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Return to Practice Practice Assessment Document (PAD)
(Mental Health Nursing)
Student Name______________________________________________________
Start Date__________________________________________________________
Practice Placement __________________________________________________
Practice Hours to be completed_______________________________________
Introduction
This Assessment of Practice Document records the student’s progression and achievement of their practice competencies throughout the programme. It also provides information concerning the roles and responsibilities within the assessment process.
This Assessment of Practice Document includes:- Glossary of terms A step by step guide to the Assessment Process Practice Learning Agreement Roles and Responsibilities Learning Contracts Criteria for Assessment The assessment of practice document (APD)
Records of Formative discussion Summative discussion Tripartite discussions
Flow charts to illustrate Practice Assessment Process ‘Assessing my student’s progress’
Process for Raising and Escalating Concerns Form PIR [1]
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Glossary of Terms
Independent Practice
The ability to practice at the level described within the competency statement without direct supervision, whilst recognising the limits of one’s own ability and seeking appropriate support and advice when required.
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Support The provision of guidance and learning opportunities to facilitate the achievement of the practice competencies.
Direct Supervision
Observation of the student performing an activity (this may be on a one-to-one basis or part of group activity)
Mentor
Sign off mentor
An appropriately qualified individual identified to supervise and assess your practice competence
A mentor qualified to sign you off as competent to return to the professional register
Programme Director
The academic leader of the Return to Practice Course. They are the first contact for queries relating to the module.
Practice Placement
A department or practice area which supports your learning in practice.
Formative discussion
Constructive feedback given on the student’s progress towards the learning outcomes
Summative discussion
Tripartite meeting
Final summary that provides the student with constructive feedback to inform their future learning experiences
Meeting between sign off mentor, student and tutor to review progress
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Summaries of meetings
As part of the placement experience it is expected that the mentor and student will have formal initial, mid placement and end of placement interviews. At the initial meeting a learning contract should be agreed with review dates and a summary of the appropriate learning opportunities documented. A formative discussion of progress made towards the learning outcomes and competencies is discussed with the student in the mid-placement meeting with any constructive feedback that provides the student with a clear picture of their strengths and areas for development in relation to the competencies. Midway during the placement the student will arrange a date for a tripartite meeting between tutor, sign off mentor and student. The learning contract should be revised as appropriate and a summary of these meetings should be documented and signed by the mentor and student. The final meeting should contain a summary of the summative assessment that provides the student with constructive feedback that can be used to inform their future learning experiences.
IMPORTANT PLEASE NOTE: ALL competencies MUST be initialled by the Mentor/sign off mentor at both formative and summative stages. Failure to do so will result in a fail. The final summative column MUST be signed and dated by the sign off mentor for all competencies in order to verify the pass or fail in each competency. ALL initials and signatures must be fully recorded in the record of signatures.
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Step by Step guide to the Assessment of Practice Process (APD)
The process for ‘Assessment of Practice’ can be found on page 37.
Step 1 The student completes the first section of their Learning Contract (p.11)
Step 2 The Mentor and Student read and agree the ‘Learning and Assessment Agreement’ (p. 5)
Step 3 The Mentor and Student agree appropriate learning experiences to support achievement of the learning contract and practice competencies. They complete the second section of the Learning Contract and summarize the discussion in the Record of Meetings (p.13).
Step 4 Set date for ‘Formative’ discussion and tripartite meeting. These meetings should be approximately mid-way through the placement.
Step 5 Ongoing informal feedback will be given to support achievement of competencies.
Step 6 The student ticks on the APD in pencil whether they consider that they are practising the competencies detailed within the APD Independently or dependently for the formative assessment. The mentor confirm this or otherwise by initialling each competency as appropriate at formative and summative meetings.
Step 7 The Mentor uses student self-assessment as a basis for discussion within
the Formative assessment. Mentor identifies whether the student is practising Independently or Dependently and summarizes comments to guide student development in the Record of Meetings.
Step 8 Review and update the learning contract based on the discussions within Step 7
Step 9 Date for summative discussion and assessment is planned and documented.
Step 10 The student ticks in pencil on the APD whether they consider they have passed the competencies detailed within the APD, completes the diary of experience to demonstrate competence and writes their summative self-assessment in the box provided (see p 15).
The mentor uses the student self-assessment as a basis for discussion within the Summative assessment. The mentor documents whether or not the student has passed the competencies, i.e. is practising independently, as detailed within the APD and Criteria for Assessment and provides constructive feedback in the box provided. The learning contract should also be signed to say that achievement has been agreed.
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Guidance on completion of the APT
COMPETENCY STATEMENT
Essential skill cluster (ESC, 2010)):
Care, Compassion and Communication
ESC reference in red
Formative Assessment
Midway (initials and
date)
Summative Assessment placement
end(initials and
date)
Mentor please provide constructive feedback regarding individual aspects of competence.
Final Summative assessment
Sign off Mentor Signature and date
Independent
Dependen
t
Pass Fail
1 1 Demonstrates clinical confidence through
sound knowledge, skills and understanding
Please use in conjunction with the levels of performance table and negotiate equivalent examples of skills in the learning contract where the specific example given is not appropriate to your practice area
In this section the mentor can describe the progress the student
has made, identify where evidence to support the assessment can be found
and comment on why they have assessed the student as meeting or not meeting the standard required.
The mentor’s initials/signature and
date can be referenced against the record of signatories
earlier in the document
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Evidence to support Assessment of Practice Learning
Levels of Performance It is the student’s responsibility to provide evidence to the mentor that they are able to demonstrate skills and knowledge with a consistency and autonomy which will be sustained in future practice. Evidence must include the mentor’s own observations of the students but
can be supported by the written or verbal testimony of others and the student’s ability to reflect on their practice
Knowledge and understanding
Demonstrates a working understanding of the wider factors that underpin and impact on effective nursing practice and applies relevant knowledge and skills to more complex and unexpected situations
Problem-solving skills Demonstrates sound problem-solving skills and clinical judgement to more complex and demanding clinical problems.
Values and attitudes Takes an active role in leading own learning experience. Can interact effectively with patients, families and colleagues in more demanding situations. Acknowledges and works within the
boundaries of their knowledge, skills and level of education. Manages and develops their own practice and that of others in accordance with the NMC (2008) Code of conduct.
Clinical skills Performs core skills safely and more complex skills with minimal supervision and is able to guide a junior nurse to undertake essential core skills
Passing / Failing the student
Students are required to pass all practice outcomes/competencies. If at any point the Mentor or student is concerned that the required standard will not be met for either the Formative or Summative assessment reference should be made to the Flow charts on pages 36 & 37 for advice on appropriate action to be taken.
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Orientation to practice placements The following has been explained / discussed / demonstrated to the satisfaction of both Mentor and student:
Mentor initial and date Student initial and dateLayout of the clinical area
Procedure in the event of Fire
What to do in the event of a collapse, cardiac or respiratory
arrestMoving and Handling of people
and equipment
Awareness of policies specific to the area of practice
General information, shift patterns, members of team
etc.
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Record of Signatures
This document forms a record of the student’s competence. The ‘sign off’ mentor has overall responsibility for signing the student off as competent at the end of their placement. There may be other individuals involved in the assessment or feedback given to the student. For identification purposes, please write your name, signature and initials along with your job title in the boxes below:
Name Signature Initials Registration part e.g. RN adult nursing.
Sign – off mentor; Date of last mentor update;
Date of last triennial review;
Others Status: mentor/sign off mentor/RN
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Practice Learning and Assessment Agreement
Student:
Mentor:
Area or Practice:
Dates and Duration of Placement:
Roles and Responsibilities:
Student: Have a clear understanding of the learning outcomes and
practice competencies for the module Assess your existing knowledge and skill and establish a
baseline upon which to build a learning contract To take advantage of learning opportunities and to review
Learning Contract regularly Gain the necessary clinical experience to achieve the Practice
Competencies To provide evidence of competence in relation to the APD Alert Programme Director/Personal Tutor and Sign off Mentor
if problems arise with the placement that might prevent progress or satisfactory completion.
To arrange Tripartite meeting half way through placement.
Mentor: Have a clear understanding of the learning outcomes and
practice competencies for the module and is on the same part of the register as the student with due regard.
Assist in the construction of an appropriate learning contract to enable the development of the student’s practice
Facilitate learning in line with the agreed plan Verify the evidence demonstrated through the APD Meet regularly (at least 3 times) to provide constructive
feedback on progress
Sign off mentor: Review student progress and competences midway and end
of placement Maintain an overview of achievement and professionalism in
line with the standards for entering the professional register (NMC, 2010)
Initiate tripartite meeting if any concerns. Sign the student off as competent to return to the
professional register.
Programme Director: Discuss the requirements of the module with the student and
offer support for the assessment requirements Liaise with and support the Mentor Ensure adequacy of the learning environment
Date Learning agreement agreed:...............................................
Student:.......................................................................................
Sign off Mentor:............................................................................
Co mentor:…………………………………………………………………………
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Hours to be completed
The numbers of hours a student will need to complete to reactivate their professional registration is determined by the number of years the student has been out of practice. Ultimately, the numbers of hours required will be a decision of the Programme Director in consultation with the student’s practice mentor and the University tutor. The table below provides a guideline.
Years out of practice Minimum practice hours required
0 - 5 100
6 – 10 100
11-15 150
16 – more 200
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RETURN TO PRACTICETIME SHEET FOR SUPERVISED PRACTICE
Student…………………………..Placement………………………...Hours to be completed…………………….
Week Hours worked Supervisor Signature Student Signature Running Total
Week Hours worked Supervisor Signature Student Signature Running Total
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Total hours completed
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Diary of events and skills completed
Date Diary of experience
Date Diary of experience
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Learning contract
Learning needs to achieve the practice competency:
Specific Actions that will meet learning needs:
Specific Actions that will meet learning needs:
Achievement Agreed(Signed and dated by Mentor+ Student)
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Learning needs to achieve the practice competency
Achievement Agreed(Signed and dated by Mentor + Student)
Date Learning Contract agreed:
Mentor Signature: Student Signature:
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Record of Meetings and Feedback on Assessment of Practice
Date for Initial meeting and development of learning contract:
Summary of discussion:
Mentor signature:
Student signature:
Date:
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Date for Mid-course meeting:
Summary of Formative Feedback:
Mentor signature:
Student signature:
Date:
20
Date for Tripartite review meeting:
Summary of progress:
Mentor signature:
Student signature:
Tutor signature:
Date:
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Date for final meeting:Student Self Assessment
Summary of Summative Feedback:
Mentor signature:
Student signature:
Date:
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Criteria for Assessment: “All nurses must practice autonomously, compassionately, skilfully and safely and must maintain dignity and promote
health and wellbeing” (NMC, 2010) (Standards for preregistration nurse education)
Conditions of practice for the achievement of clinical competenciesLevel of
performanceLevel of supervision/support Independent Dependent
Independent Practices without direct supervision whilst recognising the limits of own ability and seeking appropriate support and advice
when required.
Practice is consistently safe, accurate & effective within each competency.
Performance is skilful, co-ordinated and confident with economical use of
time.
Focuses primarily on the patient (rather than the task).
Demonstrates responsive interpersonal skills.
Is self directing & offers cues to assist others whilst achieving competency.
Evaluates the use of the evidence base for practice.
Omissions or inaccuracies are evident in performance.
Lacks skill or co-ordination in performance of the competency.
Demonstrates a lack of focus on patient needs.
Demonstrates inappropriate interpersonal skills.
Requires directive or supportive cues.
Cannot articulate the evidence base for practice.
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COMPETENCY STATEMENT
Essential skill cluster (ESC, 2010)):
Care, Compassion and Communication
ESC reference in red
Formative Assessment
Midway (initials and
date)
Summative Assessment placement
end(initials and
date)
Mentor please provide constructive feedback regarding individual aspects of competence.
Final Summative assessment
Sign off Mentor Signature and date
Independent
Dependen
t
Pass Fail
1 1 Demonstrates clinical confidence through
sound knowledge, skills and understanding
2 1 Articulates the underpinning values of
the NMC(2008) The Code: Standards of
conduct, performance and ethics for nurses
and midwives3 2 Takes a person centred
approach to care, empowering individuals
to make choices and works in partnership with patients, carers
and families
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COMPETENCY STATEMENT
Essential skill cluster (ESC):Care, Compassion and
Communication ESC
Formative Assessment (initials and
date)
Summative Assessment (initials and
date)
Mentor please provide constructive feedback regarding individual aspects of competence.
Final Summative assessment
Mentor Signature and date
Independent
dependen
t
Pass Fail
4 4 Is proactive in maintaining dignity
5 5 Respects diversity and individual preference and uses appropriate
strategies to empower and support choices for
vulnerable or compromised patients.
6 5 Manages and diffuses challenging situations
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COMPETENCY STATEMENT
Essential skill cluster (ESC):Care, Compassion and
Communication ESC
Formative Assessment (initials and
date)
Summative Assessment (initials and
date)
Mentor please provide constructive feedback regarding individual aspects of competence.
Final Summative assessment
Sign off Mentor Signature and date
Independen
t
Dependen
t
Pass Fail
7 6 Communicates effectively and
sensitively in different settings, providing
information that is clear, accurate, meaningful
and free of jargon8 7 Applies the principles of
confidentiality
9 8 Works within legal frameworks when
seeking consent and shares information
according to agreed safeguarding and protection policies
10 Promote patient/carer individuality, informed
choice and independence
Sign off
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COMPETENCY STATEMENT
Essential skill cluster (ESC):Organisational aspects of care
ESC
Formative Assessment (initials and
date)
Summative Assessment (initials and
date)
Mentor please provide constructive feedback regarding individual aspects of competence.
Final Summative assessment
Sign off Mentor Signature and date
Independen
t
Dependen
t
Pass Fail
11 9 Act autonomously and takes responsibility for
collaborative assessment and planning of care delivery with the
patient, their carers/family.
12 10 Applies research based evidence to practice
13 13 Responds appropriately when faced with an
emergency or deterioration in a
patients physical or psychological condition
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Area of CompetenceEssential skill cluster:
Organisational aspects of care
ESC
Formative Assessment (initials and
date)
Summative Assessment (initials and
date)
Mentor please provide constructive feedback regarding individual aspects of competence.
Final Summative assessment
Sign off Mentor Signature and
dateIndepende
nt
Dependent
Pass Fail
14 14 Promotes health and well being , self care and independence in coping with effects
of treatment, ongoing condition
including death and dying
15 15 Measures, ,documents and interprets
vital signs and acts autonomously and appropriately on
findings.,16 16 Delivers nursing
interventions safely and effectively, prioritising the
needs of individuals.17 17 Detects, reports and
records information taking appropriate
action.
18 17 Evaluates the effect of interventions, taking account of
physical, emotional and behavioural
changes, involving patient/carer in plan
of care
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Area of CompetenceEssential skill cluster:
Organisational aspects of care
ESC
Formative Assessment (initials and
date)
Summative Assessment (initials and
date)
Mentor please provide constructive feedback regarding individual aspects of competence.
Final Summative assessment
Sign off Mentor Signature and
dateIndepende
nt
Dependent
Pass Fail
19 18 Recognise and respond when adults
or children are in vulnerable situations
and at risk or in need of support or
protection20 19 Works within legal
frameworks and applies evidence based practice in the safe selection
and use of medical devices.
21 20 Can selects and apply appropriate
strategies and techniques for
conflict resolution and de-escalation
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Area of CompetenceEssential skill cluster:
Infection prevention and control
ESC
Formative Assessment (initials and
date)
Summative Assessment (initials and
date)
Mentor please provide constructive feedback regarding individual aspects of competence.
Final Summative assessment
Sign off Mentor Signature and
dateIndepende
nt
Dependent
Pass Fail
23 21 Recognises infection risk and reports and
acts in situations where there is need for health promotion and protection and
public health strategies
24 22 Maintains effective standard infection control precautions
and apply and adapt these to needs and
limitations in all environments.
25 23 Assesses the needs of the infectious
person, or people and applies
appropriate isolation techniques.
26 24 Adheres to local policy and national guidelines on dress code for prevention
and control of infection,
27 25 Applies a range of appropriate
measures to prevent
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Area of CompetenceEssential skill cluster:
Nutrition and fluid management
ESC
Formative Assessment (initials and
date)
Summative Assessment (initials and
date)
Mentor please provide constructive feedback regarding individual aspects of competence.
Final Summative assessment
Sign off Mentor Signature and
dateIndepende
nt
Dependent
Pass Fail
29 27 Supports people to make appropriate the choices and
changes to eating patterns, taking
account of dietary preferences, religious and
cultural requirements,
treatment requirements and
special diets needed for health reasons.
30 28 Takes and records accurate
measurements of weight, height,
length, body mass index and other
appropriate measures of
nutritional status. 31 28 Makes a
comprehensive assessment of
people’s needs in relation to nutrition
identifying, documenting and
communicating level of risk.
32
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Area of CompetenceEssential skill cluster:
Medicines Management
ESC.
Formative Assessment (initials and
date)
Summative Assessment (initials and
date
Mentor please provide constructive feedback regarding individual aspects of competence.
Final Summative assessment
Sign off Mentor Signature and
dateIndepende
nt
Dependent
Pass Fail
37 33 Is competent in drug calculations required to administer
medicines safely via appropriate routes including specific requirements for different patient
groups..38 34 Applies legislation to
practice to safe and effective ordering, receiving, storing administering and
disposal of medicines and
drugs, including controlled drugs in both primary and secondary care
settings and ensures others do the same.
39 35 Works confidently as part of the team
and, where relevant, as leader of the team to develop
treatment options and choices with the
person receiving
34
35
Area of CompetenceEssential skill cluster:
Medicines Management
ESC
Formative Assessment (initials and
date)
Summative Assessment (initials and
date)
Mentor please provide constructive feedback regarding individual aspects of competence.
Final Summative assessment
Sign off Mentor Signature and
dateIndepende
nt
Dependent
Pass Fail
43 39 Effectively keep records of medication
administered and omitted, in a variety
of care settings, including controlled drugs and ensures
others do the same.44 40 Assists people to
make safe and informed choices
about their medicines.
45 41 Demonstrates knowledge and
application of the principles of
administration under patient group
directive
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Area of Competence
Leadership management and team working (NMC, 2010)
Formative Assessment
(initial)
Summative Assessment
(initial)
Mentor please provide constructive feedback regarding individual aspects of competence.
Final Summative assessment
Sign off Mentor Signature and
dateIndependen
t
Dependent
Pass Fail
46 Can lone work safely and manage a case
load
47 Promotes recovery and communicates
optimism to patients and carers
48 Demonstrate personal
accountability for practice,
acknowledge limitations and seek
guidance where appropriate
49 Be aware of nursing audit/evaluation
methods and standards for clinical
area
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FINAL ASSESSMENT OF PROFICIENCY
Sign off Mentor Declaration:
I confirm that Return to Practice student……………………………………HAS/HAS NOT* provided sufficient evidence to demonstrate that the NMC standards of proficiency for entrance to the register have been achieved.
*Please delete as necessary
FINAL OUTCOME (please specify):
PASS / FAIL
Sign off mentor name (print): Full Signature: Date:
Workplace:
38
Summary of Tripartite assessment meetings
(Tutor/Mentor/Student) For use when the mentor has raised concerns
Date:
Signatures:
Date:
Signatures:
39
Action Plan to be completed if concerns are expressed during the assessment process
Issue to be addressed Action to be taken By whom and by when
40
Raising and escalating concerns for students on placementsPlease see the following link:https://www.canterbury.ac.uk/health-and-wellbeing/practice-learning-unit/docs/FPLC-6-Raising-and-Escalating-Concerns-in-Practice.pdf
As part of your induction to the placement you will have familiarised yourself with the placement providers policy for ‘Raising and Escalating Concerns’
41
Process of Practice Assessment
42
Introduction to module and practice assessment
documentation
Student identifies learning needs to inform Learning
Contract
Formal discussion and negotiation of learning contract related to APT with
mentor
Agree date of formative assessment and document on Learning Contract
Undertake self assessment in relation to progress referring to APT and Learning Contract
Student satisfied with progress / opportunities
Formative meeting and completion of
assessmentTripartite meeting
Progress satisfactory?
Review and develop learning contract and set date for summative assessment
Student summative self-assessment in relation to progress referring to APT
and Learning ContractStudent satisfied with
progress / opportunities
Summative meeting and completion of assessment with
mentorPass / Fail
Reflection on integration of theory with practice and identification of further learning needs
Tripartite meeting with programme director, mentor and student
NO
YES
FAILResit
opportunity
PASS
YES
NO
YES
NO
Do I have any concerns?
Are the criteria within the PAD being met?
MentorPersonal reflection HAVE I?
Negotiated a learning contract? Clarified my expectations? Given feedback? Provided the learning opportunity? Demonstrated appropriate practice? Shared my opinion with colleagues? Discussed with programme director/ Practice
Educator?
If student is making satisfactory progress in all areas, give constructive feedback to encourage further development.Update assessment documentation
SUMMATIVE ASSESSMENT
Tripartite meeting with mentor, programme director and student
Renegotiate learning contract Identify support system Set review date Document meeting on Record of Discussion
sheet Formative assessment- constructive feedback /update assessment / new learning contract
Informal discussion of progress and concerns Set up a system to ensure adequate support Set a review date Notify the Module Leader
Mentor to address personal responsibilities
FAIL STUDENTTripartite process with student, mentor and programme director
NO
YES
Programme Director to organize resit opportunity
NO
SUMMATIVE ASSESSMENT
YES
NO
PASS STUDENT
PASS STUDENT
YES (Independent)
SUMMATIVE ASSESSMENT
PASS STUDENT
NO (Dependent)
Assessing my students’ progress