ASSESSMENT OF PRACTICE RECORD€¦ · ASSESSMENT OF PRACTICE RECORD – Year 2 University of...

The School Of Nursing And Midwifery.

B Med Sci (Hons) Nursing (Adult)

NURU 149

ASSESSMENT OF PRACTICE RECORD

Year 2: NURU149

Unit 3: SNM 2233 Patient with Acute and Short term needs Unit 4: SNM 2237 Patients with long term and complex needs

Student Details

NAME :

REGISTRATION NUMBER :

COHORT :

PERSONAL TEACHER:

Further information for mentors on :www.sheffield.ac.uk/smn/mentors/nursing

http://www.sheffield.ac.uk/smn/mentors/nursing

ASSESSMENT OF PRACTICE RECORD – Year 2 University of Sheffield School of Nursing and Midwifery B Med Sci (Hons) Nursing (Adult)

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B Med Sci (Hons) NURSING (ADULT)

ASSESSMENT OF PRACTICE RECORD

Key Definitions

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

Primary Mentor

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

The mentor should be available for the student for at least 40% of the duration of the practice learning experience.

Associate Mentors

An associate mentor is an appropriately qualified practitioner who accepts delegated responsibility for the supervision and support of the student in the absence of the student’s primary mentor.

UoS Link Tutor

The named university contact that provides support to mentors and students in the practice setting

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

Student Declaration

I understand that this booklet must be available if requested by my mentor, the programme leader, my personal tutor, the UoS link tutor, the learning environment manager, the external examiner and all subsequent mentors.

Print Name…………………………………………………..

Signature of Student………………………………………

Date……………………………..


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INSTRUCTIONS FOR MENTORS, STUDENTS AND LINK TUTORS

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

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

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

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

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

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

2. Question and answer session to assess underpinning knowledge.

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

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

5. Simulation.

6. Clinical Skills Passport

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

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

Records of discussions with students when visited in placement by the Link Tutor should be made in the ‘Student Progress’ section at the back of this document.

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


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IN ALL PRACTICE LEARNING EXPERIENCES THE STUDENT:

Day 1 Completes documentation for ORIENTATION - PART 1

Day 1 Organise an appointment for the initial interview.

Week 1 Completes documentation for ORIENTATION - PART 2

PRACTICE LEARNING EXPERIENCE SUPPORT PROCESS:

INITIAL INTERVIEW:

In week 1 the mentor and the student identify and discuss the student’s personal learning objectives and document action plans to enable the student to achieve the competencies, utilising any specific practice learning opportunities.

SUBSEQUENT WEEKS:

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

INTERMEDIATE FORMATIVE ASSESSMENT:

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

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

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

FINAL SUMMATIVE ASSESSMENT:

The student and mentor should arrange a final assessment interview prior to the practice assessment submission date ( which may be before the end of the placement ). The results of the assessment must be entered, ‘Pass/Fail’ by Signing each competency statement, under the ‘Final’ column by the mentor.

Supplementary evidence:

PORTFOLIO

EU DIRECTIVES

CLINICAL SKILLS PASSPORT

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

The Learning Environment Manager/UoS Link Tutor must be informed at the earliest opportunity, of any student failing to achieve the required competencies.


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REFLECTIVE PROGRESS REVIEWS

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

ON COMPLETION OF THE PRACTICE LEARNING EXPERIENCE:

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

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

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

Keep the student informed of the progress of management procedures

Ensure the student is de-briefed

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

Keep a record of this in the reflective progress interview section of THIS BOOKLET The untoward incident policy can be found via the mentor support webpage

https://www.sheffield.ac.uk/snm/mentors/nursing


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SIGNATURES AND ASSESSMENT OF PRACTICE BOOKLETS.

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

The Code (NMC 2015) Fitness to practice guidelines at www.sheffield.ac.uk/ssid/procedures/fitness

SOCIAL MEDIA All students are reminded of the need to use of social media and social networking sites responsibly. The NMC give the following guidance at https://www.nmc.org.uk/standards/guidance/social-media-guidance/

PLEASE DO NOT USE CORRECTION FLUID ON THIS BOOKLET Any errors should be crossed with a single line and signed by both the student and the mentor.

http://www.sheffield.ac.uk/ssid/procedures/fitness

https://www.nmc.org.uk/standards/guidance/social-media-guidance/


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UNIT 3

SNM 2233 Patients with Acute and Short term needs


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ORIENTATION – Unit 3

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

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

COHORT:........................................................

PLACEMENT:......................................................................................................................................

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

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

UoS LINK TUTOR:........................................................... Email ..............………………….

PERSONAL TUTOR: ................................................ Email….……………………………

PLACEMENT CONTACT NUMBER : ......……………………………….

Mentor’s Name

Mentor’s Signature

Date of last mentor update

Date of last Triennial review

Mentor’s Name




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

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

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

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

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

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

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

SCAN THIS PAGE


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ORIENTATION – Unit 3

To be completed during the first week

I have been shown the how to access and where to find the following:

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

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

3) Practice area policies and procedures.

4) Practice area profile and learning opportunities.

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

_____________________________________________________________________________


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INITIAL INTERVIEW UNIT 3

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

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

Student’s action plan

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

Agreed Date for Intermediate interview ( student to inform UoS Link Tutor via email ) Date Agreed………………………………

SIGNATURE OF MENTOR………………………………………………………. DATE………………………


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INTERMEDIATE INTERVIEW UNIT 3

Please record your Intermediate meeting with the student, identifying the student’s strengths and limitations. The initial action plan should be carefully reviewed and a new action plan developed and demonstrated.

Student review of own progress and achievement of learning objectives

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

Learning objectives as agreed between mentor and student from this point forward

Action plan to enable student to meet learning objectives

In the event that the student is assessed as not progressing an action plan must be written by the Mentor with support from the UoS Link Tutor and documented in the student progress section Pg : Yes No Issues of concern Action Plan completed If Yes review date……………. Clinical Skills passport reviewed If no why?............................. Portfolio discussed If no why?.............................. Signature of Mentor………………………………………….. Date…………………….. Signature of Student ………………………………………… Date……………………..

Agreed Date for Final interview ( student to inform UoS Link Tutor via email ) Date Agreed………………………………


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Pre-Registration Nursing (Adult)

Professional Behaviours: Intermediate Interview

Excellent Good Poor

1. Observation of punctuality/timekeeping

2. Reliability in carrying out care within expected capability

3. Reception of feedback

4. Respect for colleagues and their professional experience and opinions

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

6. Attending to client needs and requests within expected capability

7. Recognition of own limitations within expected capability

8. Observation of dress code

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

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

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

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

Please note this should be a true reflection of the student’s professional behaviours and not viewed as a gradual progression. Further information regarding the levels of professional behaviours can be found at www.shef.ac.uk/snm/mentors There is an expectation that students demonstrate a high standard in professional behaviours throughout this programme. Any professional behaviours marked as poor should be related to relevant competencies which should be identified as not progressing and an action plan developed with the assistance of the UoS Link Tutor.

http://www.shef.ac.uk/snm/mentors


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CRITICAL CARE EXPERIENCE REVIEW

Please identify what the student wishes to achieve/has achieved during this experience including any transferable skills and/or knowledge and how this experience relates to the overall learning experience. Any particular strengths and limitations should be highlighted. Agreed learning objectives that are formulated between student and mentor: Final review: Please comment on the student’s progress and achievement whilst on this pathway. The professional behaviours grid should also be completed and any issues of concern noted in the section below the grid.

Clinical Skills Passport reviewed Mentor/Associate Mentor’s Initials

Reflective Entries discussed Mentor/Associate Mentor’s Initials

Signature of Mentor Signature of Student:

………………………….. …………………………..

Date…………………… Date……………………

Comments of UoS tutor

Signature Date


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Pre-Registration Postgraduate Diploma in Nursing (Adult)

CRITICAL CARE PATHWAY Professional Behaviours

Excellent Good Poor













Any professional behaviours marked as poor/very poor should be related to relevant competency statements and brought to the attention on the practice learning experience mentor

ISSUES OF CONCERN

Signature of Mentor: ………………………. Date……………………. Signature of Student: ………………………. Date……………………..


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UNIT 3 NAME…………………………………………………………………………………………………………………… COHORT……………………………………………………………………………………………………………….. PRACTICE AREA……………………………………………………FROM:………………TO:…………………

FINAL INTERVIEW WITH MENTOR

MENTOR:

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

* If the student has failed please complete the and inform the Learning Environment Manager and UoS Link tutor .

Please verify the Record of Attendance.

Clinical Skills Passport reviewed Mentor’s initials ………………………….. Reflective Entries discussed Mentor’s Initials………………………….. Supporting comments from mentor: I certify that ………………………………….. has/has not demonstrated the required knowledge, skills, attitudes and professional behaviors to warrant a pass grade as a potential future member of the profession based on the evidence herein. Signature of Mentor: ……………………………………………………………….. Date………………… Signature of Student: ……………………………………………………………….. Date …………………. Verified by Personal Tutor: ……………………………………………………… Date ………………….

SCAN THIS PAGE


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Pre Registration Nursing (Adult)

Professional Behaviours – Final Interview

Excellent Good Poor













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

Record of discussion between student, mentor and personal tutor/UoS link tutor

Signature of student Date

Signature of Mentor Date

Comments of UoS link tutor

Signature Date

SCAN THIS PAGE


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RECORD OF COMPETENCIES FAILED (IF REQUIRED)

Domain

(i.e. 1-4)

Competency Failed

Please state why the student failed to achieve:


Signature of Student: Date


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Date

TESTIMONIES

This allows the opportunity for any registered nurse or member of the multi agency team who has worked with a student to comment on the student’s progress towards achieving the outcomes/competencies.

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

Signature and role

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


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Date

TESTIMONIES



Signature and role



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Patient and/or Carer/Relative Testimonial

We would like you to tell us about how well the student nurse has looked after you.

Your comments will help inform the student nurse’s learning The comments you give will not change the way you or your family member is looked after

Tick if you are: The Patient/Service User Carer/Relative

How happy were you with the student nurse: Very Happy

Happy

I’m Not Sure

Unhappy

Very Unhappy

Please tick the appropriate box below for each question.

Cared for you?

Listened to your needs?

Understood the way you felt?

Talked to you?

Showed you respect?

What did the student nurse do well?

What could the student nurse have done differently?

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

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


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Date


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

Signatures of Mentor and

Student


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Date


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


Student


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Date

STUDENT PROGRESS

Any meetings or action plans must be documented in this section.


Student


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BMed Sci ( Hons) Nursing -UNIT 3 2ND ATTEMPT AT PRACTICE ASSESSMENT DOCUMENTATION

Name…………………………………………….

Registration Number……………………………………….

Intake……………………………………………..

Practice area……………………………….

Date of assessment………………………………..

Name of Assessor……………………………

Attempt 2

Unit 1

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

Domain/number

Competency to be achieved

PASS

FAIL

Comments

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

Date…………………………

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

Date…………………………

Signature of Personal Teacher ………………………………….

Date………………………….

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


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Professional Behaviours Inventory 1. Observation of Punctuality/Timekeeping

Poor Good Excellent

Poor punctuality/ timekeeping most of the time

Good punctuality/ timekeeping most of the time

Excellent punctuality/ timekeeping most of the time

Minimal communication if unable to be on time

Good level of communication if unable to be on time

Excellent level of communication if unable to be on time

2. Reliability in Carrying Out Care within Expected Capability

Poor Good Excellent

Poor level of reliability most of the time

Good level of reliability most of the time

Excellent level of reliability most of the time

3. Reception of Feedback

Poor Satisfactory Very Good

Very reluctant to accept constructive feedback

Some reluctance to accept constructive feedback

Responds positively to constructive feedback most of the time

Difficulties in using feedback to develop practice

Some difficulties in using feedback to develop practice

Considers feedback to develop practice most of the time

4. Respect for Colleagues and their Professional Experience and Opinion

Poor Good Excellent

Poor level of respect most of the time

Good level of respect most of the time

Excellent level of respect most of the time

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

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

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

Tends to dominate by voicing own opinions vociferously

Good ability to contain and voice own opinions appropriately

Excellent ability to contain and voice own opinions appropriately

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

Poor Good Excellent

Shows little interest in others

Demonstrates interest in others most of the time

Demonstrates concern and interest in others at all times

Frequently gives mixed messages

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

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


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6. Attending to Client Needs and Requests within Expected Capability

Poor Good Excellent

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

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

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

Frequently delayed in attending to client needs and requests

Very occasional delay in attending to client needs and requests

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

7. Recognition of own Limitation within Expected Capability

Poor Good Excellent

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

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

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

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

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

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

8. Observation of Dress Code

Poor Good Excellent

Poor compliance with professional dress code most of the time

Good compliance with professional dress code most of the time

Excellent compliance with professional dress code most of the time

9. Consistency of Efforts to Achieve the Requisite Standard of Care

Poor Good Excellent

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

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

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

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

Poor Good Excellent

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

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

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

Poor efforts to be supportive and reassuring

Good efforts to be supportive and reassuring

Excellent efforts to be supportive and reassuring


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

Poor Good Excellent

Exhibits difficulty in establishing rapport with colleagues

Has good rapport with colleagues most of the time

Has excellent rapport with colleagues most of the time

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

Excellent ability to work as a member of the team

Rarely contributes to the team

Contributes to the team most of the time

Contributes very actively to the team most of the time

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

Poor Good Excellent

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

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

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

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

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

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

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

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

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

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

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

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


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UNIT 4

SNM 2237 Patients with Long term conditions and complex needs


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ORIENTATION - UNIT 4

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

PLACEMENT:......................................................................................................................................

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

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

UoS LINK TUTOR:........................................................... Email..............………………….

PERSONAL TUTOR: ................................................ Email….……………………………

PLACEMENT CONTACT NUMBER : ......……………………………….

Mentor’s Name




Mentor’s Name




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

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

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

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

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

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

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

Scan this Page


30

ORIENTATION - UNIT 4

To be completed during the first week

I have been shown the how to access and where to find the following:

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

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

3) Practice area policies and procedures.

4) Practice area profile and learning opportunities.

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

_____________________________________________________________________________


31

INITIAL INTERVIEW UNIT 4 Please record the student’s personal learning objectives for this placement, the learning objectives expected/suggested by the mentor, and action plans to achieve these personal objectives and the required outcomes/competencies.

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

Student’s action plan

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

Agreed Date for Intermediate Interview: (Student to inform Link Tutor, via e-mail) SIGNATURE OF MENTOR………………………………………………………. DATE……………………… SIGNATURE OF STUDENT……………………………………………………… DATE……………………....


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INTERMEDIATE INTERVIEW – UNIT 4 Please record your Intermediate meeting with the student, identifying the student’s strengths and limitations. The initial action plan should be carefully reviewed and a new action plan developed and demonstrated.

Student review of own progress and achievement of learning objectives

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

Learning objectives as agreed between mentor and student from this point forward

Action plan to enable student to meet learning objectives

In the event that the student is assessed as not progressing an action plan must be written by the Mentor with support from the UoS Link Tutor and documented in the student progress section Pg : Yes No Issues of concern Action Plan completed If Yes review date……………. Clinical Skills passport reviewed If no why?............................. Portfolio discussed If no why?.............................. Signature of Mentor………………………………………….. Date…………………….. Signature of Student ………………………………………… Date……………………..

Agreed Date for Final interview ( student to inform UoS Link Tutor via email ) Date Agreed………………………………


33


Professional Behaviours: Intermediate Interview

Excellent Good Poor

1.Observation of punctuality/timekeeping

2.Reliability in carrying out care within expected capability

3.Reception of feedback

4.Respect for colleagues and their professional experience and opinions

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

6.Attending to client needs and requests within expected capability

7.Recognition of own limitations within expected capability

8.Observation of dress code

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

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

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

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

Please note this should be a true reflection of the student’s professional behaviours and not viewed as a gradual progression. Further information regarding the levels of professional behaviours can be found at www.shef.ac.uk/snm/mentors There is an expectation that students demonstrate a high standard in professional behaviours throughout this programme. Any professional behaviours marked as poor should be related to relevant competencies which should be identified as not progressing and an action plan developed with the assistance of the UoS Link Tutor.

http://www.shef.ac.uk/snm/mentors


34

LONG TERM CARE/COMPLEX CARE PATHWAY EXPERIENCE REVIEW

Please identify what the student wishes to achieve/has achieved during this experience including any transferable skills and/or knowledge and how this experience relates to the overall learning experience. Any particular strengths and limitations should be highlighted. Agreed learning objectives that are formulated between student and mentor: Final review: Please comment on the student’s progress and achievement whilst on this pathway. The professional behaviours grid should also be completed and any issues of concern noted in the section below the grid.

Clinical Skills Passport reviewed Mentor/Associate Mentor’s Initials

Reflective Entries discussed Mentor/Associate Mentor’s Initials

Signature of Mentor Signature of Student:

………………………….. …………………………..

Date…………………… Date……………………


Signature Date


35

Pre-Registration Postgraduate Diploma in Nursing (Adult)

PATIENTS WITH LONG TERM /COMPLEX NEEDS Professional Behaviours

Excellent Good Poor













Any professional behaviours marked as poor/very poor should be related to relevant competency statements and brought to the attention on the practice learning experience mentor

ISSUES OF CONCERN

Signature of Mentor: ………………………. Date……………………. Signature of Student: ………………………. Date……………………..


Signature Date


36

UNIT 4 NAME…………………………………………………………………………………………………………………… COHORT……………………………………………………………………………………………………………….. PRACTICE AREA……………………………………………………FROM:………………TO:…………………

FINAL INTERVIEW WITH MENTOR

MENTOR:

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

* If the student has failed please complete the and inform the Learning Environment Manager and UoS link lecturer

* Please verify the Record of Attendance.

Clinical Skills Passport reviewed Mentor’s initials ………………………….. Reflective Entries discussed Mentor’s Initials………………………….. Supporting comments from mentor: I certify that ………………………………….. has/has not demonstrated the required knowledge, skills, attitudes and professional behaviors to warrant a pass grade as a potential future member of the profession based on the evidence herein. Signature of Mentor: ……………………………………………………………….. Date………………… Signature of Student: ……………………………………………………………….. Date …………………. Verified by Personal Tutor: ……………………………………………………… Date …………………

Scan this Page


37


Professional Behaviours – Final Interview

Excellent Good Poor













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

Record of discussion between student, mentor and personal tutor/UoS link tutor

Signature of student Date


Comments of UoS link tutor

Signature Date

Scan this Page


38

RECORD OF COMPETENCIES FAILED (IF REQUIRED)

Domain

(i.e. 1-4)

Competency Failed

Please state why the student failed to achieve:


Signature of Student: Date


39

Date

TESTIMONIES



Signature and role



40

Date

TESTIMONIES



Signature and role



41

Patient and/or Carer/Relative Testimonial

We would like you to tell us about how well the student nurse has looked after you.

Your comments will help inform the student nurse’s learning The comments you give will not change the way you or your family member is looked after

Tick if you are: The Patient/Service User Carer/Relative

How happy were you with the student nurse: Very Happy

Happy

I’m Not Sure

Unhappy

Very Unhappy

Please tick the appropriate box below for each question.

Cared for you?

Listened to your needs?

Understood the way you felt?

Talked to you?

Showed you respect?

What did the student nurse do well?

What could the student nurse have done differently?

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

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


42

Date


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


Student


43

Date


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


Student


44

Date

STUDENT PROGRESS

Any meetings or action plans must be documented in this section.


Student


45

BMed Sci ( Hons) Nursing UNIT 4- 2ND ATTEMPT AT PRACTICE ASSESSMENT DOCUMENTATION

Name…………………………………………….

Registration Number……………………………………….

Intake……………………………………………..

Practice area……………………………….

Date of assessment………………………………..

Name of Assessor……………………………

Attempt 2

Unit 1

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

Domain/number

Competency to be achieved

PASS

FAIL

Comments

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

Date…………………………

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

Date…………………………

Signature of Personal Teacher ………………………………….

Date………………………….

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


46

Professional Behaviours Inventory 1. Observation of Punctuality/Timekeeping

Poor Good Excellent

Poor punctuality/ timekeeping most of the time

Good punctuality/ timekeeping most of the time

Excellent punctuality/ timekeeping most of the time

Minimal communication if unable to be on time

Good level of communication if unable to be on time

Excellent level of communication if unable to be on time

2. Reliability in Carrying Out Care within Expected Capability

Poor Good Excellent

Poor level of reliability most of the time

Good level of reliability most of the time

Excellent level of reliability most of the time

3. Reception of Feedback

Poor Satisfactory Very Good

Very reluctant to accept constructive feedback

Some reluctance to accept constructive feedback

Responds positively to constructive feedback most of the time

Difficulties in using feedback to develop practice

Some difficulties in using feedback to develop practice

Considers feedback to develop practice most of the time

4. Respect for Colleagues and their Professional Experience and Opinion

Poor Good Excellent

Poor level of respect most of the time

Good level of respect most of the time

Excellent level of respect most of the time

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

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

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

Tends to dominate by voicing own opinions vociferously

Good ability to contain and voice own opinions appropriately

Excellent ability to contain and voice own opinions appropriately

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

Poor Good Excellent

Shows little interest in others

Demonstrates interest in others most of the time

Demonstrates concern and interest in others at all times

Frequently gives mixed messages

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

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


47

6. Attending to Client Needs and Requests within Expected Capability

Poor Good Excellent

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

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

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

Frequently delayed in attending to client needs and requests

Very occasional delay in attending to client needs and requests

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

7. Recognition of own Limitation within Expected Capability

Poor Good Excellent

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

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

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

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

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

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

8. Observation of Dress Code

Poor Good Excellent

Poor compliance with professional dress code most of the time

Good compliance with professional dress code most of the time

Excellent compliance with professional dress code most of the time

9. Consistency of Efforts to Achieve the Requisite Standard of Care

Poor Good Excellent

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

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

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

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

Poor Good Excellent

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

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

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

Poor efforts to be supportive and reassuring

Good efforts to be supportive and reassuring

Excellent efforts to be supportive and reassuring


48

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

Poor Good Excellent

Exhibits difficulty in establishing rapport with colleagues

Has good rapport with colleagues most of the time

Has excellent rapport with colleagues most of the time

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

Excellent ability to work as a member of the team

Rarely contributes to the team

Contributes to the team most of the time

Contributes very actively to the team most of the time

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

Poor Good Excellent

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

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

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

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

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

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

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

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

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

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

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

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


44

Scan page 44-68 Unit 3&4: Unit 3: SNM 2233 Patient with Acute and Short term needs Unit 4: SNM 2237 Patients with long term and complex needs

Competencies Competencies are to be achieved within

the context of the care delivery setting and under the guidance of a First Level

Registered Nurse.

Results Initial the Intermediate columns and sign the Final columns following direct observation question and answer technique and review of evidence with the student.

1. PROFESSIONAL/ETHICAL PRACTICE

Unit 3 Intermediate P – Progressing

NP – Not Progressing

Unit 3

Final



Unit 4

Final

Self

Mentors

initial

Mentors signature

Self

Mentors

initial

Mentors signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

1.1 CARE COMPASSION AND COMMUNICATION

1.1.1 Forms appropriate and constructive professional relationships with families and other carers.

1.1.2. Uses professional support structures to learn from experience and make appropriate adjustments.

1.1.3. Determines people’s preferences to maximise comfort & dignity.


45

1. PROFESSIONAL/ETHICAL PRACTICE CONT..



Unit 3

Final



Unit 4

Final

Self

Mentor initial

Mentor

Signature

Self

Mentor

inital

Mentors signature

P

NP

P

NP

PASS

1.1 CARE COMPASSION AND COMMUNICATION (cont)

1.1.4. Provides personalised care, or makes provisions for those who are unable to maintain their own activities of living maintaining dignity at all times.

1.1.5. Applies principles of consent in relation to restrictions relating to specific client groups and seeks consent for care.

1.1.6. Ensures that the meaning of consent to treatment and care is understood by the people or service users.


46




Unit 3

Final



Unit 4 Final

Self

Mentors

initial

Mentor signature

Self

Mentors

initial

Mentors signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

1.2 ORGANISATIONAL ASPECTS OF CARE

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

1.2.2. Adheres to safety policies when working in the community and in people’s homes, for example, lone worker policy Adheres to safety policies when working in the community and in people’s homes, for example, lone worker policy. PRIMARY CARE ONLY


47




Unit 3

Final



Unit 4 Final

Self

Mentors

initial

Mentors

Signature

Self

Mentors

Initial

Mentors

Signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

1.3 INFECTION PREVENTION AND CONTROL

1.3.1. Adheres to health and safety at work legislation and infection control policies regarding the safe disposal of all waste, soiled linen, blood and other body fluids and disposing of ‘sharps’ including in the home setting.

1.3.2. Ensures dignity is preserved when collecting and disposing of bodily fluids and soiled linen.

1.3.3. Acts to address potential risks within a timely manner including in the home setting.

1.4 NUTRITION AND FLUID MANAGEMENT

1.4.1. Maintains independence and dignity wherever possible and provides assistance as required.


48

1.5. MEDICINES MANAGEMENT

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

1.5.2. Demonstrates an understanding of types of prescribing, types of prescribers and methods of supply.

1.5.3. Demonstrates understanding of legal and ethical frameworks for prescribing.

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

1.5.5. Aware the different types of prescribing including supplementary prescribing, community practitioner nurse prescribing and independent nurse prescribing

SUPPORTING COMMENTS FROM MENTOR.


49

2: CARE DELIVERY



Unit 3

Final



Unit 4

Final

Competencies are to be achieved within the context of the care delivery setting and under the guidance of a First Level Registered Nurse.

Self

Mentors

initial

Mentors

Signature

Self

Mentor initial

Mentor

signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

2.1. CARE COMPASSION AND COMMUNICATION

2.1.1. Actively empowers people to be involved in the assessment and care planning process.

2.1.2. Actively supports people in their own care and self care.

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

2.1.4. Assists people with their care where necessary.


50

2: CARE DELIVERY



Unit 3

Final



Unit 4

Final

Self

Mentors

initial

Mentors signature

Self

Mentors Initials

Mentors signature

P

NP

P

NP

P

NP

P

NP

P

NP

PASS

FAIL

2.2 ORGANISATIONAL ASPECTS OF CARE

2.2.1. Accurately undertakes and records a baseline assessment of weight, height, temperature, pulse, respiration and blood pressure using manual and electronic devices.

. 2.2.2. Measures and documents vital signs under supervision and responds appropriately to findings outside the normal range.

2.2.3. Performs routine, diagnostic tests for example urinalysis under supervision as part of assessment process (near client testing).

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

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


51

2: CARE DELIVERY



Unit 3

Final



Unit 4

Final

Self

Mentors initials

Mentors signature

Self

Mentors

initial

Mentors signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

2.2 ORGANISATIONAL ASPECTS OF CARE (Cont.)

2.2.6. With the person and under supervision, plans safe and effective care by recording and sharing information based on the assessment.

2.2.7. Where relevant, applies knowledge of age and condition-related anatomy, physiology and development when interacting with people.

2.2.8. Works within the limitations of own knowledge and skills to question and provide safe and holistic care.

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

2.2.10. Contributes to promote safety and positive risk taking.

2.2.11. Under supervision works safely within the community setting taking account of local policies, for example, lone worker policy. Community placement only


52

2: CARE DELIVERY



Unit 3

Final



Unit 4

Final

Self

Mentors initials

Mentors signature

Self

Mentors

initial

Mentors signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

2.2 ORGANISATIONAL ASPECTS OF CARE (Cont.)

2.2.12. Participates in assessing and planning care appropriate to the risk of infection thus promoting the safety of service users.

2.3. INFECTION PREVENTION AND CONTROL

2.3.1. Participates in completing care documentation and evaluation of interventions to prevent and control infection.

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

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

2.3.4. Participates in the cleaning of multi-use equipment between each person.


53

2: CARE DELIVERY



Unit 3

Final



Unit 4

Final

Self

Mentors initials

Mentors signature

Self

Mentors

initial

Mentors signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

2.3. INFECTION PREVENTION AND CONTROL( cont)

2.3.5. Uses multi-use equipment and follows the appropriate procedures.

2.3.6. Safely uses and disposes of, or decontaminates, items in accordance with local policy and manufacturers’ guidance and instructions.

2.3.7. Adheres to requirements for cleaning, disinfecting, decontaminating of ‘shared’ nursing equipment, including single or multi-use equipment, before and after every use as appropriate, according to recognised risk, in accordance with manufacturers’ and organisational policies.

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


54

2: CARE DELIVERY



Unit 3

Final



Unit 4

Final

Self

Mentors initials

Mentors signature

Self

Mentors

initial

Mentors signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

2.3. INFECTION PREVENTION AND CONTROL( cont)

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

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

2.3.11. Safely performs basic wound care using clean and aseptic techniques in a variety of settings.

2.4. NUTRITION AND FLUID MANAGEMENT

2.4.1. Under supervision helps people to choose healthy food and fluid in keeping with their personal preferences and cultural needs.

2.4.2. Accurately monitors dietary and fluid intake and completes relevant documentation.


55

2: CARE DELIVERY



Unit 3

Final



Unit 4

Final

Self

Mentors initials

Mentors signature

Self

Mentors

initial

Mentors signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

2.4. NUTRITION AND FLUID MANAGEMENT ( cont)

2.4.3. Supports people who need to adhere to specific dietary and fluid regimens and informs them of the reasons

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

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

2.4.6. Contributes to formulating a care plan through assessment of dietary preferences, including local availability of foods and cooking facilities.

2.4.7. Assesses baseline nutritional requirements for healthy people related to factors such as age and mobility.


56

2: CARE DELIVERY



Unit 3

Final



Unit 4

Final

Self

Mentors

initial

Mentors signature

Self

Mentor initial

Mentors

Signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL


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

2.4.9. Accurately monitors and records fluid intake and output.

2.4.10. Recognises and reports reasons for poor fluid intake and output.

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

2.4.12. Monitors and assesses people receiving intravenous fluids.


57

2: CARE DELIVERY

Unit 3 Intermediate

P – Progressing NP – Not

Progressing

Unit 3

Final

Unit 4 Intermediate

P – Progressing NP – Not Progressing

Unit 4 Final

Self

Mentors

initial

Mentors signature

Self

Mentors

Initial

Mentors signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL


2.4.13. Documents progress against prescription and markers of hydration.

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

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

2.4.16. Recognises, responds appropriately and reports when people have difficulty eating or swallowing

2.4.17. Adheres to an agreed plan of care that provides for individual difference, for example, cultural considerations, psychosocial aspects and provides adequate nutrition and hydration when eating or swallowing is difficult.


58

2: CARE DELIVERY

Unit 3 Intermediate


Progressing

Unit 3

Final

Unit 4 Intermediate


Unit 4 Final

Self

Mentors

initial

Mentors signature

Self

Mentors

Initial

Mentors signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL


2.5.1. Demonstrates awareness of a range of commonly recognised approaches to managing symptoms, for example, relaxation, distraction and lifestyle advice.

2.5.2. Is competent in the process of medication-related calculation in nursing field involving:

tablets and capsules liquid medicines injections IV infusions unit dose sub and multiple unit dose complex calculations

SI unit conversion All calculations must be 100% correct

2.5.3. Understands basic pharmacology, how medicines act and interact in the systems of the body, and their therapeutic action.


59

2 CARE DELIVERY

Unit 3 Intermediate


Progressing

Unit 3

Final

Unit 4 Intermediate


Unit 4 Final

Self

Mentors

initial

Mentors signature

Self

Mentors

initial

Mentors signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

2.5. MEDICINES MANAGEMENT (CONT)

2.5.4. Aware of common routes and techniques of medicine administration including absorption, metabolism, adverse reactions and interactions.

2.5.5. Safely undertakes drug administration and monitors effects under supervision.

2.5.6. Uses prescription charts correctly and maintains accurate records

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

2.5.8. Administers and, where necessary, prepares medication safely under direct supervision, including orally and by injection.

2.5.9. Under supervision involves people and carers in administration and self-administration of medicines.


60

2 CARE DELIVERY

Unit 3 Intermediate


Progressing

Unit 3

Final

Unit 4 Intermediate


Unit 4 Final

Self

Mentors

initial

Mentors signature

Self

Mentors

initial

Mentors

Signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

2.5. MEDICINES MANAGEMENT (CONT)

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

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

SUPPORTING COMMENTS FROM MENTOR


61

3 CARE MANAGEMENT

Unit 3 Intermediate


Progressing

Unit 3

Final

Unit 4 Intermediate


Unit 4 Final


Self

Mentors

initial

Mentors signature

Self

Mentors

initial

Mentors

Signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

3.1. CARE COMPASSION AND COMMUNICATION

3.1.1. Uses strategies to enhance communication and remove barriers to effective communication minimising risk to people from lack of or poor communication.

3.1.2. Distinguishes between information that is relevant to care planning and information that is not.

. 3.2. ORGANISATIONAL ASPECTS OF CARE

3.2.1. Understands the concept of public health and the benefits of healthy lifestyles and the potential risks involved with various lifestyles or behaviours, for example, substance misuse, smoking, obesity.


62

3 CARE MANAGEMENT

Unit 3 Intermediate


Progressing

Unit 3

Final

Unit 4 Intermediate


Unit 4 Final

Self

Mentors

initial

Mentors signature

Self

Mentors

initial

Mentors

Signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

3.2. ORGANISATIONAL ASPECTS OF CARE cont

3.2.2. Recognises indicators of unhealthy lifestyles.

3.2.3. Contributes to care based on an understanding of how the different stages of an illness or disability can impact on people and carers.

3.2.4. Acts collaboratively with people and their carers enabling and empowering them to take a shared and active role in the delivery and evaluation of nursing interventions.

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

3.2.6. Takes feedback from colleagues, managers and other departments seriously and shares the messages and learning with other members of the team.


63

3 CARE MANAGEMENT

Unit 3 Intermediate


Progressing

Unit 3

Final

Unit 4 Intermediate


Unit 4 Final

Self

Mentors

initial

Mentors signature

Self

Mentors

initial

Mentors

Signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

3.2. ORGANISATIONAL ASPECTS OF CARE( cont)

3.2.7. Assists in preparing people and carers for transfer and transition through effective dialogue and accurate information

3.2.8. Reports issues and people’s concerns regarding transfer and transition.

3.2.9. Assists in the preparation of records and reports to facilitate safe and effective transfer

3.2.10. Supports and assists others appropriately.

3.2.11. Values others’ roles and responsibilities within the team and interacts appropriately.

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


64

3 CARE MANAGEMENT

Unit 3 Intermediate


Progressing

Unit 3

Final

Unit 4 Intermediate


Unit 4 Final

Self

Mentors

initial

Mentors signature

Self

Mentors

initial

Mentors

Signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

3.2.13. Demonstrates professional commitment by working flexibly to meet service needs to enable quality care to be delivered.

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

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

3.3. INFECTION PREVENTION AND CONTROL

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


65

3 CARE MANAGEMENT

Unit 3 Intermediate


Progressing

Unit 3

Final

Unit 4 Intermediate


Unit 4 Final

Self

Mentors

initial

Mentors signature

Self

Mentors

initial

Mentors

Signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

3.3. INFECTION PREVENTION AND CONTROL ( cont)

3.3.2. Assists in providing accurate information to people and their carers on the management of a device, site or wound to prevent and control infection and to promote healing wherever that person might be, for example, in hospital, in the home care setting, in an unplanned situation.

3.4. NUTRITION AND FLUID MANAGEMENT

3.4.1. Reports to other members of the team when agreed nutritional plan is not achieved.


66

3 CARE Management

Unit 3 Intermediate


Progressing

Unit 3

Final

Unit 4 Intermediate


Unit 4 Final

Self

Mentors

initial

Mentors signature

Self

Mentors

initial

Mentors signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL


3.4.2. Reports to other members of the team when intake and output falls below requirements.


3.5.1. Discusses referral options.

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

3.5.3. Demonstrates ability to safely store medicines under supervision.


67

3 CARE Management

Unit 3 Intermediate


Progressing

Unit 3

Final

Unit 4 Intermediate


Unit 4 Final

Self

Mentors

initial

Mentors signature

Self

Mentors

initial

Mentors signature

P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

MEDICINES MANAGEMENT (cont)

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

3.5.5. Reports adverse incidents and near misses.

3.5.6. Understands procedures for management of anaphylaxis

CCMMENTS


68

4. PERSONAL/PROFESSIONAL DEVELOPMENT

Unit 3 Intermediate


Progressing

Unit 3

Final

Unit 4 Intermediate


Unit 4 Final

Self

Mentors

initial

Mentors signature

Self

Mentors

initial

Mentors signature


P

NP

P

NP

PASS

FAIL

P

NP

P

NP

PASS

FAIL

4.1. Actively seeks to extend knowledge and skills using a variety of methods in order to enhance care delivery.

4.2. Uses supervision and other forms of reflective learning to make effective use of feedback.

4.3. Reflects on own practice and discusses issues with other members of the team to enhance learning.

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

4.5. Works as a team member

COMMENTS


69

Attendance Record NMC requirements :

Students will have 40% contact time with their mentor. Students are expected to attend placement for 37.5 hours per week (pro rata) and where the placement allows, experience all shift

patterns on all days including weekends. Students must complete 48 hours of night duty over the duration of the program. This must be clearly identified on your attendance

sheet.

Students should document the hours they work each shift excluding breaks. E.g. if the student works 07.00-15.00 with a 30 min break it will be recorded as 7 hours 30 minutes, 12.5 hour shift with a 60 min break will be recorded as 11 hours 30 minutes etc. They should then have the hours verified by their mentor or whoever they have been allocated to for the shift, at the end of each shift.

Bank Holidays : Bank Holidays have been taken into consideration within the placement allocations and therefore the student is not required

to work them. Bank Holidays should be recorded on the Attendance Record as BH and count as 7 Hours 30 minutes.

Study Days : Students will be allocated 15 study days within their placement time over year 2. The student will produce a timetable at the initial

interview so that the mentor can plan off duty arround them. All study days need to be taken while on placement because they contribute to the theory hours for the programme Some study days maybe self directed and negotiable with the mentor to allow study time to complete University work, if this is the case it will be clearly indicated for the mentor to see. Study days will be recorded as SD in the Attendance record and count as 7 hours 30 minutes.

Annual Leave : Students may have annual leave to take during their placement. If this occurs during the placement it will clearly state this on

the training plan, which students will be able to show their mentors. This is negotiable with the mentor. Annual Leave will be recorded in the Attendance Record as AL

Sickness and Abscence : All sickness and absences must be clearly recorded on the Attendance Record with S or A respectively.( Clothier

Report 1994) . Please see the sickness and absence policy for further information please see the sickness policy


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RECORD OF ATTENDANCE DURING PRACTICE LEARNING EXPERIENCE (NB Meal Breaks are NOT counted into your hours of work)

UNIT 3 YEAR 2 SCAN p70-72 NAME OF STUDENT ……………………………………………… PLACEMENT AREA ………………………………………………………………….

WEEK 1 WEEK 2 WEEK 3

DATE

HOURS WORKED

SIGNATURE OF REGISTERED

PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER

Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total Hours Each week


DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER


YEAR 1


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UNIT 3 YEAR 2


DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER



DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER


WEEK 13


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DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER


UNIT 3 YEAR 2

TOTAL NUMBER OF HOURS NIGHT DUTY UNDERTAKEN……………………………………………………

TOTAL HOURS WORKED………………………………………………………………………………………………….

TOTAL HOURS SICK/ABSENCE…………………………………………………………………………………………………………

TOTAL HOURS BH/AL/SD/…………………………………………………………………………………………….

I verify that the mentor has been available to the students for 40% of the placement learning experience and that these documented details are accurate VERIFIED BY MENTOR….…………………………………………………………………… DATE……………………………. SIGNATURE OF STUDENT………………………………………………………………….. DATE……………………………. HOURS RECORDED ON DATABASE BY…………………………………………………. DATE……………………………


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RECORD OF ATTENDANCEDURING PRACTICE LEARNING EXPERIENCE UNIT 4 YEAR 2 Scan p 73-75 NAME OF STUDENT ……………………………………………… PLACEMENT AREA ………………………………………………………………….


DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER



DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER


YEAR 1


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UNIT 4 YEAR 2


DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER



DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER



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UNIT 4 YEAR 2

WEEK 13

DATE HOURS

WORKED SIGNATURE OF

REGISTERED PRACTITIONER

DATE

HOURS WORKED


PRACTITIONER


TOTAL NUMBER OF HOURS NIGHT DUTY UNDERTAKEN……………………………………………………

TOTAL HOURS WORKED………………………………………………………………………………………………….

TOTAL HOURS SICK/ABSENCE…………………………………………………………………………………………………………

TOTAL HOURS BH/AL/SD/…………………………………………………………………………………………….

I verify that the mentor has been available to the students for 40% of the placement learning experience and that these documented details are accurate VERIFIED BY MENTOR….…………………………………………………………………… DATE……………………………. SIGNATURE OF STUDENT………………………………………………………………….. DATE……………………………. HOURS RECORDED ON DATABASE BY…………………………………………………. DATE……………………………

ASSESSMENT OF PRACTICE RECORD€¦ · ASSESSMENT OF PRACTICE RECORD – Year 2 University of...

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