportunitiesavailable

• MaintainyourAssessmentofPracticedocument

• Providementorwithexamplesfrompracticetodemonstrate how the outcomes/competencies have been achieved

• Co-operatewithmentortoensuretheassessmentiscompleted by the date(s) specified

• Maketheassessmentofpracticedocumentsavailable to mentors or academic staff on request

• SubmitthecompletedAssessmentofPracticedocument to registry/academic tutor by the date specified. This applies to practice experiences 2, 4 and 6 only

• Completetheon-lineevaluationofyourpracticeexperience

Demonstrating achievementFormative assessment of practice on completion of experiences 1, 3 and 5

At the formative assessment the student should be able to demonstrate that satisfactory progress is being made in relation to achieving the proficiencies and skills that must be achieved by the end of the year. This decision would be based on the following:

• Proficienciesandskillsachieved

• Documentedreasonsfornon-achievementinanyarea

• Thestudenthasmaintainedandpresentedtheportfolio

• Thementor’sevaluationofthestudent’sprogressstated in the final formative written report

• Recommendationsofthementor,universitylinkand / or academic tutor

• Recordofhoursofpracticecompletedandverifiedby the mentor

Summative assessment of practice on completion of experiences 2, 4 and 6At the summative assessment the student should be able to demonstrate achievement of the proficiencies and skills required by the end of year progression point. This decision would be based on the following:

• Alloftheoutcomes/competenciesareachievedatthe minimum level required (unless the mentor verifies the necessary experience has not been available)

• Thestudenthaspresentedevidencefrompracticeto demonstrate that all outcomes/proficiencies have been achieved

• Thestudenthascompletedtheappropriatepartsofthe skills log by the end of the year

• Thestudenthasmaintainedandpresentedtheportfolio

• Finalwrittenreportsaresatisfactory

• Therequirednumberofhoursofpracticehavebeencompleted and verified by mentors

• Theportfoliooflearningissubmittedtoregistrybythe date(s) specified

Academic integrityPlease note: all members of the University are expected to maintain high standards of academic conduct and professional relationships based on courtesy, honesty and mutual respect.

Breaches of academic integrityIf you work with academic integrity there are a number of practices you must avoid which are explained in the academic integrity statement for students within your pre-registration student handbook.

You are responsible for your own work and conduct; and for ensuring you neither fall into poor academic practice in your written work nor engage in practices which breach academic integrity.

Falsification or incorrect completion of any elements of this document – in connection with programmes leading to a professional qualification, falsely claiming to have completed non-academic requirements such as hours of practice, or achievement of professional competencies or falsification of signatures are seen to be a breach of academic integrity and will result in disciplinary action.


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Undertaking and completing a practice experience

Student commences practice experience and is allocated a mentor

Within 2 days of commencing practice experience

• Completionofpracticeinduction

• Completionofinitialinterview

• Reviewofstudentselfassessmentofprofessionaldevelopment

• Reviewofactionplanfrompreviouspracticeexperience (except practice experience 1)

• Identificationoflearningneeds/actionplan

Review of progress practice experience interim formative point

• Reviewofprogressandlearningneedsundertakenbystudent and mentor

• Reviewofproficiencyachievementusingassessmentframework

• Learningneedshavebeenre-explored

• Actionplanhasbeenre-negotiated/developed

• Academictutor/universitylinkhasbeencontactedifrequired

• Proposeddateforfinalreviewisagreed

Final formative review of progress end of PI, P3 and P5


• Studentcompletesselfassessmentofprofessionaldevelopment

• Allproficienciesarecompletedattherequiredlevel

• Actionplanagreedtotakeintonextpracticeexperience

• Allpaperworkiscompletedandsigned

• Academic/linktutorcontactedifrequired

Summative assessment – progression point end of P2, P4 and P6


• Studentcompletesselfassessmentofprofessionaldevelopment

• Allproficienciesarecompletedattherequiredlevel

• Actionplanagreedtotakeintonextpracticeexperience

• Allpaperworkiscompleted

• Mentorsignsstudentasproficienttoprogresstoyear2 or 3/enter register

• Studentsignsstatementofacademicintegrity

• Academic/universitylinkcontactedifrequired

P4 and P6

• Thegradinginpracticegridiscompletedifthestudent achieved a pass

Student receives refer for any part of portfolio at end of 2nd or 4th or 6th practice experience

P4 and P6: do not complete the grading in practice grid at this stage

Within 2 days of commencing the next practice experience

• Completionofpracticeinduction

• Reviewofstudentselfassessmentofprofessionaldevelopment

• Reviewofactionplanfrompreviouspracticeexperience

• Identificationoflearningneeds/actionplanagreedwith academic tutor / university link

• Completelearningagreement

Following the first four weeks in practice a further summative assessment occurs of those proficiencies / skills not achieved on previous practice experience

• Ifproficienciesareachievedattherequiredlevelthestudent progresses to the next practice experience. P4andP6:thegradinginpracticegridiscompleted

• Asubsequentreferralwillmeanthestudentwillbesubjecttowithdrawalfromtheprogramme

• Somestudentsmayundertakearepeatexperienceandseparatedocumentationwillbeproduced.However,thismustbeusedinpartnershipwiththisdocument.


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Safeguarding children, young people and vulnerable adults

Safeguarding children and young peopleNurses and midwives have a statutory duty to safeguard and promote the welfare of children and young people. This includes an awareness of how to recognise and respond to, concerns about children who are at risk of, or suffering from, significant harm. This duty is reflected in the Nursing and Midwifery Council code of conduct, performance and ethics for nurses and midwives (NMC 2008) that recognises the need to act to protect service users and others from significant harm.

Within the counties of Hampshire and the Isle of Wight therearefour‘localsafeguardingchildrenboards’collectively known as the 4LSCB. They have responsibility for the development of procedures/protocols in relation to safeguarding children.

All practice experiences for students should have access to these procedures as well as local policies and protocols dependent upon the setting

It is important to be aware that safeguarding children procedures are available in all areas that come into contact with children and families, not only those providing direct care for children.

See useful websites below: www.nspcc.org.uk www.childrenssociety.org.uk www.everychildmatters.gov.uk

Safeguarding vulnerable adults.Some service users may be considered especially vulnerable. A vulnerable adult is defined as a person “who is or may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation”. (WhoDecides?,LordChancellor’sOffice1997)

In effect all midwives in all practice settings could be required to act to protect any adult but should pay particular attention to the protection of the vulnerable adult. Nurses. Midwives and Health Visitors are required to follow locally agreed multi-agency procedures in order to achieve this (No Secrets, Department of Health & Home Office2000)

Should you be involved in any way, in any situation in practice related to advocacy and support, contact your academic tutor for advice.

N.B. You must NEVER submit any formal statement related to any situation without prior consultation with your academic tutor who will refer you to an expert advisor.

Incidents in practiceTo be read in conjunction with the University of Southampton guidelines for reporting concerns for students safety (www.soton.ac.uk/studentservices/wellbeing/studentwellbeing.html) and the University of Southampton health and safety policy (www.resource1.soton.ac.uk/hr/healthandsafety/policy/index.html).

Whilst engaged in practice experiences, students may become involved in incidents or accidents. Should this happen, it is important that personnel at the School of Health Sciences are informed, not only to enable the monitoring of health and safety issues but also to offer support and guidance should this be required. The link lecturer or academic teacher must be contacted by the student or their mentor and they will advise the student and mentor of the appropriate action to take.

Definitions of what constitutes an “accident” and an “incident” or a “near miss” are available in the student handbook.

If there is uncertainty regarding appropriate action to take, thehealthandsafetyofficerintheSchoolofHealthSciencesshould be consulted.

In the event of such an occurrence, a form s24 should be completed by the student with help from their link lecturer or academic teacher and guidelines for completion are included in the document. The form should then be returnedtothehealthandsafetyofficer.

Form s24 can be found at www.socscinet.soton.ac.uk/safety/s24form20040317.doc.

Whenever students are involved in an accident or incident or a near miss and a practice organisation “incident form” is completed, the student or mentor must contact the link lecturer or academic teacher and report this, even if they have only witnessed but were not directly involved in the situation. The link lecturer or academic teacher will then inform the award leader, the practice academic coordinator and the learning environment head follow up action will be agreed and a record will be made in the student’s file. Ideally, a copy of the incident form will be forwarded to the award leader or academic teacher who will ensure safe storage in the student file.

Documenting learning

EvidenceExamples from practice that demonstrate the actions, decisions, attitudes or knowledge the student has used appropriately to demonstrate achievement of outcome/proficiency. The majority of evidence should be obtained as a result of participating in care delivery.

Learning need(s)The difference between the skills, knowledge and attitudes a student has and those which are needed to achieve the outcomes/proficiencies. Learning needs can be identified by the student, the mentor or an academic/university link. Sometimes, it is helpful to use an additional action plan to focus on a specific learning need.

Action planThis is a formal agreement made between the student and the mentor. It generally specifies:

• Whatgoaloroutcome/proficiencyistobeachieved

• Whatspecificclinicalskillsareexpectedtobeachieved

• Whatactivitiesandexperiencesareneededtoachieve the goal, or demonstrate achievement of the outcome/proficiency


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IMPLEMENT EVALUATE

PLAN ASSESS

Description

Whathappened?

Feelings

Whatwereyouthinking and feeling?

Prioritiselearning,setgoals, allocate tasks, timeframes, expectations and resources

Actionplan

If it arose again, what would you do?

Identify what you do not know and need to know

Identify what new learning hasbeenachievedandwhatremainstobeachieved

Conclusion

Whatelsecouldyouhave done?

Analysis

Whatsensecanyoumake of the situation?

Explore the scenario, identify what is happening Evaluation

Whatwasgoodandbad?

Model of enquiry based learning using principles adapted from reflective and problem-solving cycles (Gibbs 1988:39, Woods 1994:22), the nursing process and processes that link theory and practice (Eraut et al 1995)


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• Whatformsofevidencearelikelytoindicateachievement, and, how the evidence should be presented

• Whenprogressistobereviewed

• Evidencepresentedbythestudenttodenoteachievement

Action plans are an additional tool to help students and mentors structure the learning experience. They are a requirement in every placement, to enhance learning. It is recommended that action plans are renegotiated/developed in consultation with the university link when a student is not achieving or not making appropriate progress.

ReflectionEndeavouring to improve the effectiveness of one’s own practice by exploring and understanding the skills, knowledge, actions, beliefs and values that underpin personal practice.

The purpose of reflection is to help the practitioner improve their practice by exploring one’s own skills, knowledge, beliefs and values by thinking about what is done in practice. Completing these activities will help demonstrate achievement of the outcome/competency. There are many suggestions about how this is done, but reflection generally includes considering:

• One’spersonalroleinanactivityorevent

• Whatotherhealthcareprofessionalswereseentobe doing

• Whatweretheneedsof,andresponsesoftheclient(s)

• Whysomethingwasdoneinthewayitwas

• Couldithavebeendonedifferently

• Whathasbeenlearnedaboutselfandmidwiferypractice

• Shouldasimilarsituationoccuragain,howwoulditbe handled

There is no specific requirement for:

• Howoftenareflectiveaccountshouldbemade

• Whatshouldbeselectedforreflectiveactivities

What is selected as a subject for reflection can be:• ‘Everyday’[formidwives,probablynotforthe

client], for example conducting a booking interview, assisting a woman to breastfeed her baby and considering‘didIhelpthewomanandherfamilyfeel confident in the care they received?’

• ‘Dramatic’,aclienthasapostpartumhaemorrhage

• ‘Selfquestioning’,afterobservingpoorcommunicationskillsinacolleagueasking,‘howgood am I at communicating with clients and others?’

• ‘Selfevaluating’,askinghowwelldidIhandleasituation that was new to me?

• ‘Soughtout’,toconsideringreaterdepthone’sunderstandings and attitudes. For example, wanting to explore attitudes towards termination of pregnancy following diagnosis of a chromosomal abnormality.

Trouble shooting

Difficulties – what action should be takenStudentswhobelievetheyareexperiencingdifficultiesinfulfilling the requirements for the assessment of practice and maintaining a portfolio of learning are advised to address their concerns promptly.

In the first instance queries should be addressed to the mentor. If this does not resolve concerns contact the academic tutor (first point of call), award leader or practice academic coordinators.

Mentors who have concerns about fulfilling the requirements for the assessment of practice, or the adequacy of the student’s progress should address their concerns to the student, experienced colleagues, the link tutor or academic tutor as appropriate. If this does not resolve concerns, contact the student’s academic tutor (first point of call), the duty tutor, the award leader or practice academic coordinators. (Please refer to the managing student issues in practice poster)

Experience not availableThis document has been designed for use in all practice settings. Please contact your academic tutor if by the interim review in P2, P4 and P6 it has been identified that youwillhavedifficultiesinachievingproficienciesorskills.

Referred: what happens nextA student who does not complete all aspects of the assessment of practice at the first attempt will be referred. Students are normally allowed two attempts to complete their assessment of practice. The proficiencies not achieved at the required level will need to be achieved following the first 4 weeks within the students next practice experience.

This is to enable the student to continue on the programme whilst attempting to successfully complete the assessment of practice. Students who do not achieve the requirements of the assessment of practice at the second attempt are deemed to have failed and may be discontinued from the programme.

Completing the assessment of practice document

1. Mentor/associate mentor initials sheetAny practitioner signing any part of the portfolio must enter their details on this form so that records can be verified.

2. Student nurse/midwife practice inductionThere is a column for each of the six practice experiences within this document. It should normally be completed within 48 hours of starting the experience.


« 18 »

Completing the skills logThe skills log is a document that allows demonstration of progression throughout the three years of the programme. It consists of:

1. Practice experience attendance recordTo be completed by the student and signed by the mentor/supervising practitioner.

2. Records of training and updatesTo be completed by the student and signed by the person providing the training.

3. Skills logThe skills are assessed by a competency framework comprising thee levels (see page 36 of the skills log). The skills are divided into the following sections:

• Nursingskills

• Antenatalskills

• Intrapartumskills

• Postnatalskills

• Neonatalskills

Apartfromthoseinthe‘nursing’section,skillsarelistedunder subheadings reflecting NMC proficiencies. The pages are clearly divided into columns for each of the three years of the programme. These columns are subdivided into the following sections:

• L–indicatestheminimumcompetencylevelthatthe students are expected to reach by the end of the academic year

• I–providesspaceforaninterimassessmentoftheskill

• S-providesspaceforthestudenttoselfassess

• M–providesspaceforthementor’sassessmentofthe skill

• Supervisingpractitioner/date–thesupervisingpractitioner should sign and date this at the final assessment of the year (summative assessment point)

The final column allows for confirmation that, where students have been assessed as proficient prior to the end of the programme, the final sign off mentor is satisfied that the skill has been maintained. The shading indicates that students are not expected to be participating in that particular skill at that stage of the programme. This does not mean that they cannot be assessed, just that they do not have to be.

4. Records of clinical experienceTo be completed by the student to demonstrate both the range of experience accessed and that they have met the requirements of EU directive 89/594/eec.

5. Student’s record of reflection.Structured pages have been provided, but it is recognised that as reflection is personal, students may record their reflections in whichever way they choose.

Completing the assessment of professional practice documentDocuments that are specific to a particular year are colour coded:

1st year – green

2nd year – yellow

3rd year - pink

1. Checklists of responsibilities to be completed by student and mentorThese are provided as aide memoires for each practice experience.

2. Professional development: self assessment by studentStudents are required to complete a self assessment of professional development prior to starting and at the end of each practice experience.

3. Initial reviewTo be completed within two days of the start of the practice experience. This enables identification of relevant prior learning and learning needs for this experience leading to formationofanactionplan.Objectivessetshouldbe‘smart’(i.e. specific, measurable, achievable, realistic and within an identified time frame).

4. Interim review of progressIt is important that this is completed as near as possible to half way through the experience, so that students can identify both progress and areas for development in time to address any concerns prior to the final review.

5. Final reviewExamples of evidence from practice that can be provided by both the student and mentor are used to demonstrate achievement of the proficiency. The mentor indicates whether the student has passed or referred each proficiency by a tick in the relevant box and signs to verify this. Particular areas to be commended or that are cause for concern can be highlighted at the end of the review. The mentor should then confirm that the student is performing skills at an appropriate level of competence, before finally indicating whether the student has passed or referred the placement. In order to achieve a pass, the student must have passed all the individual proficiencies.

Grading clinical practiceThe NMC (2007) requires that as from September 2009 midwifery students are awarded a percentage grade as part of their assessment of practice, which will contribute to their final degree classification. This process is undertaken at the end of Years 2 and 3 by completing a grading in practice grid.

How to use the Grading Practice Grid.The Grading Practice Grid offers a number of options to reflect the students’ overall performance in practice. There is space for both student and mentor to make a judgement on the level of students’ performance taking into account the feedback provided in the assessment of practice document.

The grid is subdivided in to 3 sections

• CommunicationSkills


« 19 »

• ClinicalSkills

• Professionalstandardsandmanagementskills

Each section has a heading which displays the numerical bandings with appropriate performance indicators related to that banding.

• Identifytheappropriateperformanceindicatorandaward a numerical grade within the range in the box provided

• Onceasectioniscompleted,totalthefigurestogether and place the outcome in the box at the bottom of each page.

• Oncompletionofall3sectionstotalthethreefigures together and divide that figure by 12.

• PlacethisnumberintheOUTCOMEBOX.

• Thisisthefinalgradeawardedtothestudent.

An example of a completed grid can be found on pages 20-21

If the student has failed any aspects of the skills log or the assessment of professional practice document then this deemed to be an overall FAIL and a Grading Practice Grid MUST NOT to be completed at this stage.

In the event of a failed assessmentIn the event of a failed assessment a learning contract will be devised between the student, mentor and an academic tutor as per the flow chart on page 14. This will support the student in making up the areas of deficit.

Where this second attempt results in a PASS the student and mentor complete a Grading Practice Grid reflecting the student’s actual current performance level. The grade awarded will therefore reflect this.

However, the final grade will be capped at 40% by the University of Southampton.


« 20 »

Level 3 Grading practice grid: Communication skills EXAMPLE

Exceptional 80+ Excellent 70-79 Very good 60-69 Good 50-59 Pass 40-49

Exemplary communication, lucid and fluent. Initiates innovative strategies for communication towards women and their families

S M

Communicationconsistently articulate, well-ordered and fluent. Consistentlyadoptsflexible& imaginative strategies to tailor communication to needs of women & families

S M

Very good communication, clear and well-organised. Verygood,flexiblestrategiesto tailor communication to needs of women & families

S 60 M 68

Good, clear communication butmaynotalwaysbewell-organised. Good strategies to tailor communication to needs of women & families

S M

Communicationadequateand safe although sometimes poorly organised.Attemptmadetovary strategies according to needs of women & families

S M

Exemplary listening skills consistently evident including positive non-verbalcues&checkingforunderstanding

S M

Excellent listening skills consistently evident, including positive non-verbalcues&checkingforunderstanding

S M 70

Very good listening skills including positive non-verbalcuesevident

S 66 M

Listeningskillsevident,including checking for understanding

S M

Listeningskillsapparentand safe although woman andfamily’sverbalandnon-verbalcuesmaynotalwaysberecognised

S M

Exemplary written records, comprehensive, detailed, accurate & well-organised, reflecting profound understanding of current evidencebasethroughoutdifferent practice settings

S M

Writtenrecordsconsistently comprehensive detailed, accurate, well-organised, reflecting current evidencebasethroughoutdifferent practice settings

S M

Very good written records, detailed, well-organised & accurate, reflecting current evidencebasethroughoutdifferent practice settings

S M 66

Writtenrecordssufficientlydetailed, organised & accurate; reflecting current evidencebasethroughoutdifferent practice settings

S 58 M

Writtenrecordsadequatelydetailed, accurate and safe; reflect current evidence basethroughoutdifferentpractice settings. May not alwaysbewell-organised

S M

Innovative & proactive input to planning care within multi-disciplinary team. Competentinhandlingdifferences of opinion & challenging appropriately. Actsasinnovative&insightful role model for juniorcolleagues

S M

Communicatesconfidentlyand proactively within multi-disciplinary team in planning care.Confidentinhandlingdifferences of opinion & challenging appropriately. Actsasinsightfulrolemodelforjuniorcolleagues

S M 72

Communicatesconfidentlyand proactively within multi-disciplinary team inplanningcare.Capablein handling differences of opinion&abletochallengeappropriately.Actsasrolemodelforjuniorcolleagues

S 65 M

Communicatesproactivelywith multidisciplinary team with evidence of input to careplan.Abletomanagedifferences of opinion & challenge appropriately. Actsasrolemodelforjuniorcolleagues

S M

Communicationwithmulti-disciplinary team safe&sufficienttoinform,with adequate evidence of proactive input to care planning.Canchallengeappropriately & seek support to manage differences of opinions.Actsasrolemodelforjuniorstudents

S M

S = Student self assessment M = Mentor assessment Mentor total = 276

Level 3 Grading practice grid: Clinical skills EXAMPLE


Exemplaryevidence-basedpracticeunderpinnedby&integrated with outstanding knowledgebase.Innovativecritical thinking in evidence throughout practice settings

S M

Evidencebasedpracticeconsistently underpinned by&integratedwithcomprehensive knowledge base.Excellentcriticalthinking in evidence throughout practice settings

S M

Verygoodevidencebasedpracticeunderpinnedby&integratedwithbroadknowledgebase.Substantialcritical thinking in evidence throughout practice settings

S 60 M 66

Good practice underpinned by&integratedwithrelevantknowledgebase.Criticalthinkinginevidencethroughout practice settings

S M

Safepracticeisunderpinnedby&integratedwithadequateknowledgebase.Criticalthinkingevidentalthoughthismaynotbeso evident in unfamiliar practice settings

S M

Exemplary practice to maintain safe environment for self, families & colleagues.Outstandingknowledge of current legislation & guidelines

S M

Practiceisconsistentlyexcellent to maintain safe environment for self, families & colleagues. Excellent knowledge of current legislation & guidelines

S 70 M

Very good practice to maintain safe environment for self, families & colleagues. Very good knowledge of current legislation & guidelines

S M 66

Good practice to maintain safe environment for self, families & colleagues. Good knowledge of current legislation & guidelines

S M

Practisestomaintainsafe environment for self, families & colleagues. Adequateknowledgeof current legislation & guidelines

S M

Providesexemplarycareinproficient,co-ordinated&confidentmanner

S M

Consistentlyprovidesexcellentcareinproficient,co-ordinatedandconfidentmanner

S M 72

Providesverygoodcareincompetent, co-ordinated & confidentmanner

S 68 M

Providesgoodcareincompetent, co-ordinated manner

S M

Providessafecare,mayrequire some support

S M

Demonstrates exemplary understanding of scope of practice and clear recognition of deviation from normal; refers appropriately

S M

Consistentlydemonstratesexcellent understanding of scope of practice and clear recognition of deviation from normal; refers appropriately

S M 75

Demonstrates very good understanding of scope of practice and clear recognition of deviation from normal; refers appropriately

S 65 M

Demonstrates good understanding of scope of practice and clear recognition of deviation from normal; refers appropriately

S M

Practisessafelywithinscopeofpractice.Recognisesdeviationfromnormalbutmay require support to refer appropriately

S M



« 21 »

Level 3 Grading practice grid: Professional standards and management skills EXAMPLE


Exemplaryabilitytomanage & prioritise own workload.Confidentinmanaging competing needs & situations throughout practice settings

S M

Excellentabilitytomanage& prioritise own workload. Confidentinmanagingcompeting needs & situations throughout practice settings

S M 74

Verygoodabilitytomanage & prioritise own workload.Confidentinmanaging competing needs &situationsinmajorityofpractice settings

S 64 M

Goodabilitytomanage&prioritise own workload. Abletomanagecompetingneeds & situation in some practice settings

S M

Abletosafelymanage&prioritise own workload

S M

Comprehensivelyrecognisesprofessionalaccountabilityandfullyabletojustifyownactions.Reflectsinsightfullyon personal development & practice

S M

Consistentlyrecognisesprofessionalaccountabilityandabletojustifyownactions.Reflectsinsightfullyon personal development & practice

S M

Recognisesprofessionalaccountabilityandabletojustifyownactions.Verygood evidence of meaningful reflection on personal development & practice

S M 68

Recognisesprofessionalaccountabilityandabletojustifyownactions.Goodevidence of reflection on personal development & practice

S 58 M

Safelydemonstratesawarenessaccountabilityandabletojustifyownactions.Reflectsonpersonaldevelopment & practice

S M

Exemplary personal values, attitudes consistently evident throughout practice settings

S M 82

Excellent personal values, attitudes consistently evident throughout practice settings

S M

Very good personal values, attitudes evident throughout practice settings

S 68 M

Soundpersonalvalues,attitudes evident throughout practice settings

S M

Acceptablepersonalvalues, attitudes evident throughout practice / no unsafe attitudes

S M

Exemplarybehaviourensuring that personal values do not compromise care. Takes full account of professional, ethical & anti-discriminatory codes into practice

S M 80

Excellentbehaviourensuring that personal values do not compromise careprovided.Consistentlytakes full account of professional, ethical & anti-discriminatory codes and practices; consistently integrates into practice

S M

Verygoodbehaviourensuring that personal values do not compromise care. Demonstrates very good awareness of professional, ethical & anti-discriminatory codes and practices; very good evidence of integration into practice

S 68 M

Goodbehaviourensuringthat personal values do not compromise care. Demonstrates good awareness of professional, ethical & anti-discriminatory codes & practices; good evidence of integration into practice

S M

Acceptablebehaviourensuring that personal values do not compromise care. Demonstrates reasonable&safeawarenessof professional, ethical & anti-discriminatory codes & practices; evidence of integration into practice

S M


Level 3 EXAMPLE

Communication skills Total 276

Clinical skills Total 279

Professional standards and management skills Total 304

Subtotal

859 divided

by 12

71.6

Final Awarded Grade 72%

Mentor name J BLOGGS Mentor name M SMITH

Mentor signature Mentor signature

Date 16th JULY 2009 Date 16th JULY 2009

Moderator name S COX Moderator signature

Date 16th JULY 2009


« 22 »

Section two: Skills log

Handwashing


« 23 »

Practice experience attendance record

Men

tor’

s si

gnat

ure

and

date

of

sig

natu

re

Num

ber

of

days

‘mad

e up

’

Num

ber

of d

ays

sick

ness

or

abse

nce

Num

ber

of

nigh

t shi

fts

com

plet

ed

Num

ber

of

day

shif

ts

com

plet

ed

(or

hour

s of

pr

acti

ce)

Nam

e of

Men

tor(

s)P

ract

ice

Sett

ing

/tea

m

Pra

ctic

e ex

peri

ence

dat

es

ToFr

om


« 24 »

Practice experience attendance recordM

ento

r’s

sign

atur

e an

d da

te

of s

igna

ture

Num

ber

of

days

‘mad

e up

’

Num

ber

of d

ays

sick

ness

or

abse

nce

Num

ber

of

nigh

t shi

fts

com

plet

ed

Num

ber

of

day

shif

ts

com

plet

ed

(or

hour

s of

pr

acti

ce)

Nam

e of

Men

tor(

s)P

ract

ice

Sett

ing

/tea

m

Pra

ctic

e ex

peri

ence

dat

es

ToFr

om


« 25 »

Record of training and updatesFire lectures

Year Date Tutor/Mentor Signature

Year 1

Year 2

Year 3

Standard precautions (including handwashing)

Year Date Tutor/Mentor Signature

Year 1

Year 2

Year 3

Drug calculation tests

Year Date Score Tutor/Mentor Signature

Year 1

Year 2

Year 3

Drug assessments

Year Date Pass/Refer Mentor Signature

Year 2

Year 3

Skills signatures do not demonstrate student competence nor do they act as a certificate to be used by external employers


« 26 »

CTG sessions

Year Lecture/training

Date Tutor Signature

Year 1Interpretation of normal CTGs

Year 2Interpretation of abnormal CTGs

Year 3 K2

Manual handling initial training

Session Date Tutor Signature

Lecture 1 Complications of Immobility

Lecture 2 Moving and Handling in Daily Life

Lecture 3 Law and Legislation

Interactive Video

Practice Session

Manual handling updates

Year Date Tutor Signature

Year 2

Year 3



« 27 »

Neonatal resuscitation


Year 1

Year 2

Year 3

Infant basic life support


Year 1

Year 2

Year 3

Child basic life support


Year 1

Year 2

Year 3

Adult basic life support/maternal resuscitation


Year 1

Year 2

Year 3



« 28 »

Outcome/competency frameworkThe programme is designed around three sequential levels of outcome/competency that have to be achieved at different stages of the programme.

It is assumed that at all times students will:

• PracticeinaccordancewiththeNMCCode(2008)anduniversityregulations.

• Practiceinaccordancewithrelevantlegislation

• Beattentiveandactwithkindnessanddignity

• Beeitherdirectlyorindirectlysupervisedbyaregisteredpractitionerwhoremainsresponsibleforallcare

The levels and criteria for judging achievement are:

Outcome/competency level 1: participates• Hasobservedtheskillandcannowassistinitsdeliveryunderthedirectsupervisionofasupervisingpractitioner

• Actsappropriatelywhenassistingsupervisingpractitioners

• Promotesthesafetyandwellbeingoftheclient.

• Hasanunderstandingofthe‘handson’(psychomotor),knowledgebasedandattitudinalelementsoftheskilloraspect of care delivery

• Recognisessituationsaffectingthesafetyandwellbeingoftheclientandinformsasupervisingpractitioner

Outcome/competency level 2: initiates• Isabletomakeanassessmentofclientneedsandinitiatecaredelivery

• Caredeliveryisunderpinnedbysoundtheoreticalknowledge

• Attitudedemonstratesempathyandanunderstandingoftheclient’semotional/psychologicalneeds

• Afterinstructionandsupervisedpracticecanbetrustedtopractisesafelyinsimilar,uncomplicatedsituations

• Canperformskillsanddelivercareinunfamiliarorcomplexsituationswithguidanceandsupport

• Ensuresthesafetyandwellbeingoftheclientwithsupport

• Managesandprioritisesanappropriatepersonalworkload,seekinghelpwhennecessary

• Recogniseslimitationsofownstageofcompetenceandwhereappropriate,seeksinstructionfrom,orreferstoasupervising practitioner

Outcome/competency level 3: manages• Hasanunderstandingoftherelevantlegislationandhastheskills,knowledgeandattitudestopractisesafelyand

effectively without the need for direct supervision (NMC 2004)

• Takesresponsibilityforandcanjustifyownactions

• Ensuresthesafetyandwellbeingoftheclient

• Managesandprioritisespersonalworkloadseffectively

• Criticallyintegratesknowledgeandpractice

• Practiceisevidencebased


« 29 »

Nur

sing

skill

s – to

be c

ompl

eted

by

stud

ent w

ith m

ento

r

Nur

sing

Ski

llsYe

ar O

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wo

Year

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ee

L =

Leve

l to

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chie

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by th

e en

d of

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e ye

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teri

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S =

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Skill

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Prev

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23

3

Dis

posa

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pera

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33

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Pulse

33

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Resp

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33

Bloo

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Bed

mak

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3

Uri

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Col

lect

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idst

ream

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essm

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Ase

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Use

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Com

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12

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Obs

erva

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our

33

Ass

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23

Col

lect

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stoo

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Col

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Pres

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Exam

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ools

33


« 30 »

Nur

sing

Ski

llsYe

ar O

neYe

ar T

wo

Year

Thr

ee

L =

Leve

l to

be a

chie

ved

by th

e en

d of

th

e ye

ar I

= In

teri

m re

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S =

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as

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= M

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Dat

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Skill

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aint

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Exam

inat

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of vo

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Exam

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of d

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23

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epar

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Post

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relatio

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g po

licy a

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Dis

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and

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ptom

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« 31 »

Ant

enat

al sk

ills –

to b

e com

plet

ed b

y st

uden

t with

men

tor

Ant

enat

al S

kills

Year

One

Year

Tw

oYe

ar T

hree

L =

Leve

l to

be a

chie

ved

by th

e en

d of

th

e ye

ar I

= In

teri

m re

view

S =

Stu

dent

as

sess

ed le

vel M

= M

ento

r as

sess

ed le

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SM

Supe

rvis

ing

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ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

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ing

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ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

Skill

s M

aint

aine

d

Dia

gnos

e pr

egna

ncy,

ass

ess

and

mon

itor

wom

en h

olis

tica

lly th

roug

hout

the

pre-

conc

epti

on a

nd a

nten

atal

per

iod

thro

ugh

the

use

of a

rang

e of

ass

essm

ent m

etho

ds a

nd re

ach

valid

, re

liabl

e an

d co

mpr

ehen

sive

con

clus

ions

Dia

gnos

is o

f pre

gnan

cy1

23

Calcu

late

est

imat

edd

ateof

del

iver

y(ED

D)

23

3

Book

ingin

terv

iew

13

Ass

essm

ento

frisk

12

3

Prov

isio

nof

opp

ortu

nitie

sfor

discl

osur

eof

do

mes

ticabu

se1

23

Abd

omin

alexa

min

atio

nin

pre

gnan

cy2

33

Ass

essm

ento

ffun

dalh

eigh

t2

33

Aus

culta

tionof

feta

lhea

rtw

ithP

inar

dst

etho

scop

e1

23

Aus

culta

tionof

feta

lhea

rtw

ithso

nicaid

33

3

Prov

idead

vice

onnu

triti

onand

lifes

tyle

12

3

Adv

iseon

exa

min

atio

nsfo

rdiagn

osisfo

rpr

egna

ncy a

t ris

k2

3

Ant

enat

alblo

odte

sts

12

3

Inte

rpre

tatio

n of

test

resu

lts, in

clud

ing

sens

itive

sh

arin

g an

d di

scus

sing

with

wom

en1

23

Mon

itorR

hesu

sneg

ativew

omen

23

Adm

iniste

rAnt

i-Dim

mun

oglo

bulin

23

Und

erst

and

scan

repo

rts

23

Vene

punc

ture

12

3

Det

erm

ine

and

prov

ide

prog

ram

mes

of c

are

and

supp

ort f

or w

omen

Supp

ortw

omen

ind

eter

min

ingpl

aceof

birth

3


« 32 »

Ant

enat

al S

kills

Year

One

Year

Tw

oYe

ar T

hree

L =

Leve

l to

be a

chie

ved

by th

e en

d of

th

e ye

ar I

= In

teri

m re

view

S =

Stu

dent

as

sess

ed le

vel M

= M

ento

r as

sess

ed le

vel

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

Skill

s M

aint

aine

d

Supp

orto

fwom

enin

cho

ices

fora

nten

atal

scre

enin

g1

3

Dev

iseabi

rthpl

anin

con

junc

tionw

ithw

omen

12

3

Giv

e ad

vice

ove

r the

tele

phon

e3

Pro

vide

sea

mle

ss c

are,

and

whe

re a

ppro

pria

te in

terv

enti

ons,

in p

artn

ersh

ip w

ith

wom

en a

nd o

ther

car

e pr

ovid

ers

duri

ng th

e an

tena

tal p

erio

d

App

ropr

iate

refe

rralifabn

orm

aliti

es/

com

plic

atio

ns a

re d

etec

ted

23

Adm

ission

toant

enat

alw

ard

23

Emot

iona

l sup

port

to w

omen

and

fam

ilies

du

ring

hos

pita

l adm

issi

on2

3

Car

eof

wom

enund

ergo

ingpr

ostin

indu

ctio

nof

labo

ur2

3

Inse

rtio

n of

pro

stin

23

Am

niot

omy

23

Ref

er w

omen

who

wou

ld b

enefi

t fro

m th

e sk

ills

and

know

ledg

e of

oth

er in

divi

dual

s

Des

crib

eth

era

tiona

lefo

rref

erra

lto

theso

cial

wor

ker,

child

pro

tect

ion

team

, soc

ial s

ervi

ces,

pr

imar

y car

e te

am, v

olun

tary

age

ncie

s etc

23

Com

plet

e, s

tore

and

reta

in re

cord

s of

pra

ctic

e

Keep

acc

urat

e,le

gibl

ean

dco

ntin

uous

reco

rds

12

3

Det

ailt

here

ason

ingbe

hind

any

act

ions

take

nan

d pr

ovid

e pl

ans o

f car

e1

23

Take

and

reco

rd a

his

tory

12

3


« 33 »

Labo

ur sk

ills –

to b

e com

plet

ed b

y st

uden

t with

men

tor

Labo

ur S

kills

Year

One

Year

Tw

oYe

ar T

hree

L =

Leve

l to

be a

chie

ved

by th

e en

d of

th

e ye

ar I

= In

teri

m re

view

S =

Stu

dent

as

sess

ed le

vel M

= M

ento

r as

sess

ed le

vel

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

Skill

s M

aint

aine

d

Car

e fo

r, m

onit

or a

nd s

uppo

rt w

omen

dur

ing

labo

ur a

nd m

onit

or th

e co

ndit

ion

of th

e fe

tus

and

supp

ort s

pont

aneo

us b

irth

s

Adm

ission

tola

bour

war

d1

23

Gen

eralo

bser

vatio

nof

wom

an(e

.g.b

ody

lang

uage

)1

23

Ass

essm

ento

frisk

23

Con

firm

atio

nof

ons

eto

flab

our

12

3

Car

eof

wom

enin

late

ntp

hase

oflab

our

12

3

Supp

ortw

omen

’sin

dividu

alw

ishe

s/ne

eds

23

3

Mon

itorp

rogr

esso

flab

our

12

3

Mat

erna

lobs

erva

tions

inla

bour

23

3

Feta

lobs

erva

tions

inla

bour

23

3

Perf

orm

aC

TG2

33

Inte

rpre

tatio

nof

nor

malC

TGre

cord

ing

23

3

Inte

rpre

tatio

nof

abn

orm

alC

TGre

cord

ing

23

Car

eof

wom

enin

act

ivelabo

ur1

23

Abd

omin

alexa

min

atio

nin

labo

ur2

33

Nut

ritio

n/hy

drat

ionof

wom

enin

labo

ur1

23

Sett

ingup

and

car

eof

IVin

fusion

12

3

Elim

inat

ion

12

3

Emot

iona

l sup

port

of w

omen

12

3

Emot

iona

lsup

port

ofb

irth

ingpa

rtne

rs1

23

Faci

litat

eno

rmalbirth

inhos

pita

l1

23

Faci

litat

eno

rmalp

lann

edbirth

ath

ome

13

Prov

isio

nof

sens

itive

feed

back

ofp

rogr

ess

12

3


« 34 »

Labo

ur S

kills

Year

One

Year

Tw

oYe

ar T

hree

L =

Leve

l to

be a

chie

ved

by th

e en

d of

th

e ye

ar I

= In

teri

m re

view

S =

Stu

dent

as

sess

ed le

vel M

= M

ento

r as

sess

ed le

vel

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

Skill

s M

aint

aine

d

Car

eof

wom

enusing

wat

erim

mer

sion

dur

ing

labo

urand

/orb

irth

12

3

Exam

inat

ionof

place

ntaan

dm

embr

anes

23

3

Man

agesp

onta

neou

srup

ture

ofm

embr

anes

12

3

Mon

itor l

iquo

r2

33

Phys

iolo

gica

lman

agem

ento

fthi

rdst

ageof

labo

ur1

23

Act

ivem

anag

emen

toft

hird

stag

eof

labo

ur1

23

Mai

ntai

n co

ntem

pora

neou

s rec

ords

12

3

Use

of p

arto

gram

12

3

App

ropr

iate

refe

rralifabn

orm

aliti

es/

com

plic

atio

ns a

re d

etec

ted

23

Man

ageu

nplann

edbirt

hin

thec

omm

unity

(e.g.B

BA)

12

Tran

sfer

ofw

omen

inla

bour

from

hom

eto

hos

pita

l1

2

Indu

ctio

n/au

gmen

tatio

nof

labo

urw

ith

synt

ocin

on2

3

Maint

enan

ceo

fflui

dba

lanc

ech

arts

33

Epis

ioto

my

23

App

lyafe

tals

calp

ele

ctro

de2

3

Ass

istw

ithfe

talb

lood

sam

plin

g2

3

Obt

ainco

rdblo

odsa

mpl

e2

3

Car

eof

wom

enund

ergo

ingel

ectiv

eCae

sare

an

Sect

ion

23

Car

eof

wom

enund

ergo

ingem

erge

ncy

Cae

sare

anSec

tion

23

Car

eof

wom

enin

pre

-ter

mla

bour

23

Car

eof

wom

enw

ithse

vere

pre

gnan

cy-in

duce

dhy

pert

ensi

on2


« 35 »

Labo

ur S

kills

Year

One

Year

Tw

oYe

ar T

hree

L =

Leve

l to

be a

chie

ved

by th

e en

d of

th

e ye

ar I

= In

teri

m re

view

S =

Stu

dent

as

sess

ed le

vel M

= M

ento

r as

sess

ed le

vel

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

Skill

s M

aint

aine

d

Sele

ct, a

cqui

re a

nd a

dmin

iste

r sa

fely

, a ra

nge

of p

erm

itte

d dr

ugs

cons

iste

nt w

ith

legi

slat

ion,

app

lyin

g kn

owle

dge

and

skill

s to

the

situ

atio

n w

hich

per

tain

s at

the

tim

e.

Know

ledg

eof

dru

gscar

ried

bym

idw

ives

inth

eco

mm

unity

13

Invo

lve

wom

en in

adm

inis

trat

ion

and/

or se

lf ad

min

istr

atio

n of

med

ical

pro

duct

s2

3

Util

ise

and

accu

rate

ly in

terp

ret m

edic

ine

legi

slat

ion

rela

ted

to m

idw

ives

exe

mpt

ions

23

Pro

vide

app

ropr

iate

pai

n m

anag

emen

t

Use

of n

on-p

harm

acol

ogic

al m

etho

ds o

f pai

n re

lief(

e.g.T

ENS,

wat

er)

12

3

Safe

lyadm

iniste

rora

lana

lges

iain

labo

ur2

3

Safe

lyadm

iniste

rcon

trol

led

drug

s2

3

Safe

lyadm

iniste

rinh

alat

iona

lana

lges

ia2

3

Ass

istw

ithin

sert

ionof

epi

dura

ls2

3

Car

eof

wom

enw

ithepi

dura

ls/spi

nals

23

Pro

vide

app

ropr

iate

car

e to

wom

en o

nce

they

hav

e gi

ven

birt

h

Mat

erna

lobs

erva

tions

pos

tbirth

23

3

Estim

atio

nof

blo

odlo

ss1

23

Exam

inat

ion

of g

enita

l tra

ct fo

r tra

uma

23

Perine

alsu

turing

1

Com

plet

e, s

tore

and

reta

in re

cord

s of

pra

ctic

e

Keep

acc

urat

e,le

gibl

ean

dco

ntin

uous

reco

rds

12

3

Det

ailt

here

ason

ingbe

hind

any

act

ions

take

n1

23

Take

and

reco

rd a

his

tory

12

3

Loca

tenot

esw

ithin

ahos

pita

lset

ting

23

3


« 36 »

Labo

ur S

kills

Year

One

Year

Tw

oYe

ar T

hree

L =

Leve

l to

be a

chie

ved

by th

e en

d of

th

e ye

ar I

= In

teri

m re

view

S =

Stu

dent

as

sess

ed le

vel M

= M

ento

r as

sess

ed le

vel

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

Skill

s M

aint

aine

d

Und

erta

ke a

ppro

pria

te e

mer

genc

y pr

oced

ures

to m

eet t

he h

ealt

h ne

eds

of w

omen

and

bab

ies

(NB

thes

e ex

peri

ence

s m

ay b

e as

sess

ed a

s si

mul

atio

ns if

nec

essa

ry)

Mat

erna

l res

usci

tatio

n3

Neo

nata

lres

usci

tatio

n3

Ant

epar

tum

hae

mor

rhag

e3

Post

part

umhae

mor

rhag

e3

Shou

lder

dys

toci

a3

Cor

dpr

olap

se3

Man

ual r

emov

al o

f pla

cent

a3

Bree

chd

eliver

y2

Ecla

mps

ia2

Shoc

k,in

clud

ingan

aphy

laxis

3


« 37 »

Post

nata

l ski

lls –

to b

e com

plet

ed b

y st

uden

t with

men

tor

Pos

tnat

al S

kills

Year

One

Year

Tw

oYe

ar T

hree

L =

Leve

l to

be a

chie

ved

by th

e en

d of

th

e ye

ar I

= In

teri

m re

view

S =

Stu

dent

as

sess

ed le

vel M

= M

ento

r as

sess

ed le

vel

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

Skill

s M

aint

aine

d

Car

e fo

r an

d m

onit

or w

omen

dur

ing

the

puer

peri

um, o

ffer

ing

the

nece

ssar

y ev

iden

ce-b

ased

adv

ice

and

supp

ort r

egar

ding

the

baby

and

sel

f-ca

re

Adm

ission

ofm

othe

rand

bab

yto

post

nata

lwar

d2

33

Ensu

res n

eeds

of w

omen

are

met

in d

evel

opin

g a

clea

r car

e pa

thw

ay1

23

Mat

erna

l pos

tnat

al c

heck

23

3

Mea

sure

men

tofp

ostn

atalhae

mog

lobi

n(e

.g.

haem

acue

)2

3

Post

nata

lexe

rcises

12

3

Adv

iceon

bladd

ercon

trol

23

Pro

vide

sup

port

and

adv

ice

for

wom

en a

s th

ey s

tart

to fe

ed a

nd c

are

for

the

baby

Succ

essf

ullysu

ppor

tmot

herw

ithbre

astf

eedi

ng1

23

Faci

litat

ionof

cor

rect

latc

h1

23

Supp

orto

fdem

and

feed

ing

23

3

Expr

ession

ofb

reas

tmilk

byh

and

12

3

Expr

ession

ofb

reas

tmilk

byp

ump

12

3

Succ

essf

ullysu

ppor

tmot

herw

ithfo

rmul

afe

edin

g1

23

Ster

ilisa

tionof

feed

ingeq

uipm

ent

23

3

Nap

pycha

ngin

g3

33

Bath

ingaba

by3

33

‘Top

and

tail’

33

3

Adv

iceon

safe

tyo

fbab

yinho

spita

land

ath

ome

12

3

Adv

isew

omen

ove

rthe

tele

phon

eon

bre

ast-

feed

ing

issu

es2

3


« 38 »

Pos

tnat

al S

kills

Year

One

Year

Tw

oYe

ar T

hree

L =

Leve

l to

be a

chie

ved

by th

e en

d of

th

e ye

ar I

= In

teri

m re

view

S =

Stu

dent

as

sess

ed le

vel M

= M

ento

r as

sess

ed le

vel

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

Skill

s M

aint

aine

d

Empo

wer

wom

en to

seek

adv

ice

over

co

ncer

nsabo

utapp

ropr

iate

infa

ntgro

wth

and

de

velo

pmen

t

23

Wor

k in

par

tner

ship

wit

h w

omen

and

oth

er c

are

prov

ider

s du

ring

the

post

nata

l per

iod

to p

rovi

de s

eam

less

car

e an

d in

terv

enti

ons

Post

nata

ldisch

arge

ofm

othe

r1

23

Post

nata

ldisch

arge

ofb

aby

12

3

Post

nata

lliaiso

nto

oth

erage

ncie

s3

Faci

litat

edi

scus

sion

abo

utfu

ture

repr

oduc

tive

choi

ces

23

App

ropr

iate

refe

rralifabn

orm

aliti

es/

com

plic

atio

ns a

re d

etec

ted

23

Supp

orts

par

ents

who

sebab

yisi

nth

ene

onat

al

unit

23

Mon

itor,

supp

ort a

nd re

fer i

f app

ropr

iate

, w

omen

who

hav

e po

stna

tal d

epre

ssio

n or

oth

er

men

tal h

ealth

issu

es

23

Prov

ideca

refo

rwom

enw

hohav

esu

ffer

ed

preg

nanc

ylos

s,st

illbi

rthor

neo

nata

ldea

th2

3

Dra

w o

n th

e sk

ills

of o

ther

s to

opt

imis

e he

alth

out

com

es a

nd re

sour

ce u

se

Post

ope

rativ

eca

refo

rwom

enw

hohav

eha

dca

esar

ean

and

oper

ativ

e de

liver

ies

23

Prov

isio

nof

painre

lief

12

3

Prom

otio

nof

wou

ldhea

ling

23

Com

plet

e, s

tore

and

reta

in re

cord

s of

pra

ctic

e

Keep

acc

urat

e,le

gibl

ean

dco

ntin

uous

reco

rds

12

3

Det

ailt

here

ason

ingbe

hind

any

act

ions

take

n1

23

Man

age

and

deve

lop

care

uti

lisin

g th

e m

ost a

ppro

pria

te in

form

atio

n te

chno

logy

sys

tem

s

Reco

rdin

gpr

actic

ein

con

sist

entf

orm

atsi

nIT

sy

stem

sfor

wid

er-s

cale

ana

lysis(

HIC

SS)

23

3


« 39 »

Neo

nata

l ski

lls –

to b

e com

plet

ed b

y st

uden

t with

men

tor

Neo

nata

l Ski

llsYe

ar O

neYe

ar T

wo

Year

Thr

ee

L =

Leve

l to

be a

chie

ved

by th

e en

d of

th

e ye

ar I

= In

teri

m re

view

S =

Stu

dent

as

sess

ed le

vel M

= M

ento

r as

sess

ed le

vel

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

Skill

s M

aint

aine

d

Exam

ine

and

care

for

babi

es im

med

iate

ly fo

llow

ing

birt

h

Skin

tosk

incon

tact

23

3

Tem

pera

ture

mea

sure

men

t3

33

Hea

rtra

te3

33

Resp

iratio

nra

te3

33

Hea

dci

rcum

fere

nce

33

3

Wei

ght

33

3

Det

erm

ineApg

arsc

ore

13

3

Initi

alexa

min

atio

nof

new

born

13

3

Labe

lling

bab

ies

33

3

Ther

mor

egul

atio

n1

23

Exam

ine

and

care

for

the

new

born

infa

nt

Dai

ly c

heck

of t

he n

eona

te2

33

Ass

essa

ppro

priate

gro

wth

and

dev

elop

men

tof

neon

ate

12

3

Cor

dca

re2

33

Reco

gniti

ono

fneo

nata

ljaun

dice

23

Car

eof

abab

ywith

phy

siol

ogic

alja

undi

ce2

3

App

ropr

iate

com

mun

icat

ionof

find

ings

of

asse

ssm

ent a

nd e

xam

inat

ions

12

3

Exam

ine

and

care

for

babi

es w

ith

spec

ific

heal

th o

r so

cial

nee

ds a

nd re

fer

to o

ther

pro

fess

iona

ls o

r ag

enci

es a

s ap

prop

riat

e

Che

ck,u

seand

rest

ockre

susc

itaire

23

App

ropr

iate

refe

rralto

pae

diat

rici

an/G

P3

Ass

istw

ithadm

ission

ofb

abyt

one

onat

aluni

t2

Car

eof

bab

yund

ergo

ingph

otot

hera

py2

3


« 40 »

Neo

nata

l Ski

llsYe

ar O

neYe

ar T

wo

Year

Thr

ee

L =

Leve

l to

be a

chie

ved

by th

e en

d of

th

e ye

ar I

= In

teri

m re

view

S =

Stu

dent

as

sess

ed le

vel M

= M

ento

r as

sess

ed le

vel

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

LI

SM

Supe

rvis

ing

Pra

ctit

ione

r Si

gnat

ure

Dat

e

Skill

s M

aint

aine

d

Mon

itorn

eona

talb

lood

glu

cose

23

Adm

iniste

rora

ldru

gsto

neo

nate

s2

3

Adm

iniste

rint

ram

uscu

lard

rugs

toneo

nate

s2

3

Pass

anas

ogas

tric

tube

23

Tube

feed

ing

23

Supp

ortb

reas

tfee

ding

inneo

nata

luni

t2

Syring

e/cu

pfe

edin

g2

3

Calcu

latio

nso

ffee

dre

quire

men

ts2

33

Car

eof

aneo

nate

nur

sed

inanin

cuba

tor

22

Car

eof

aneo

nate

rece

ivin

gan

intr

aven

ous

infu

sion

11

Car

eof

aneo

nate

with

acon

geni

tald

isab

ility

23


« 41 »

Successful completion of simulation workstations (to be assessed in year 3)

Workstation Date Facilitator Signature Comments

Breech

Cord prolapse

Eclampsia

Manual removal of placenta

Perineal suturing

Post partum haemorrhage

Shoulder dystocia

Shock/ anaphylaxis


« 42 »

Additional studies days attendedDate Title Place Content Learning Achieved


« 43 »

Record of clinical experienceThis section of the portfolio is for recording all of the student’s clinical experience. It reflects the requirements of the EU directives (80/154/eec, 89/155/eec, 2001/19/ec).

The minimum standards expressed must be completed by the end of the programme.

The academic tutor and mentor will regularly review progress and a learning contract can be negotiated if the student appears to be lacking certain experiences.

Summary of clinical experienceTo be completed by student and monitored by academic tutor

Section Title Year 1 Year 2 Year 3

Antenatalexaminationsundertaken

Parenteducationsessionsparticipatedin

Bookinginterviewsconducted

Serialvisitstocaseloadclients

Normalbirthswitnessed

Supervisionandcareofwomeninlabour

Birthsconducted

Episiotomies witnessed

Episiotomies performed

Perinealrepairswitnessed

Perinealrepairsundertaken

Vaginal examinations conducted

Supervisionandcareofwomenatriskinpregnancy,labouror the postnatal period

Breechdeliverieswitnessed(vaginalandCaesarean)

Supervisionandcareofpostnatalwomen

Familyplanningsessionsattended

Initial examination of the neonate

Supervisionandcareofthehealthyneonate

Observationandcareofthenew-bornrequiringspecialcare


« 44 »

Record of antenatal examination undertaken:To be completed by student Minimum of 100 required

Antenatal Examinations

No Date Case Number

Details/Outcome/Comments Midwife’s Signature

1

2

3

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


« 45 »


No Date Case Number


38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77


« 46 »


No Date Case Number


78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100

101

102

103

104

105

106

107

108

109

110

NB: These examinations should be distributed throughout the programme approximately evenly, i.e. a third in each year


« 47 »

Parent education sessions:To be completed by student

Parent education/ information sessions

Observe a minimum of 4, participate in a minimum of 4, facilitate 3 sessions plus assessed session

Observed

No Date Details Midwife’s signature

1

2

3

4

Participated

No

1

2

3

4

Facilitated

No

1

2

3

Facilitated session assessed for the ‘Enhancing the midwife as educator’ unit

Lesson plan and teaching materials to be inserted.

Date Signatureofassessor(mentor).

Pass Refer


« 48 »

Record of booking interviews undertakenTo be completed by student Minimum of 5 to be witnessed and minimum of 10 to be conducted

No. Date Case Number


Booking interviews witnessed

1

2

3

4

5

6

7

8

9

10

Booking interviews conducted

12

13

14

15

16

17

18

19

20

21

22

23

24

25


« 49 »

Serial visits to caseload clientsTo be completed by student Minimum of 5 required

Serial visits to caseload clients

No Case Number Date Date Date Date Date

1

2

3

4

5

6

7

8

9

10


« 50 »

Record of normal births witnessedTo be completed by student Minimum of 10 required

Births witnessed

No Date Case Number


1

2

3

4

5

6

7

8

9

10

Students should be encouraged to undertake births following a minimum of three witness births.


« 51 »

Supervision and care of women in labourTo be completed by student Minimum of 40 required

Supervision and care of women in labour

No Date Case Number


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24


« 52 »

Supervision and care of women in labour

No Date Case Number


25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

NB: These should be distributed during the programme approximately evenly, i.e. a third in each practice period.


« 53 »

Record of births conductedTo be completed by student Minimum of 40 required

Births conducted

No Date Case Number


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24


« 54 »

Births conducted

No Date Case Number


25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

NB: These should be distributed during the programme approximately evenly, i.e. a third in each practice period.


« 55 »

Record of episiotomies witnessedTo be completed by student

Episiotomies witnessed

No Date Case Number

Reason/Comments Midwife’s Signature

1

2

3

4

5

6

7

8

Record of episiotomies performedTo be completed by student

Episiotomies performed

No Date Case Number

Reason/Comments Midwife’s Signature

1

2

3

4

5

6

7

8

9

10

11

12


« 56 »

Record of perineal repairs witnessedTo be completed by student

Perineal repairs witnessed

No Date Case Number


1

2

3

4

5

6

7

8

9

10

Record of perineal repairs undertakenTo be completed by student

Perineal repairs undertaken

No Date Case Number


1

2

3

4

5

6

7

8

9

10

Students should be encouraged to undertake perineal repairs as soon as they have been suitably prepared.


« 57 »

Record of vaginal examinations undertakenYear one

Date: Time:Vagina

A

R L

P

Cervix: effacement consistency dilatation. application to p.p positionmembranesliquor amniipresenting part: nature level sutures fontanelles position caput mouldingPelvic assessment:

Plan/Reflection:

Student Signature Mentor Signature

Date: Time:Vagina

A

R L

P


Plan/Reflection:



« 58 »

Year one

Date: Time:Vagina

A

R L

P


Plan/Reflection:


Date: Time:Vagina

A

R L

P


Plan/Reflection:



« 59 »

Year one

Date: Time:Vagina

A

R L

P


Plan/Reflection:


Date: Time:Vagina

A

R L

P


Plan/Reflection:



« 60 »

Year two

Date: Time:Vagina

A

R L

P


Plan/Reflection:


Date: Time:Vagina

A

R L

P


Plan/Reflection:



« 61 »

Year two

Date: Time:Vagina

A

R L

P


Plan/Reflection:


Date: Time:Vagina

A

R L

P


Plan/Reflection:



« 62 »

Year two

Date: Time:Vagina

A

R L

P


Plan/Reflection:


Date: Time:Vagina

A

R L

P


Plan/Reflection:



« 63 »

Year three

Date: Time:Vagina

A

R L

P


Plan/Reflection:


Date: Time:Vagina

A

R L

P


Plan/Reflection:



« 64 »

Year three

Date: Time:Vagina

A

R L

P


Plan/Reflection:


Date: Time:Vagina

A

R L

P


Plan/Reflection:



« 65 »

Year three

Date: Time:Vagina

A

R L

P


Plan/Reflection:


Date: Time:Vagina

A

R L

P


Plan/Reflection:


NB These examinations should be distributed during the programme approximately evenly, i.e. a third in each practice period.


« 66 »

Supervision and care of women at risk in pregnancy, labour or the postnatal periodMinimum of 40 required

This could include the following cases:

• Inductions

• Augmentedlabours

• Meconiumstainedliquour

• Instrumentaldeliveries

• Operativedeliveries

• Labourscomplicatedbybleeding

• Multiplepregnancies

• Pregnanciescomplicatedbypathologicalconditionse.G.P.I.H.,Diabetes,heartdisease

Supervision and care of women at risk

No Date Case Number


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16


« 67 »

Supervision and care of women at risk

No Date Case Number


17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40


« 68 »

Breech deliveries witnessed (vaginal and caesarean)

No Date Case Number


1

2

3

4

5


« 69 »

Supervision and care of postnatal women (including examination)

To be completed by student Minimum of 100 required

Supervision and care of postnatal women

No Date Case Number


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25


« 70 »


No Date Case Number


26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53


« 71 »


No Date Case Number


54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81


« 72 »


No Date Case Number


82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100

101

102

103

104

105

106

107

108

NB: This care should be distributed during the programme approximately evenly, i.e. a third in each practice period.


« 73 »

Family planning sessions attendedTo be completed by student Minimum of 2 required

Family planning sessions

No Date Comments Supervising Practitioner

1

2

3

4

5

6


« 74 »

Record of initial examination of the neonateTo be completed by student


No Date Case Number


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25


« 75 »


No Date Case Number


26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45


« 76 »

Supervision and care (including examination) of the healthy neonateTo be completed by student Minimum of 100 required

Supervision and care of the healthy neonate

No Date Case Number


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24


« 77 »


No Date Case Number


25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51


« 78 »


No Date Case Number


52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78


« 79 »


No Date Case Number


79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100

NB These examinations should be distributed throughout the programme, approximately evenly, i.e. a third in each practice period.


« 80 »

Observation and care of the new-born requiring special care

Special and intensive care neonates

No Date Case Number


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25


« 81 »

Supplementary evidence of learning in practiceThis section of the portfolio is to enable students to record supplementary evidence of their learning in practice. The purpose of supplementary evidence is to demonstrate to mentors and academic staff that a wide range of learning resources and opportunities is being accessed to facilitate development of proficiencies.

This section includes:

• Practicefocusedactivities

• Student’srecordsofreflection

Practice focussed activities

During practice experiences students may have the opportunity to undertake visits to other settings or to work with a range of practitioners within the multi-professional team. This section of the portfolio is to be used to record the learning that has resulted from these activities.

All practice focused activities must be agreed with the mentor (or supervising practitioner) and must be relevant to the students learning needs.

The mentor (or supervising practitioner) may decline the request for a student to undertake a practice focused activity if:

• Theworkloadoftherecipientpractitionerwouldnotallowthestudenttoreceivetherequiredsupervisionandteaching

• Thestudentneedstoremainintheirownpracticesettinginordertogainsufficientexperiencetodemonstratetherequired level of competence in relation to the proficiencies relevant to that setting


« 82 »

Practice focused activities: to be completed by student

Date Nature of experience: visit, working with specialist practitioner

Name of supervising practitioner

What was your involvement in these activities?

What has been learned as a result of these activities, and how does it help to demonstrate your achievements?


« 83 »

Date Nature of experience: visit, working with specialist practitioner

Name of supervising practitioner

What was your involvement in these activities?

What has been learned as a result of these activities, and how does it help to demonstrate your achievements?


« 84 »

Student’s records of reflectionTo reflect on practice means exploring one’s own skills, knowledge, beliefs and values as a practitioner by thinking about:

• Whatwasdone?

• Whyitwasdone?

• Whatwasone’sowninvolvementintheevent?

• Whatareone’sownfeelingsandunderstandingsoftheevent?

• Whataretheimplicationsforthesafetyandwell-beingoftheclient(s)involved?

• Shouldasimilarsituationoccuragain,wouldyouhandleeventsinadifferentway?

Theexamplesuseddonotneedtobedramatic-theyareoften‘everyday’situations–butnevertheless,somethingthatmade you think about your practice or that of your colleagues. They could also be events that were rewarding, interesting, challenging or disturbing. Whatever subject is selected, reflection helps to identify what has been learned and what still needs to be learned. However, since the memory of events can fade quickly, it is advisable to complete this activity as soon as possible.

Thereisno‘right’waytoreflect.Pageshavebeenprovided,butyoumayuseanyformthatismeaningfulforyou.

If you require extra pages, please see your academic tutor.

Student’s record of reflection

Case code:

Date:

Significant antenatal, intrapartum, postnatal, medical or social factors noted:

Details of care participated in by student:

Any outcome information/relevant theory:

Comments from midwife supervising the case if appropriate:


« 85 »

Critical analysis of care given:

Significant positive points:

Significant negative points:

Possible alternatives:

Main points learnt from this case:

Points to be followed up:


« 86 »


Case code:

Date:







« 87 »







« 88 »


Case code:

Date:







« 89 »







« 90 »


Case code:

Date:







« 91 »







« 92 »


Case code:

Date:







« 93 »







« 94 »


Case code:

Date:







« 95 »







« 96 »

Client and family involvement in practice assessment for midwifery studentsOne of these sheets should be completed by the end of the second year and another by the end of the third year. Ideally this will be completed by one of the women in the student’s caseload. Consent must be gained from the client and or family with the mentor present to participate in this exercise. If the client/family only wishes to discuss this with the student, the mentor could record the points raised below.

We would like to hear your views about the way midwifery students have contributed to the care you have received. You do not need to disclose your name. The feedback you give will not affect the care you receive and there is no requirement for you to participate.

Pleasecommenton(studentname):_________________________________’sstrengthsandweaknesses.

Pleasestatewhatyoufeeltheyhavedonewell.

Pleasestatewhattheycoulddotoimprovetheirmidwiferycare.

Pleaseaddanyotherinformationyouthinkwouldbehelpful.

Clinicalteam: Date:: Mentors signature (witness):

Clientinitials: Studentinitials:


« 97 »

Client and family involvement in practice assessment for midwifery studentsOne of these sheets should be completed by the end of the second year and another by the end of the third year. Ideally this will be completed by one of the women in the student’s caseload. Consent must be gained from the client and or family with the mentor present to participate in this exercise. If the client/family only wishes to discuss this with the student, the mentor could record the points raised below.

We would like to hear your views about the way midwifery students have contributed to the care you have received. You do not need to disclose your name. The feedback you give will not affect the care you receive and there is no requirement for you to participate.

Pleasecommenton(studentname):_________________________________’sstrengthsandweaknesses.

Pleasestatewhatyoufeeltheyhavedonewell.

Pleasestatewhattheycoulddotoimprovetheirmidwiferycare.

Pleaseaddanyotherinformationyouthinkwouldbehelpful.

Clinicalteam: Date:: Mentors signature (witness):

Clientinitials: Studentinitials:


« 98 »

Section threeAssessment of professional practice

Year 1: practice experience 1Checklist of responsibilities to be completed by mentor

Signmentorsignaturesheet

Completeandsigninitialreview

Completepracticeinduction

Reviewrecordofclinicalexperience

Intermediate review

Reviewskillslog

Finalreview

Signpracticeplacementrecord

Formulatelearningagreementinconjunctionwithstudentandtutorifstudentisreferred

Completereviewoflearningagreementifapplicable

Checklist of responsibilities to be completed by student

Itisyourresponsibilitytocarryyourassessmentofpracticedocumentwithyouatalltimes,ensurethatyoukeepituptodateand present it to the relevant people for signatures.

Completeselfassessmentpriortostartofpracticeexperience

Ensure you and your mentor have discussed the student charter

Initialreview–identifylearningneedsanddeviseanactionplaninconjunctionwithmentor

Intermediatereview–completeandsignyourreviewofyourprogress,reviewyourlearningneedsandactionplan

Completeselfassessmentpriortoyourfinalreview

Finalreview–signtoconfirmthatyouhavenotfalsifiedanyevidence

Ensure that the following are up to date: •Practiceexperienceattendancerecord •skillslog •recordsofclinicalexperience •absencerecord


« 99 »

Professional development: self assessment by student at commencement of practice experience

Self assessment of previous practice experience

(In first experience you may draw on life experience prior to commencing the course)

Strengths Weaknesses

Concerns Expectations

Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience


« 100 »

Initial reviewTo be completed within two days of the start of the practice experience

Completion of practice induction

Review of student self assessment

Identification of learning needs/action plan

Thisisdonebythestudentinconjunctionwiththementor,bearinginmindtheselfassessment,previouspracticeexperiencesandfeedbackfromothermentors.

Learning needs Action plan

Mentor’s signature: Date:

Student’s signature: Date:

Proposed date for review of progress


« 101 »

Interim review of progressPlease consider the skills log and requirements of the final interview when reviewing the student’s progress to date.

Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance

Signature: Date:

Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.

Signature: Date:


« 102 »

Following this review of progress and learning needs:

Yes No

Learning needs have been re-explored

Action plan has been re-negotiated/developed

Academic tutor has been contacted





Please note that the student must have met proficiencies on pages 102-106 prior to this date


« 103 »

Professional development: self assessment by student at final assessment

Self assessment of practice experience

Key achievements identified during this practice experience

Key areas for development identified as a result of this practice experience

Key areas for further development to achieve proficiency standard during next practice experience

What is to be achieved during next experience Which activities and experiences should lead to achievement

Please discuss the key points from this assessment with your mentor prior to your final assessment


« 104 »

Final reviewPlease provide information on the student’s performance of the following proficiencies (adapted from the standards of proficiency for pre-registration midwifery education (NMC 2004) and the code (NMC 2008).

1. Understands the need to practice in a way, which respects, promotes and supports individuals’ rights, interests, preferences, beliefs and cultures.

E.g. obtains informed consent prior to any procedure, provides holistic care for women and their families.

Please use examples of evidence from practice to support your assessment

Pass Refer Signature


« 105 »

2. Aware of the need for effective communication throughout the pre-conception, antenatal, intrapartum and postnatal periods.

E.g. listens to women, enables women to think through their feelings, enables women to make informed choices about their health and health care, actively encourages women to think about their own health and the health of their babies and families.



3. Understands the need to manage and prioritise competing demands. E.g.candecidewhichwomenshouldbeseenfirst,alertssupervisingmidwifetodifficultiesandissuesincare

provision.




« 106 »

4. Behaves in a way that upholds the reputation of the profession E.g. is trustworthy, punctual, dresses appropriately and maintains appropriate professional boundaries, ensures

that personal judgements, prejudices, values, attitudes and beliefs do not compromise care provided



5. Is aware of the need to work as part of a team E.g. demonstrates a respectful attitude, uses appropriate language, supports and assists others appropriately,

communicates with colleagues verbally, in writing and electronically




« 107 »

6. Helps to maintain environments that promote the health, safety and wellbeing of women, babies and others.

E.g. prevents and controls infection, promotes health, safety and security in the working environment, cleans and restocks working areas.



7. Beginning to monitor effectiveness of programmes of care for women, babies and their families




« 108 »

8. Able to identify those with the greatest health and social needs within a community E.g. with support, offers midwifery care within the context of public health policies, can identify groups with

particular health and maternity needs, aware of evidence shown to prevent and reduce maternal and perinatal morbidity and mortality.



9. Maintains confidentiality of information. E.g. ensures the confidentiality and security of written and verbal information acquired in a professional capacity,

obtains proof of identity and right to disclosure before divulging information, discloses information about individuals and organisations only to those who have a right and need to know or where sharing information is required for purposes of safeguarding or public protection




« 109 »

Are there any areas of student performance that you would like to commend?

Are there any areas of student performance that concern you?

Student performs skills at an appropriate level of competence Yes No

I confirm that this student has passed all proficiencies and therefore practises at the required level of proficiency to pass this practice assessment

Yes No

Mentor signature Print name Date

Tobecompletediftwomentorshaveparticipatedinassessmentegsignoffmentorandbuddy

Supported by: mentor signature Print name Date

Iconfirmthatthattherehasbeennofalsificationofevidencewithinthisdocument.(Beforesigningpleasereadacademicintegritystatementforstudentsinyourpre-registrationstudenthandbook)

Student signature Print name Date


« 110 »

Learning agreementThis should only be completed if the student has referred on any proficiencies at the final assessment point

What is to be achieved Which activities and experiences should lead to achievement

When is progress to be reviewed

Student signature Date

Mentor signature Date

Link or academic lecturer signature Date


« 111 »

Review of learning agreementWhat needed to be achieved Evidence demonstrating achievement of proficiency

I confirm that this student practises at the required level of proficiency to pass this practice assessment

Yes No





« 112 »






Intermediate review

Reviewskillslog

Finalreview














« 113 »







« 114 »




Review of previous practice assessment/learning agreement








« 115 »



Signature: Date:


Signature: Date:


« 116 »


Yes No










« 117 »









« 118 »


1. Understands the need to practice in a way, which respects, promotes and supports individuals’ rights, interests, preferences, beliefs and cultures.





« 119 »

2. Aware of the need for effective communication throughout the pre-conception, antenatal, intrapartum and postnatal periods.

E.g. listens to women, enables women to think through their feelings, enables women to make informed choices about their health and health care, actively encourages women to think about their own health and the health of their babies and families.



3. Understands the need to manage and prioritise competing demands. E.g.candecidewhichwomenshouldbeseenfirst,alertssupervisingmidwifetodifficultiesandissuesincare

provision.




« 120 »





5. Is aware of the need to work as part of a team E.g. demonstrates a respectful attitude, uses appropriate language, supports and assists others appropriately,

communicates with colleagues verbally, in writing and electronically




« 121 »

6. Helps to maintain environments that promote the health, safety and wellbeing of women, babies and others.




7. Beginning to monitor effectiveness of programmes of care for women, babies and their families




« 122 »

8. Able to identify those with the greatest health and social needs within a community E.g. with support, offers midwifery care within the context of public health policies, can identify groups with

particular health and maternity needs, aware of evidence shown to prevent and reduce maternal and perinatal morbidity and mortality.




obtains proof of identity and right to disclosure before divulging information, discloses information about individuals and organisations only to those who have a right and need to know or where sharing information is required for purposes of safeguarding or public protection




« 123 »





Yes No

Mentor signature

NMC No.

Print name Date


Supported by: mentor signature

NMC No.

Print name Date




« 124 »








« 125 »



Yes No





« 126 »





Give copy of student charter


Intermediate review

Reviewskillslog

Finalreview













Clientandfamilyinvolvementinpracticeassessment(oneperyear)


« 127 »







« 128 »












« 129 »



Signature: Date:


Signature: Date:


« 130 »


Yes No










« 131 »









« 132 »


1. Practices in a way, which respects, promotes and supports individuals’ rights, interests, preferences, beliefs and cultures.





« 133 »

2. With support communicates effectively with women and their families throughout the pre-conception, antenatal, intrapartum and postnatal periods.

E.g. listens to women, enables women to think through their feelings, enables women to make informed choices about their health and health care, actively encourages women to think about their own health and the health of their babies and families. Is able to initiate a conversation, takes into account the women’s responses, talks in a manner that is interpreted by the women as warm, sensitive, kind and compassionate. Maintains a supportive relationship with women and their families. Respects silence.



3. With support manages and prioritises competing demands. E.g. decides who is best placed and able to provide particular interventions to women, babies and their families,

alertssupervisingmidwifetodifficultiesandissuesinservicedelivery.




« 134 »





5. Understands the role of inter-professional team members within the practice area E.g. works as an active team member, supports and assists others appropriately, demonstrates a respectful attitude,

uses appropriate language, communicates with colleagues verbally, in writing and electronically and checks that the communication has been fully understood.




« 135 »

6. Contributes towards the creation and maintenance of environments that promote the health, safety and wellbeing of women, babies and others.




7. Monitors and is beginning to evaluate the effectiveness of programmes of care, with support modifies them to improve the outcomes for women, babies and their families




« 136 »

8. Contributes to enhancing the health and social wellbeing of individuals and their communities E.g. plans and offers midwifery care within the context of public health policies, identifies and targets care for

groups with particular health and maternity needs, informs practice with the best evidence shown to prevent and reduce maternal and perinatal morbidity and mortality.




obtains proof of identity and right to disclosure before divulging information, discloses information about individuals and organisations only to those who have a right and need to know or where sharing information is required for purposes of safeguarding or public protection.




« 137 »





Yes No

Mentor signature Print name Date


Supported by: mentor signature Print name Date




« 138 »








« 139 »



Yes No





« 140 »






Intermediate review

Reviewskillslog

Finalreview


Grading in practice grid completed if student achieves a pass


Completereviewoflearningagreementandgradinginpracticegridifapplicable












« 141 »







« 142 »












« 143 »



Signature: Date:


Signature: Date:


« 144 »


Yes No










« 145 »









« 146 »







« 147 »

2. With support communicates effectively with women and their families throughout the pre-conception, antenatal, intrapartum and postnatal periods.

E.g. listens to women, enables women to think through their feelings, enables women to make informed choices about their health and health care, actively encourages women to think about their own health and the health of their babies and families. Is able to initiate a conversation, takes into account the women’s responses, talks in a manner that is interpreted by the women as warm, sensitive, kind and compassionate. Maintains a supportive relationship with women and their families. Respects silence.



3. With support manages and prioritises competing demands. E.g. decides who is best placed and able to provide particular interventions to women, babies and their families,

alertssupervisingmidwifetodifficultiesandissuesinservicedelivery.




« 148 »





5. Understands the role of inter-professional team members within the practice area E.g. works as an active team member, supports and assists others appropriately, demonstrates a respectful attitude,

uses appropriate language, communicates with colleagues verbally, in writing and electronically and checks that the communication has been fully understood.




« 149 »

6. Contributes towards the creation and maintenance of environments that promote the health, safety and wellbeing of women, babies and others.




7. Monitors and is beginning to evaluate the effectiveness of programmes of care, with support modifies them to improve the outcomes for women, babies and their families




« 150 »


groups with particular health and maternity needs, informs practice with the best evidence shown to prevent and reduce maternal and perinatal morbidity and mortality.




obtains proof of identity and right to disclosure before divulging information, discloses information about individuals and organisations only to those who have a right and need to know or where sharing information is required for purposes of safeguarding or public protection.




« 151 »





Yes No

Mentor signature

NMC No.

Print name Date



NMC No.

Print name Date




« 152 »

Level 2 Grading practice grid: Communication skills


Exceptionally skilled communicator lucid andfluent.Withminimalsupport initiates innovative strategies for communication towards women and their families

S M


S M

Very good clear communication. Very good, flexiblestrategiestotailorcommunication to needs of women & families

S M

Good clear communication. Good strategies to tailor communication to needs of women & families

S M

Communicatesinaclearand safe manner. Uses communication strategies according to needs of women & families

S M

Exceptional listening skills consistently evident, including positive non-verbalcues&checkingonunderstanding

S M

Excellent listening skills consistently evident, including positive non-verbalcues&confirmationof understanding

S M

Very good listening skills including positive non-verbalcuesevident,withconfirmationofunderstanding

S M

Good listening skills evident, includingconfirmationofunderstanding

S M

Listeningskillsapparent& safe

S M

Exceptionally well written records, comprehensive, detailed, accurate & well-organised, reflecting understanding of current evidencebasethroughoutdifferent practice settings

S M

Excellent written records comprehensively detailed, accurate, well-organised, reflecting current evidence basethroughoutdifferentpractice settings

S M


S M

Good written records correctly detailed, organised & accurate, reflecting current evidence basethroughoutdifferentpractice settings

S M

Writtenrecordsaccuratelydetailed and safe, reflecting currentevidencebasethroughout different practice settings

S M

Exceptional input to planning care with multi-disciplinaryteam.Capablein handling differences of opinion

S M

Communicatesconfidentlyand positively with multi-disciplinary team in planning care.Capableinhandlingdifferences

S M

Communicateseffectivelywith multi-disciplinary team inplanningcare.Capablein handling differences of opinion

S M

Communicateswithmulti-disciplinary team with evidence of input to careplanning.Beginningto manage differences of opinion

S M

Communicationwithmulti-disciplinary team safe & appropriate in the planning ofcare.Seekssupporttomanage differences of opinion

S M

S = Student self assessment M = Mentor assessment Mentor total =

Level 2 Grading practice grid: Clinical skills


Evidence-basedpracticeunderpinnedby&integrated with an advanced knowledgebase.Evidenceof developing critical thinking throughout practice settings

S M

Evidencebasedpractice underpinned by&integratedwithcomprehensive knowledge base.Beginningtodevelopcritical thinking throughout practice settings

S M

Evidencebasedpracticeunderpinnedby&integrated with very good reflectionskillsandabroadknowledgebase

S M

Practiceisunderpinnedbygoodlevelsreflection& integrated with relevant knowledgebase

S M

Safepracticeisunderpinnedby&integratedwithadequate levels of reflection and knowledge

S M

Exceptional practice to maintain safe environment for self, families & colleagues. Knowledge of current legislation & guidelines

S M

Excellent practice to maintain safe environment for self, families & colleagues. Knowledge of current legislation & guidelines

S M

Very good practice to maintain safe environment for self, families & colleagues. Knowledge of current legislation & guidelines

S M

Good practice to maintain safe environment for self, families & colleagues. Knowledge of current legislation & guidelines

S M

Practisestomaintainsafe environment for self, families & colleagues. Is aware of knowledge of current legislation & guidelines

S M

Demonstrates exceptional careinacapable,co-ordinated&confidentmanner

S M

Demonstrates excellent careinacapableco-ordinatedandconfidentmanner

S M

Demonstrates very good careinknowledgeable,co-ordinated&confidentmanner

S M

Demonstrates good care in a competent, co-ordinated manner

S M

Demonstrates safe care

S M

Demonstrates exemplary understanding of scope of practice & recognition of deviation from normal. Recognisestheneedforappropriate referral

S M

Demonstrates excellent understanding of scope of practice and recognition of deviation from normal. Recognisestheneedforappropriate referral

S M

Demonstrates very good understanding of scope of practice and recognition of deviation from normal. Awarenessofneedforappropriate referral

S M

Demonstrates good understanding of scope of practice & recognition of deviation from normal. Awarenessofneedforappropriate referral

S M

Practisessafelywithinscopeof practice. Demonstrates an understanding for the need for appropriate referral

S M



« 153 »

Level 2 Grading practice grid: Professional standards and management skills


Abletomanage&prioritiseownworkload.Confidentinmanaging competing needs & situations throughout practice settings

S M


S M

Demonstratestheabilityto manage & prioritise own workload.Confidentinmanaging competing needs &situationsinmajorityofpractice settings

S M

Recognisestheneedfor time management appropriate to the setting. Recognisestheneedforprioritising and managing workloads constructively

S M

Understands the need for time management appropriate to the setting. Understands the need for prioritising and managing workloads constructively

S M

Actswithprofessionalaccountability&fullyabletojustifyownactions.Reflectsinsightfully on personal development

S M

Actswithprofessionalaccountabilityandabletojustifyownactions.Reflectsinsightfully on personal development

S M

Recognisesprofessionalaccountabilityandabletojustifyownactions.Very good evidence of meaningful reflection on personal development

S M

Recognisesprofessionalaccountabilityandabletojustifyownactions.Goodevidence of reflection on personal development

S M

Safelydemonstratesawarenessofaccountabilityandabletojustifyownactions.Reflectsonpersonaldevelopment

S M

Exemplary personal values, attitudes evident throughout practice settings

S M

Excellent personal values, attitudes evident throughout practice settings

S M


S M


S M

Acceptablepersonalvalues, attitudes evident throughout practice settings

S M

Exceptional application of professional, ethical & anti-discriminatory codes to practice

S M

Excellent application of professional, ethical & anti-discriminatory codes to practice

S M

Very good application of professional, ethical & anti-discriminatory codes to practice

S M

Good application of professional, ethical & anti-discriminatory codes to practice

S M

Appliesethical&anti-discriminatory codes to practice

S M


Level 2

Communication skills Total

Clinical skills Total

Professional standards and management skills Total

Subtotal

divided

by 12

Final Awarded Grade %

Mentor name Mentor name


Date Date

Moderator name Moderator signature

Date


« 154 »








« 155 »



Yes No





« 156 »







Intermediate review

Reviewskillslog

Finalreview















« 157 »







« 158 »












« 159 »



Signature: Date:


Signature: Date:


« 160 »


Yes No










« 161 »









« 162 »



E.g. obtains informed consent prior to any procedure, provides holistic care for women and their families, explores social, religious and cultural factors that inform choices for care.




« 163 »

2. Communicates effectively with women and their families throughout the pre-conception, antenatal, intrapartum and postnatal periods.

E.g. actively listens to women, enables women to think through their feelings, enables women to make informed choices about their health and health care, actively encourages women to think about their own health and the health of their babies and families. Articulates a clear plan of care that has been developed in partnership with the woman, acts to reduce and challenge barriers to effective communication and understanding. Confidently shares information with women who have a physical, cognitive or sensory disability and those who do not speak or read English. Respects silence.



3. Manages and prioritises competing demands. E.g. decides who is best placed and able to provide particular interventions to women, babies and their families,

alertsmanagerstodifficultiesandissuesinservicedelivery.Manageschallengingsituationseffectively.




« 164 »





5. Works collaboratively with other practitioners and agencies E.g. works as part of a team, understands the roles of inter-professional team members within the practice area,

demonstrates a respectful attitude, uses appropriate language, acts appropriately in sharing information to enable and enhance care. Refers women who would benefit from specialist services.




« 165 »

6. Supports the creation and maintenance of environments that promote the health, safety and wellbeing of women, babies and others

E.g. prevents and controls infection, promotes health, safety and security in the working environment, cleans and restocks working areas, assesses and implements measures to manage, reduce or remove risk that could be detrimental to women, self and others.



7. Monitors and evaluates the effectiveness of programmes of care and modifies them to improve the outcomes for women, babies and their families




« 166 »


groups with particular health and maternity needs, informs practice with the best evidence shown to prevent and reduce maternal and perinatal morbidity and mortality. Discusses with women local and national information to assist with making choices.




obtains proof of identity and right to disclosure before divulging information, discloses information about individuals and organisations only to those who have a right and need to know or where sharing information is required for purposes of safeguarding or public protection. Acts appropriately where there may be limits to confidentiality.




« 167 »





Yes No

Mentor signature

NMC No.

Print name Date



NMC No.

Print name Date




« 168 »








« 169 »



Yes No





« 170 »







Intermediate review

Reviewskillslog

Finalreview


Grading in practice grid completed if student achieves a pass


Completereviewoflearningagreementandgradinginpracticegridifapplicable












« 171 »







« 172 »












« 173 »



Signature: Date:


Signature: Date:


« 174 »


Yes No










« 175 »









« 176 »



E.g. obtains informed consent prior to any procedure, provides holistic care for women and their families, explores social, religious and cultural factors that inform choices for care.




« 177 »

2. Communicates effectively with women and their families throughout the pre-conception, antenatal, intrapartum and postnatal periods.

E.g. actively listens to women, enables women to think through their feelings, enables women to make informed choices about their health and health care, actively encourages women to think about their own health and the health of their babies and families. Articulates a clear plan of care that has been developed in partnership with the woman, acts to reduce and challenge barriers to effective communication and understanding. Confidently shares information with women who have a physical, cognitive or sensory disability and those who do not speak or read English. Respects silence.



3. Manages and prioritises competing demands. E.g. decides who is best placed and able to provide particular interventions to women, babies and their families,

alertsmanagerstodifficultiesandissuesinservicedelivery.Manageschallengingsituationseffectively.




« 178 »





5. Works collaboratively with other practitioners and agencies E.g. works as part of a team, understands the roles of inter-professional team members within the practice area,

demonstrates a respectful attitude, uses appropriate language, acts appropriately in sharing information to enable and enhance care. Refers women who would benefit from specialist services.




« 179 »

6. Supports the creation and maintenance of environments that promote the health, safety and wellbeing of women, babies and others

E.g. prevents and controls infection, promotes health, safety and security in the working environment, cleans and restocks working areas, assesses and implements measures to manage, reduce or remove risk that could be detrimental to women, self and others.



7. Monitors and evaluates the effectiveness of programmes of care and modifies them to improve the outcomes for women, babies and their families




« 180 »


groups with particular health and maternity needs, informs practice with the best evidence shown to prevent and reduce maternal and perinatal morbidity and mortality. Discusses with women local and national information to assist with making choices.




obtains proof of identity and right to disclosure before divulging information, discloses information about individuals and organisations only to those who have a right and need to know or where sharing information is required for purposes of safeguarding or public protection. Acts appropriately where there may be limits to confidentiality.




« 181 »




I confirm that this student has passed all proficiencies and therefore practises at the required level of proficiency to enter the register

Yes No

Mentor signature

NMC No.

Print name Date



NMC No.

Print name Date




« 182 »

Level 3 Grading practice grid: Communication skills


Exemplary communication, lucid and fluent. Initiates innovative strategies for communication towards women and their families

S M


S M

Very good communication, clear and well-organised. Verygood,flexiblestrategiesto tailor communication to needs of women & families

S M

Good, clear communication butmaynotalwaysbewell-organised. Good strategies to tailor communication to needs of women & families

S M

Communicationadequateand safe although sometimes poorly organised.Attemptmadetovary strategies according to needs of women & families

S M

Exemplary listening skills consistently evident including positive non-verbalcues&checkingforunderstanding

S M

Excellent listening skills consistently evident, including positive non-verbalcues&checkingforunderstanding

S M

Very good listening skills including positive non-verbalcuesevident

S M

Listeningskillsevident,including checking for understanding

S M

Listeningskillsapparentand safe although woman andfamily’sverbalandnon-verbalcuesmaynotalwaysberecognised

S M

Exemplary written records, comprehensive, detailed, accurate & well-organised, reflecting profound understanding of current evidencebasethroughoutdifferent practice settings

S M

Writtenrecordsconsistently comprehensive detailed, accurate, well-organised, reflecting current evidencebasethroughoutdifferent practice settings

S M


S M

Writtenrecordssufficientlydetailed, organised & accurate; reflecting current evidencebasethroughoutdifferent practice settings

S M

Writtenrecordsadequatelydetailed, accurate and safe; reflect current evidence basethroughoutdifferentpractice settings. May not alwaysbewell-organised

S M

Innovative & proactive input to planning care within multi-disciplinary team. Competentinhandlingdifferences of opinion & challenging appropriately. Actsasinnovative&insightful role model for juniorcolleagues

S M

Communicatesconfidentlyand proactively within multi-disciplinary team in planning care.Confidentinhandlingdifferences of opinion & challenging appropriately. Actsasinsightfulrolemodelforjuniorcolleagues

S M

Communicatesconfidentlyand proactively within multi-disciplinary team inplanningcare.Capablein handling differences of opinion&abletochallengeappropriately.Actsasrolemodelforjuniorcolleagues

S M

Communicatesproactivelywith multidisciplinary team with evidence of input to careplan.Abletomanagedifferences of opinion & challenge appropriately. Actsasrolemodelforjuniorcolleagues

S M

Communicationwithmulti-disciplinary team safe&sufficienttoinform,with adequate evidence of proactive input to care planning.Canchallengeappropriately & seek support to manage differences of opinions.Actsasrolemodelforjuniorstudents

S M


Level 3 Grading practice grid: Clinical skills


Exemplaryevidence-basedpracticeunderpinnedby&integrated with outstanding knowledgebase.Innovativecritical thinking in evidence throughout practice settings

S M

Evidencebasedpracticeconsistently underpinned by&integratedwithcomprehensive knowledge base.Excellentcriticalthinking in evidence throughout practice settings

S M

Verygoodevidencebasedpracticeunderpinnedby&integratedwithbroadknowledgebase.Substantialcritical thinking in evidence throughout practice settings

S M

Good practice underpinned by&integratedwithrelevantknowledgebase.Criticalthinkinginevidencethroughout practice settings

S M

Safepracticeisunderpinnedby&integratedwithadequateknowledgebase.Criticalthinkingevidentalthoughthismaynotbeso evident in unfamiliar practice settings

S M

Exemplary practice to maintain safe environment for self, families & colleagues.Outstandingknowledge of current legislation & guidelines

S M

Practiceisconsistentlyexcellent to maintain safe environment for self, families & colleagues. Excellent knowledge of current legislation & guidelines

S M

Very good practice to maintain safe environment for self, families & colleagues. Very good knowledge of current legislation & guidelines

S M

Good practice to maintain safe environment for self, families & colleagues. Good knowledge of current legislation & guidelines

S M

Practisestomaintainsafe environment for self, families & colleagues. Adequateknowledgeof current legislation & guidelines

S M

Providesexemplarycareinproficient,co-ordinated&confidentmanner

S M

Consistentlyprovidesexcellentcareinproficient,co-ordinatedandconfidentmanner

S M

Providesverygoodcareincompetent, co-ordinated & confidentmanner

S M

Providesgoodcareincompetent, co-ordinated manner

S M

Providessafecare,mayrequire some support

S M

Demonstrates exemplary understanding of scope of practice and clear recognition of deviation from normal; refers appropriately

S M

Consistentlydemonstratesexcellent understanding of scope of practice and clear recognition of deviation from normal; refers appropriately

S M

Demonstrates very good understanding of scope of practice and clear recognition of deviation from normal; refers appropriately

S M

Demonstrates good understanding of scope of practice and clear recognition of deviation from normal; refers appropriately

S M

Practisessafelywithinscopeofpractice.Recognisesdeviationfromnormalbutmay require support to refer appropriately

S M



« 183 »

Level 3 Grading practice grid: Professional standards and management skills


Exemplaryabilitytomanage & prioritise own workload.Confidentinmanaging competing needs & situations throughout practice settings

S M


S M

Verygoodabilitytomanage & prioritise own workload.Confidentinmanaging competing needs &situationsinmajorityofpractice settings

S M

Goodabilitytomanage&prioritise own workload. Abletomanagecompetingneeds & situation in some practice settings

S M

Abletosafelymanage&prioritise own workload

S M

Comprehensivelyrecognisesprofessionalaccountabilityandfullyabletojustifyownactions.Reflectsinsightfullyon personal development & practice

S M

Consistentlyrecognisesprofessionalaccountabilityandabletojustifyownactions.Reflectsinsightfullyon personal development & practice

S M

Recognisesprofessionalaccountabilityandabletojustifyownactions.Verygood evidence of meaningful reflection on personal development & practice

S M

Recognisesprofessionalaccountabilityandabletojustifyownactions.Goodevidence of reflection on personal development & practice

S M

Safelydemonstratesawarenessaccountabilityandabletojustifyownactions..Reflectsonpersonal development & practice

S M

Exemplary personal values, altitudes consistently evident throughout practice settings

S M

Excellent personal values, attitudes consistently evident throughout practice settings

S M


S M


S M

Acceptablepersonalvalues, attitudes evident throughout practice / no unsafe attitudes

S M

Exemplarybehaviourensuring that personal values do not compromise care. Takes full account of professional, ethical & anti-discriminatory codes into practice

S M

Excellentbehaviourensuring that personal values do not compromise careprovided.Consistentlytakes full account of professional, ethical & anti-discriminatory codes and practices consistently integrates into practice

S M

Verygoodbehaviourensuring that personal values do not compromise care. Demonstrates very good awareness of professional, ethical & anti-discriminatory codes and practices; very good evidence of integration into practice

S M

Goodbehaviourensuringthat personal values do not compromise care. Demonstrates good awareness of professional, ethical & anti-discriminatory codes & practices; good evidence of integration into practice

S M

Acceptablebehaviourensuring that personal values do not compromise care. Demonstrates reasonable&safeawarenessof professional, ethical & anti-discriminatory codes & practices; evidence of integration into practice

S M


Level 3

Communication skills Total

Clinical skills Total

Professional standards and management skills Total

Subtotal

divided

by 12

Final Awarded Grade %

Mentor name Mentor name


Date Date

Moderator name Moderator signature

Date


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I confirm that this student has passed all proficiencies and therefore practises at the required level of proficiency to enter the register

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Absence recordDates Number

of hours missed from practice

Type of absence (e.g. sickness, compassionate leave, medical/dentalappointments,absencewithoutauthorisation)

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Record of absences made upDates Number of hours

made up during this practice experience

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Outstanding hours carried forward



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Assessment of practice: Ongoing record of achievement · Ongoing record of achievement statement My...

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