BSc (HONS) NURSING IN THE HOME/ DISTRICT NURSING

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1 BSc (HONS) NURSING IN THE HOME/ DISTRICT NURSING PRACTICE TEACHER HANDBOOK OCTOBER 2014 (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 1

2 CONTENTS 1 INTRODUCTION 1 2 THE PROGRAMME TEAM 1 3 THE PROGRAMME 1 4 PROGRAMME PHILOSOPHY AND RATIONALE 2 5 PROGRAMME AIMS 2 6 PROGRAMME OUTCOMES 3 7 THE PROGRAMME STRUCTURES 4 Page 8 LEARNING, TEACHING AND ASSESSMENT STRATEGY 10 9 THE TRIPARTITE APPROACH TO ASSESSMENT IN 10 PRACTICE 10 SUPPORT FOR THE PRACTICE TEACHERS REFERENCES 15 APPENDICES 17 Appendix 1 Practice Outcomes 18 Appendix 2 Community Practitioner Prescribing Portfolio Document 34 Appendix 3 Programme Structures 44 Appendix degree Feedback Tool 47 Appendix 5 Prescribing Competency Framework 51 Appendix 6 Obtaining Informed Consent 62 DISCLAIMER The information contained in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.

3 1 INTRODUCTION Welcome to Teesside University School of Health & Social Care (SOHSC). Thank you for agreeing to be a Practice Teacher. This handbook is designed to provide you with the information you will require to facilitate your allocated student on the BSc (Hons) Nursing in the Home/District Nursing undergraduate programme. The content of this handbook will provide the basis of the Practice Teacher workshop as well as signposts for future Practice Teachers meetings. 2 THE PROGRAMME TEAM Rachel Doubleday is the Programme Leader for the BSc (Hons) Nursing in the Home/District Nursing. She is based in room H1.40 of the Centuria Building at Teesside University and can be contacted by telephone on or by e- mail at The following people support the programme: Kathryn Potts Office: H2.21 Centuria Building, Teesside University Jules Downs Office: H1.40 Centuria Building, Teesside University Michelle Sobande Office: H1.20, Centuria Building, Teesside University Carole Schubert Office: H1.21, Centuria Building, Teesside University You should direct any questions, queries or concerns to Rachel in the first instance. Each student will be allocated an Academic Supervisor for the duration of the programme from the team. 3 THE PROGRAMME The BSc (Hons) Nursing in the Home/District Nursing programme has been designed to prepare future specialist community district nurses to meet the challenges of delivering health and social care in the current transformation of services to the community and primary care arena. The programme is responsive to policy directives including The Knowledge and Skills Framework (Department of Health (DH), 2004), Our Health, Our Care, Our Say (DH, 2006), Our NHS, Our Future: NHS Next Stage Review, Leading Local Change (DH, 2008) and Transforming Community Services (DH, 2009b). In order to prepare district nurses working across complex and changing community and primary care settings to meet these challenges the programme aims to facilitate the development of practitioners who are confident and effective and who can clinically lead, reflect, respond and contribute in an analytical and innovative way to the challenges of practice which (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 1

4 direct health and social care. Practitioners working in this increasingly challenging arena must be able to respond to the needs inherent within contemporary society. The professional requirement for a 50% theory 50% practice learning experience ensures the programme enhances work-based learning opportunities and supports the student s development of employability skills. 4 PROGRAMME PHILOSOPHY AND RATIONALE The current transformation of the district nursing workforce requires practitioners who can respond to the unprecedented changes in health and social care practice which is increasingly in transition towards more community and primary care-focused services. Contemporary key policy directs this notion and demands that effective and efficient community services are the foundation of healthcare in the National Health Service (NHS) (DH, 2009). The professional role and function of the district nurse is expressed through the ability to make independent, informed professional judgements, while accepting responsibility for actions and accountability for decisions. Therefore responding to such challenges requires district nurses to move beyond competence to capability. Students undertaking this programme in order to become future district nurses will assume responsibility for effective care and programme management, clinical practice leadership and clinical practice development. Incumbent within this will be the development of their clinical expertise, dynamic and evolving knowledge base, effective leadership skills, proactive response to nursing needs within the community, and a commitment to the notion of lifelong learning for themselves and those with whom they come into contact. The district nursing programme is designed around modules that aim to facilitate this process. The modules ensure the development of critical appraisal skills and a sound knowledge of the policy initiatives that shape health and social care provision. Specific modules address both the theory and practice of district nursing as well as providing students with the opportunity to develop the key skills required for their leadership, prescribing and long-term conditions roles within health and social care practice. 5 PROGRAMME AIMS The overall aims of this programme will: Provide a professional district nursing programme that is proactive and promotes personal development and responsiveness to service delivery within the contemporary challenges of practice. Achieve an enhanced professional knowledge in relation to district nursing practice that is underpinned by contemporary evidence. Develop district nurses who have the ability to demonstrate the application of knowledge and skills to a range of complex and changing settings. (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 2

5 Promote a critical enquiry of district nursing practice in order to lead and deliver safe and effective care. Develop district nurses who are able to work collaboratively in partnership with others, developing shared values and recognising the unique contributions of others. Develop a critical thinking graduate who will demonstrate continued professional development through lifelong learning. 6 PROGRAMME OUTCOMES On completion of this programme students will be able to: Knowledge and Understanding Plan and undertake a negotiated, self-managed major project in relation to improving district nursing practice. Demonstrate a comprehensive and detailed knowledge of the leadership theory which supports leadership development. Analyse and evaluate service provision which supports clients in all community settings. Synthesise and evaluate the health, safety and security of self and others in changing, complex and challenging environments. Cognitive and Intellectual Skills Synthesise and evaluate key policies and relevant evidence and use this to inform and innovate district nursing practice and service improvement. Develop, evaluate and contribute to the improvement of district nursing practice on the basis of research evidence. Synthesise and evaluate the pathophysiological, psychosocial, cultural and environmental factors that influence health needs and apply this knowledge to promote health and wellbeing in individuals, families and the wider community. Synthesise and evaluate the moral and ethical decisions made in district nursing practice in order to foster or challenge equality, diversity and rights of colleagues, service users and their families or carers. Practical/Professional Skills Work in partnership with service users, their families and carers in assessing their holistic needs and identify and initiate appropriate steps for effective care. Assess, diagnose and treat specific conditions in accordance with agreed pathways of care. Assess, plan, provide and evaluate specialist clinical nursing care to meet the care needs of individuals in their own homes and other community settings. Contribute to strategies designed to promote and improve health and prevent disease in individuals and groups. Work in partnership with service users, families and carers to plan, implement and manage programmes of care for those with long-term health conditions. (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 3

6 Reflect, respond and contribute to the contemporary public health agenda of integrated working, user involvement, improving access to primary care services and tackling social exclusion. Act in an autonomous manner in order to play a key role in care management. Demonstrate the knowledge and skills required to prescribe from a nursing formulary, in accordance with current legislation. Respond to and evaluate the local, regional and national key policies which impact upon effective care and programme management. Evidence a proactive response to the challenges and diversities of integrated working and foster effective professional relationships that promote partnership and quality care. Analyse and evaluate the potential for both clinical and personal risk using appropriate strategies to investigate, minimise and manage such risks. Lead and clinically direct the community nursing team to ensure the implementation of evidence-based quality care through the effective and efficient management of human and technological resources. Initiate analytical and innovative strategies to ensure service improvement measures are not only fostered, but also evaluated and disseminated. Utilise personal skills to work collaboratively with others in order to ensure continuous quality service improvement. Demonstrate sound professional judgement working within approved codes of practice at all times. Key Transferable Reflect on and critically review own performance, identify learning needs and negotiate own personal development. Communicate clearly, fluently and effectively in order to enhance integrated multi-professional working. Demonstrate and apply appropriate numeracy skills. The Practice Outcomes are detailed in Appendix 1. 7 THE PROGRAMME STRUCTURES Module Outlines All the modules in the programme are compulsory and students must pass all of them. Evidence Appraisal (RMH3007-N) 20 credits at Level 6 Module Leader: Peter Raby Tel: Ext 5100, Office: Centuria H2.21 This module develops student understanding of the concept of evidence-based practice as a framework in which to explore different research methodologies. It will help develop key skills in critical thinking, academic writing and information retrieval and begins the preparation for the final year community project. (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 4

7 Policy in the Context of District Nursing Practice (CCH3073-N) 20 credits at Level 6 Module Leader: Rachel Doubleday Tel: , Office: H1.40 Centuria This module aims to facilitate student development as a practitioner who is confident and effective and can reflect, respond and contribute in an analytical and innovative way to contemporary policy which drives health and social care. Students will explore the theoretical perspectives of district nursing practice within health, social, political and economic contexts, and consider the factors that shape and influence the health and wellbeing of individuals and communities. The Principles & Practice of Managing Long-term Health Conditions (CCH3052-N) 20 credits at Level 6 Module Leader: Jules Downs Tel: , Office: H1.40 Centuria Undertaking this module will support the notion of the need to equip students with the necessary analytical and innovative skills, knowledge and competence to meet the demands on community service delivery in the area of long term conditions. Students will explore the long-term health conditions agenda and develop their clinical skills. Exploring Leadership in the Context of Specialist Practice (SIH3001-N) 10 credits at Level 6 Module Leader: Carole Schubert, Tel: , Office: H1.21 Centuria This module will encourage an exploration of contemporary views of leadership relating to practice through the use of key lectures followed by discussion group. Students will debate the underpinning behaviours, values and principles of leadership theory as applied in the clinical context. This module supports development towards the required leadership role within primary care. Students will be encouraged to share experiences of clinical leadership, attitudes and behaviours in order to build their own leadership philosophy. Students will use the practice placement to explore leadership requirements in the context of a new professional role. Community Practitioner Prescribing (CCH3048-N) 10 credits at Level 6 Module Leader: Michelle Sobande Tel: , Office: H1.20 Centuria The module considers the issues important for safe and effective prescribing and encourages a reflective approach to practice. Students will engage in learning which will explore the principles of prescribing, alongside the taught component they will undertake self-assessment to determine their abilities to develop safe and effective prescribing practice. Students will work closely with you in order to develop prescribing experiences and you will verify that they have met the module outcomes in practice through the specific portfolio document for this module (Appendix 2). (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 5

8 Specialist District Nursing Practice Project (CCH3074-N) 40 credits at Level 6 Module Leader: Rachel Doubleday Tel: , Office: H1.40 Centuria This module is designed to enable students to demonstrate their ability to contribute to practice and service development by planning and undertaking a negotiated selfmanaged practice project. The project will be subject to appropriate ethical release. In addition, students will also complete a Practice Progress File which will enable them to consolidate and synthesise learning from all modules and to demonstrate the achievement of their practice outcomes. Below are diagrams of the structures over one year (full-time) and two years (parttime). (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 6

9 BSc (Hons) Nursing in the Home/District Nursing Full-time Term 1 Evidence Appraisal (Core) 20 credits Policy in the Context of District Nursing Practice (Specific) 20 credits Specialist District Nursing Practice Project (Specific) 40 credits Term 2 The Principles & Practice of Managing Long-term Health Conditions (Core) 20 credits Exploring Leadership in the Context of Specialist Practice (Core) 10 credits Term 3 Community Practitioner Prescribing (Core) 10 credits Summer Term 10 weeks practice 3 weeks annual leave (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 7

10 Year 1 Term 1 Year 1 Term 2 BSc (Hons) Nursing in the Home/District Nursing Part-time Evidence Appraisal (Core) 20 credits The Principles & Practice of Managing Longterm Health Conditions (Core) 20 credits Specialist District Nursing Practice Project (Specific) 40 credits Year 1 Term 3 Community Practitioner Prescribing (Core) 10 credits Year 2 Term 1 Policy in the Context of District Nursing Practice (Specific) 20 credits Practice over summer 2½ days per week for 10 weeks Year 2 Term 2 Exploring Leadership in the Context of Specialist Practice (Core) 10 credits Year 2 Terms 3 & summer 10 weeks practice 3 weeks annual leave (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 8

11 Year Plan Full-time This is a 52-week programme that is structured to meet the standard of a 50% theory and 50% practice programme. These 52 weeks will also include a 10-week period of consolidated supervised practice experience. Therefore, all students must have an agreement with a health trust to provide a clinical placement and a community Practice Teacher for the duration of the course. The taught component of the programme will be delivered at Teesside University during term times with modules taking place during the morning, afternoon or evening. Students will spend the equivalent of two full days per week in University. They will be asked to sign a register for each module they attend. They will also spend the equivalent of two full days per week in clinical practice; these days can be negotiated with you as their Practice Mentor. Students must record their practice hours on a monthly basis in practice and will complete a timesheet which must be signed and verified by you. One day per week will be allocated for self-directed study. The final 10 weeks of the programme will be undertaken in full-time practice (five days per week) with a final tripartite in Week 51 of the programme. The final week will be spent in the University as students consolidate their learning and they will share their project progress with their peers, you will be invited to attend in order to share in this success. You will find the programme structure in Appendix 3. Year Plan Part-time This is a two-year programme (52 weeks per year) that is structured to meet the standard of a 50% theory and 50% practice programme. These two years will also include a 10-week period of consolidated practice experience. Therefore, all students must have an agreement with a health trust to provide a clinical placement and a community Practice Teacher for the duration of the course. The taught component of the programme will be delivered at Teesside University during term times with modules taking place during the morning, afternoon or evening. Students will spend the equivalent of two full days per week in University. They will be asked to sign a register for each module they attend. They will also spend the equivalent of two full days per week in clinical practice; these days can be negotiated with you. Students must record their practice hours on a monthly basis in practice and will complete a timesheet which must be signed and verified by you. One day per week will be allocated for self-directed study. The final 10 weeks of the programme will be undertaken in full-time (2 ½ days per week) practice with a final tripartite in Week 103 of the programme. The final week will be spent in the University as students consolidate their learning and they will share their project progress with their peers, you will be invited to attend in order to share in this success. You will find the programme structure in Appendix 3. All Students It is important that students meet the NMC requirements of the programme in terms of the practice and theory hours. If they require any time off the programme due to sickness or for any other reason they must inform their employer or sponsoring organisation and the programme team. Time will be made up before the period of consolidation. It is important that they discuss any issues at the earliest opportunity with both you and their Academic Supervisor. (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 9

12 8 LEARNING, TEACHING AND ASSESSMENT STRATEGY The programme aims to ensure the quality of the learning experience for all students, so that they are recognised for their academic, professional and personal achievements. Therefore, as well as striving to provide students with access to a curriculum that is contemporary and research-based, the learning and teaching strategy employed addresses the interface of different disciplines. It draws upon the contributions of a range of perspectives, which form the central tenet of the student learning experience. This ensures that the students develop a respect for the knowledge, skills and attitudes of a diversity of disciplines, within a culture that values investigation, research and reflection. The diverse and complex student body which features different backgrounds, discipline expertise, motivation, constraints and preferred learning styles has informed a number of the broad principles that frame the approach taken by the multidisciplinary programme team, which seeks to: Promote a progression from teaching to learning, which involves developing the continuum of student independence. Provide a learning environment that encourages student development through active learning. Develop in students the ability and desire to learn autonomously, with a clear emphasis on using knowledge and developing capability. Encourage students to reflect on their learning and to become reflective practitioners. Emphasis on a student-centred approach which incorporates more extensive use of flexible methods of delivery. Throughout the duration of the programme the student will work towards achievement of the Standards for Specialist Community Nursing Practice (NMC 2001). To facilitate the development of theory and practice, evidenced through the completion of the Practice Progress File, the student will engage in a tripartite relationship with their Practice Teacher and Academic Supervisor. The tripartite approach to assessment in practice is outlined below. 9 THE TRIPARTITE APPROACH TO ASSESSMENT IN PRACTICE You, the student and the Academic Supervisor form a tripartite relationship within the practice setting, to facilitate the integration of the theoretical and competency-based aspects of the programme. This dynamic and collaborative learning relationship is set within the workplace and enables the student to reflect upon practice situations, problems and issues in order to develop a combination of action, reflection and evaluation. This tripartite approach will also be used to assess student learning. The support in practice that this provides is crucial in enabling the student to achieve the outcomes of the programme by preparing them for professional practice and facilitating reflection in and on action. The tripartite group, as partners in the learning process, will meet a minimum of once in the practice area during each term in order to assess student learning needs and help formulate a programme of workplace learning. The first meeting will focus upon two main areas the practicalities of learning and teaching and the underpinning (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 10

13 philosophy. Further visits will discuss overall progress and the development towards achievement of the practice outcomes. This will include a review of the validity of the evidence provided by the student. As a learner the student will be expected to utilise their reflective skills to evaluate their progress and link practice and capability development to the evidence base. Practice Progress File Practice Progress Files provide an opportunity to address key competencies seen as important in further promoting employability of the graduate. The main philosophy of Practice Progress Files is that they enable the student to document and therefore record key achievements in relation to key academic and professional skills throughout their studies in higher education. Students will undertake selfassessment within their file and it will be the responsibility of the student to keep their Practice Progress File up-to-date. It will be important that the student keeps a record of the successes and challenges that they have through the programme, particularly how they have achieved the practice outcomes. Much of the Practice Progress File will be concerned not only with personal growth but also the development of professional competence and capabilities which are highly valued by employers. The Specialist District Nursing Practice Project module will provide the vehicle for the integration of much of what the Practice Progress File supports and represents an important piece of work during the final stages of the student s studies. Tripartite meetings will be held during each term of the programme. The first two tripartite meetings will consider progression towards achievement of the practice outcomes. The final tripartite meeting will take place in Week 51 (Week 103 for parttime students) of the programme and will be a summative meeting in which they will demonstrate that they have achieved the practice outcomes. At this point they will be expected to demonstrate through reflection how they have achieved the outcomes. They will also provide evidence that they have successfully completed a Prescribing Competency Framework this will be verified by you and provide all essential evidence detailed in the Practice Progress File. Part-time students will undertake bi-tripartite meetings in each year throughout the programme. The essential evidence which must be submitted in the Practice Progress File includes: Formulation and completion of a Learning Contract which identifies strategies to meet individual learning needs Self-assessment which identifies strengths and areas for development Evidence of achievement of all practice outcomes Evidence of achievement of the Prescribing Competency Framework Four completed service user/carer 360-degree Feedback Tool Completed Dialogue Sheets from each tripartite Completed timesheets (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 11

14 Summative Assessment of Practice Students who are referred on one or more of the practice outcomes must demonstrate achievement of these outcomes at the designated point of reassessment. If this is the case the student must devise a Learning Contract and Action Plan with both the Academic Supervisor and you in order to address the outcomes involved within a further tripartite meeting. The decision regarding whether or not the student has achieved this will be made by you and the Academic Supervisor. Students will normally be expected to resubmit the Practice Progress File within four weeks. This will be at agreed at a University Assessment Board. It is, however, your responsibility to have identified any issues or concerns before the final tripartite date and informed the Academic Supervisor and the student in order to address these issues before the final tripartite. 360-degree Feedback Tool (Appendix 4) It is important that service users, their families and carers are involved in the development of any programme which prepares nurses for practice. The SOHSC actively promotes this approach. This programme has been developed with this in mind (SOHSC Learning, Teaching & Assessment Strategy ). This tool has been developed in conjunction with the user/carer group who have informed the programme curriculum. Its purpose is to ensure that the student can apply appropriate communication skills and include patients and their families under their care in any decisions made in relation to their care. The tool has been modified and based on good practice in the pre-registration nursing programme. Feedback from this group identified that service users, their families and carers do in the main want to actively participate in their care provision and want a district nurse or indeed any nurse to exhibit high quality communication skills not only with them but with others who may be involved in their care. Please identify four appropriate patients or carers throughout the year including the final 10 weeks of full-time practice whom the student has provided care for and with consent and ensuring confidentiality you will facilitate the completion of this tool. The student will not be informed of the individual s identity in line with the guidelines for confidentiality. Full, informed consent must be obtained in order to ensure that the patient and their family or carer is able to provide an honest assessment of the student s communication skills. There is an opportunity for you and the student to consider the responses and feed back your thoughts. Prescribing Competency Framework (Appendix 5) In addition to the specialist qualification awarded on successful completion of the programme, students will develop their prescribing practice and will gain a community prescribing qualification. In order to ensure that they are deemed capable to prescribe safely they must complete a Prescribing Competency Framework document which you must verify. This document is evidence which is required as part of the Specialist District Nursing Practice Project practice module and will be submitted at the final tripartite. (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 12

15 Prescribing Portfolio Document module Community Practitioner Prescribing (Appendix 2) This portfolio must be completed in full as part of the student s prescribing assessment for the Community Practitioner Prescribing module. Students will submit this in Week 35 of the programme. You will verify that the student has met the module outcomes through ensuring that they have exposure to prescribing experiences. Students will be required to reflect upon their prescribing experiences with patients, therefore they will be required to ensure confidentiality and obtain informed consent (Appendix 6). The Essential Evidence required for the portfolio includes: A Learning Contract which identifies the student s individual learning needs and strategies to meet these needs. A Learning Log that identifies prescribing experiences. Evidence of achievement of learning outcomes verified by you the Practice Teacher. A critical reflection on an episode/s from the student s Learning Log. Evidence of having passed an examination which consists of 20 short answer and multi-choice questions (MCQ) and five questions which test numeracy. This portfolio is separate from the Prescribing Competency Framework detailed above which must be completed and submitted at final tripartite. The Different Roles within the Tripartite Relationship Student The student will be prepared for their practical experience during the theory hours of the modules. The student s role within the tripartite approach is to take responsibility for their own learning and demonstrate a willingness to develop both academically and in practice. The student will be expected to discuss their own learning needs with you and their Academic Supervisor. The student must be willing to undertake honest self-assessment, articulate their learning needs, seek and accept formative feedback. The student will need to recognise and appraise their own abilities and limitations. Practice Teacher As the Practice Teacher you will provide honest, tactful and specific feedback, discussing and recognising the student s achievements as well as highlighting areas needed for further development. You will provide a patient/client-centred approach to caring in the clinical setting in which learning can be negotiated and facilitated. Overall, you will facilitate, observe and assess the student s performance over the continuous period of the programme. In partnership with the Academic Supervisor you will judge whether or not the student has achieved the practice outcomes. You will sign to verify that these have been achieved at the final tripartite meeting; you will be supported by the Academic Supervisor in this. The Academic Supervisor will fulfil a dual role that also encompasses the Personal Tutor role. Their primary role is to give the student and you support and guidance as (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 13

16 part of the practice experience. They will provide student-centred educational support both within the academic and practice settings. They will be involved in an initial discussion to clarify the student s learning needs whilst on placement. They will monitor progress and aid development of theory/practice links and participate in final discussions to verify achievement of practice outcomes based on discussion with the student and you. The Academic Supervisor will maintain a close liaison with you so that any issues may be clarified at an early stage. They must, alongside you, address and document any issues in order to arrange an appropriate Action Plan. You will, in conjunction with them, have an important role in judging whether any remedial action has been successful. You will both also judge whether or not the practice outcomes have been achieved. A minimum of one tripartite meeting will be held in the practice area during the term in order to assess the student s learning needs, agree a programme of workplace learning and assess progression towards achievement of the practice outcomes. For part-time students these meetings will take place during Terms 1 and 3 (Year 1) and Term 1 and Week 103 (Year 2). Students will be expected to utilise reflective skills to evaluate their progress and link their practice development to the evidencebase. This Practice Progress File should provide a documentary record illustrating this learning and the achievement of outcomes within the practice area. This process involves: The use of an appropriate model to reflect upon existing competence, knowledge, skills attitudes and values. An evaluation of strengths and areas for development in relation to the practice outcomes. This is designed to enable students to identify the knowledge and skills they bring into the programme and clarify what they are required to achieve. An identification of learning needs in order to achieve practice outcomes. Establishment of a plan or Learning Contract to meet learning needs. Formative and summative evaluation of progression and achievement of the practice outcomes. Identification of future learning needs. Self-assessment Students will undertake an honest self-assessment, articulate and document their learning needs, as well as seek and accept formative feedback from you and the Academic Supervisor. As such they will need to recognise and appraise their own abilities and limitations. Therefore this section should include: A personal assessment of the knowledge and skills they have acquired during their professional career to date. An evaluation of their strengths and areas for development in relation to the practice outcomes. Their strengths. Areas they would like to develop. (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 14

17 What they would like to achieve in the coming year. The Learning Contract they have developed in conjunction with you and the Academic Supervisor. Dialogue Sheets from tripartite meetings. The final summative assessment will take place in the final tripartite meeting. It is the responsibility of the student to negotiate an appropriate time to hold these meetings which is suitable for all. Both you and the Academic Supervisor are responsible for deciding whether or not the student has achieved the practice outcomes. All the outcomes must be achieved at this point to successfully complete the programme. 10 SUPPORT FOR THE PRACTICE TEACHERS You will be invited to attend Teesside University at certain points in the programme. The first meeting is designed to introduce you to the programme and is an opportunity to meet both your student (if you have not already done so) and other Practice Teachers. Four further agreed meetings/workshops will be arranged. These provide you with ongoing support throughout the year and are structured in such a way that we can share issues; ideas and practice developments to your peer group. They will fulfil your professional requirement to attend one mentor update per year and will allow you to discuss any student issues. It is very important that you contribute to these meetings. In addition to this you can access the SOHSC Mentor website which aims to provide you with information about the programme and your role and responsibilities. There is a general information section which provides brief information which applies to all programmes and links to resources and continuing professional development opportunities for Mentors. There is also a specific section relation to district nursing containing many useful resources in relation to your role and the programme. You will be introduced to the website at your introductory meeting at the beginning of the programme. Here is the link: 11 REFERENCES Department of Health (2004) The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process. Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_ Department of Health (2006) Our Health, Our Care, Our Say: A New Direction for Community Services. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/ /6737.pdf (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 15

18 Department of Health (2008) Our NHS, Our Future: NHS Next Stage Review, Leading Local Change. Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_ Department of Health (2010) Transforming Community Services: Overview. ttheprogramme/dh_ Department of Health (2013) Care in Local Communities: A New Vision and Model for District Nursing available online at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/ /vision-district-nursing pdf (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 16

19 APPENDICES (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 17

20 APPENDIX 1 PRACTICE OUTCOMES Outcome 1 Work in partnership with service users, their families and carers in assessing their holistic needs and identify and initiate appropriate steps for effective care. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:.... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 18

21 Outcome 2 Assess, diagnose and treat specific conditions in accordance with agreed pathways of care. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 19

22 Outcome 3 Assess, plan, provide and evaluate specialist clinical nursing care to meet the care needs of individuals in their own homes and other community settings. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 20

23 Outcome 4 Contribute to strategies designed to promote and improve health and prevent disease in individuals and groups. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 21

24 Outcome 5 Work in partnership with service users, families and carers, plan, implement and manage programmes of care for those with long-term health conditions. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 22

25 Outcome 6 Reflect, respond and contribute to the contemporary public health agenda of integrated working, user involvement, improving access to primary care services and tackling social exclusion. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 23

26 Outcome 7 Act in autonomous manner in order to play a key role in care management. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 24

27 Outcome 8 Demonstrate the knowledge and skills required to prescribe from a nursing formulary, in accordance with current legislation. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 25

28 Outcome 9 Respond to and evaluate the local, regional and national key policies which impact upon effective care and programme management. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 26

29 Outcome 10 Evidence a pro-active response to the challenges and diversities of integrated working and foster effective professional relationships that promote partnership and quality care. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 27

30 Outcome 11 Analyse and evaluate the potential for both clinical and personal risk using appropriate strategies to investigate, minimise and manage such risks. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 28

31 Outcome 12 Lead and clinically direct the community nursing team to ensure the implementation of evidence-based quality care through the effective and efficient management of human and technological resources. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 29

32 Outcome 13 Initiate analytical and innovative strategies to ensure service improvement measures are not only fostered, but also evaluated and disseminated. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice: Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 30

33 Outcome 14 Utilise personal skills and work collaboratively with others to facilitate continuous quality service improvement. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 31

34 Outcome 15 Demonstrate sound professional judgement working within approved codes of practice at all times. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 32

35 Outcome 16 Communicate clearly and fluently in professional debate and present arguments in a reasoned manner in order to enhance integrated multi professional working. Term 1 Formative Review of Development of Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic :... Term 2 Formative Review of Development in Practice Student Comments Date:... Signature Student:... Practice Teacher Comments Date:... Signature Practice Teacher:... Signature Academic:... Term 3 Summative Assessment of Practice Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome. Date:... Signature Practice Teacher:... Signature Academic:... Signature Student:... (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 33

36 APPENDIX 2 School of Health & Social Care Community Practitioner Prescribing Portfolio Document (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 34

GLASGOW CALEDONIAN UNIVERSITY

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