Mentor Handbook. University of Glasgow. Bachelor of Nursing (Hons)

Transcription

1 College of Medical, Veterinary & Life Sciences School of Medicine Nursing & Health Care School University of Glasgow Nursing & Health Care School Bachelor of Nursing (Hons) Mentor Handbook

2 CONTENTS Staff 2 Introduction 4 The role of the mentor 5 The role of the associate mentor 7 The role of the student 8 The role of the Nursing & Health Care School 9 Philosophy and structure of the programme 10 Clinical assessment 12 Progression 13 Practice Learning Ongoing Record of Achievement (PLORA) 14 Supernumerary status 18 Practice Education Facilitators 19 Code of professional conduct and fitness for practice 19 Health and safety during clinical practice 19 Appendix 1 Code of Professional Conduct & Fitness to Practice for BN Students 20 Appendix 2 Student Agreement 23 Appendix 3 Protocol for Practice Learning Placements 27 Appendix 4 Link Lecturers for Practice Learning Placements 31 Appendix 5 Fitness to practise 33 BN/Mentor Handbook/yrs 1&2 updated October

3 Staff Margaret Sneddon MSc (Med Sci), RGN, RM, RCNT, PGC(HE), FHEA Head of Nursing & Health Care/ Senior University Teacher Grad Dip/Cert Lymphoedema Management Programme Director Prof Lorraine N Smith BScN, MEd, PhD, RN, RMN, Pub Health Cert Prof Margaret C Smith RN, RM, MBA Prof Peter J Franks Prof Christine J Moffat Dr Lorna Paul PhD, MPhil, BSc, MCSP Emeritus Professor Honorary Professor Honorary Professor Honorary Professor Research Convenor / Postgraduate Convenor Senior Lecturers / University Teachers Deirdre Moriarty MSc (Palliative Care), MSc (Pedology & Soil Survey), BSc (Hons), RN, DN Undergraduate Programme Director/ Senior University Teacher Dr Anna O'Neill PhD MN BN RNT RGN Msc(MedSci) in Health Care Programme Director / Senior University Teacher Dr Ann Marie Rice Ed D, MSc (Advanced Practice, Cancer Nursing), RGN, PGC (HE), RNT Year 4 Coordinator UG/PG Cancer Lead Clinical skills lead Course leader Leadership & Management Dr Joan McDowell MN, RN, DN Cert, RM, RNT Senior Lecturer BN/Mentor Handbook/yrs 1&2 updated October

4 Lecturers/University Teachers Dr Diane Willis Jane P Joy MSc, BSc, RN, RNT, PGDE Eileen Cowey Dr Elizabeth Tolmie Graham MacIntosh MPH, BSc, RN, Cert in Forensic Medicine Yolande Borthwick BSc, GDip Chronic oedema Management University Teacher BN 1 Course leader Nursing and Health Studies University Teacher BN1 Year Leader Course Leader (Nursing & IBLS) University Teacher BHF Lecturer University Teacher BN Admissions Officer BN Year 3 Co-ordinator Lymphoedema Course leader Administration Carol.Ryder@glasgow.ac.uk Janice.Turnock@glasgow.ac.uk Administrator PA to Head of School/School Secretary Karen.Allan@glasgow.ac.uk Nicola.Keane@glasgow.ac.uk Undergraduate Secretary Undergraduate Secretary Evelyn.Selfridge@glasgow.ac.uk Postgraduate and CPD Secretary BN/Mentor Handbook/yrs 1&2 updated October

5 Introduction The student-mentor relationship plays a critical role in the successful preparation of competent, confident practitioners of nursing. The aim of this handbook is to provide guidelines and information for clinical staff mentoring students undertaking courses offered by Nursing & Health Care, University of Glasgow. It contains an outline of the course, details of role expectations of the mentor, student and university and guidelines for assessment of students. Information specific to the student s course is also included. The handbook is intended to be used in conjunction with the principles of mentorship and assessment detailed in the mentorship programme undertaken by all mentors, Standards to support learning and assessment in practice, (NMC, 2008). The philosophy of Nursing & Health Care at the University of Glasgow states the School s belief that nursing is a practicebased discipline and as such that students develop nursing knowledge from theory to practice and from practice to theory. It is hoped that the structure of both clinical and theoretical input and the effective use of the mentorship system aids this process. Thank you for your participation in this education process. A University lecturer will be your main link with the University and will provide assistance and support as required. You should contact the named lecturer or course leader if you encounter any problems with a student. This is essential, if you do not understand the grading system or the student s behaviour/performance is likely to affect the grade they receive. Each clinical grade is aggregated towards the credits for that year of study. If a student does not achieve a grade D (pass) for each period of clinical experience it will affect their progress to the next year of the course. The principle aim of the clinical placement is to ensure the student is Fit to Practise and Fit for Purpose and has achieved all the learning outcomes and the competencies for each progression point and ultimately for entry to the Professional Register (Standards for preregistration nursing education, NMC, 2010). There is also a University of Glasgow Protocol for Clinical Placements and Code of Professional Conduct which students have to adhere to in order to progress on the course (see Appendix1). At the beginning of each academic session the students is required to sign the Nursing and Health Care School student agreement ( see Appendix 2), which reflects the principles out lined in the following guidance, NMC The Code: Standards of conduct, performance and ethics for nurses and midwives,(nmc, 2008). Good health and good character: Guidance for approved education institutes, (NMC, 2010). The student is also expected to adhere to the Nursing & Health Care School, Protocol for Practice Learning (Appendix 3). BN/Mentor Handbook/yrs 1&2 updated October

6 The Role of the Mentor The staff at Nursing & Health Care view your role as mentor as a vital component of the students learning. The guidance and support provided by you as mentor is crucial to the success of a practice learning experience. The relationship between you and your student is a partnership, which incorporates co-operation and interchange, leading to the development of openness and trust, which is necessary for mutual learning Each mentorship relationship is individual and unique and its effectiveness depends on both the individual attributes of the mentor and the willingness of both the mentor and the student to engage in the relationship. It is appreciated that clinical areas are often busy and that mentors are frequently asked to manage conflicting roles and responsibilities. Whilst practice based learning is not without challenge, in the main students and mentors report a positive experience (Rideout, 2001).There is also evidence that the mentor s own learning and clinical practice develops as a result of the process and job satisfaction has been seen to improve (Cooper, 2000, Morton Cooper & Palmer, 2000, Kelly, 2002). Each student is required to spend a minimum of 50% of their practice learning experience with their mentor. During times when the mentor is unavailable e.g. annual leave or sickness an associate mentor should be allocated to the student (Standards for pre-registration nursing education, NMC, 2010). Most clinical areas now appoint an associate mentor at the outset, which ensures continuity of the student s learning and facilitates the assessment process. The mentor is expected to facilitate the student s progress during the practice learning experience and facilitate achievement of the learning outcomes and progression points where appropriate. However, the student also has a responsibility to work with the mentor and seek learning opportunities that will help them achieve the learning outcomes. The mentor will: Normally be a registered nurse who has undertaken an NMC approved mentorship preparation programme Standards to support learning and assessment in practice, (NMC, 2008) Undertake mentorship updates and triennial review as required by the NMC Standards to support learning and assessment in practice, (NMC, 2008) Normally have 12 months post registration experience Where possible be a graduate of nursing and / or hold a post graduate qualification as appropriate to the level of the student being mentored Be willing to commit to the mentorship role and be able to fulfil 50% mentorship time with the student and ensure that there is an associate mentor to ensure continuity during any absences Take a lead role in the co-ordination of the student s learning and undertake the assessment Where a hub and spoke arrangement is in place maintain contact with the designated supervisor in the spoke placement Create a good learning environment both within the practice learning environment and with in the mentorship relationship BN/Mentor Handbook/yrs 1&2 updated October

7 Have an understanding of the student s academic and practice learning programme Understand the expected learning outcomes of the student being mentored, which are contained in the practice learning ongoing record of achievement (PLORA) and the role it plays in the assessment Encourage and work with the student to develop reflective practice Work with the student to identify learning outcomes and learning opportunities to facilitate achievement of the outcomes Ensure that a safe level of supervision is in place so that the student always works within the NMC Code: Standards of conduct, performance and ethics for Nurses and Midwives (NMC, 2008). Meet with the student at regular intervals to discuss progress and liaise with the Nursing & Health Care School. BN/Mentor Handbook/yrs 1&2 updated October

8 The Role of the Associate Mentor In order to ensure continuity of learning and supervision during any planned or unplanned absences of the mentor it is it is desirable to allocate an associate mentor. In many clinical areas this is now usual practice. The associate mentor has a significant role to play in the maintenance of a quality educational experience in the absence of the mentor and in the monitoring and assessment of student performance and achievement of outcomes. The associate mentor will: Normally be a registered nurse who has undertaken an NMC approved mentorship preparation programme Standards to support learning and assessment in practice, (NMC, 2008) Undertake mentorship updates and triennial review as required by the NMC Standards to support learning and assessment in practice, (NMC, 2008) Normally have 12 months post registration experience Where possible be a graduate of nursing and / or hold a post graduate qualification as appropriate to the level of the student being mentored Be willing to commit to the associate mentorship role and contribute to the assessment process Work with the mentor in the co-ordination of the student s learning and have an understanding of student s learning outcomes Work with the mentor to create a good learning environment both within the practice learning environment and with in the mentorship relationship Have an understanding of the student s academic and practice learning programme and work with the student to develop reflective practice Work with the student to identify learning outcomes and learning opportunities to facilitate achievement of the outcomes Participate in the assessment process and have an understanding of a shared responsibility for the evaluation of the student's practice learning outcomes Ensure that a safe level of supervision is in place so that the student always works within the NMC Code: Standards of conduct, performance and ethics for Nurses and Midwives (NMC, 2008). Meet with the student at regular intervals to discuss progress and liaise with the Nursing & Health Care School. BN/Mentor Handbook/yrs 1&2 updated October

9 The Role of the Student The student is expected to be an active member of the mentorship relationship. In some situations the student may not always be able to work the same shift pattern as the mentor, e.g. students under 18 years of age are not allowed to work night shift or 12 hour shifts. This is something that needs to be considered at the outset. It is important for the student to contribute to the work of the nursing team and feel that they are part of the team. The provision of quality practice learning experiences, where the student is actively involved in learning and working are encouraged in order to facilitate the achievement of both prescribed and negotiated outcomes. The student will: Endeavour to understand the mentorship process and the role of the mentor Understand the outcomes to be achieved in the practice learning placement which are outlined in the practice learning ongoing record of achievement (PLORA) and identify any additional learning outcomes relevant to the placement Make themselves aware of the learning opportunities to be gained in each area of practice learning and take responsibility for their own learning Work with the mentor and associate mentor to formulate strategies for achieving learning outcomes Engage in discussions with the mentor to monitor progress and participate in the assessment process Ensure that the minimum, (50%), number of mentored hours are achieved Always work within the NMC Code: Standards of conduct, performance and ethics for Nurses and Midwives (NMC, 2008). BN/Mentor Handbook/yrs 1&2 updated October

10 The Role of Nursing & Health Care, University of Glasgow Nursing & Health Care has ultimate responsibility for ensuring both student and mentors are appropriately prepared and supported to engage in the mentorship relationship. Providing effective information, feedback and liaison is crucial to achieving this. The Nursing & Health Care School will: Provide the mentor with a named member of academic staff who will act as a link lecturer Provide information regarding the students stage of training, the learning outcomes required in the practice learning placement and information and guidance on the assessment process Evaluate the effectiveness of the mentorship process through student feedback, mentor comments and staff observation Liaise with mentors when students are on a practice learning placement Be available to mentors when students are in the clinical area via telephone and telephone answering machines and/or secretarial messages, or fax (see appendix 4) Endeavour to keep mentors fully informed regarding developments/changes to the undergraduate programme via the PEFs. BN/Mentor Handbook/yrs 1&2 updated October

11 Philosophy and Structure of the Programme As with all programmes leading to entry to the register in Adult nursing, the BN programme is designed to provide the student with a programme that is made up of 50% theory and 50% practice learning and contains a minimum of 2,300 hours of theory and 2,300 hours of practice learning (Standards for pre-registration nursing education, NMC, 2010). The learning outcomes for each year of the programme have been revised to meet the NMC standards and prescribed progression points as outlined in the standards for pre registration nursing education (NMC, 2010) and reflect the Essential Skills Clusters (NMC, 2007) and the Scottish Subject Benchmarking Statements for Nursing (QAA, 2009). Achievement of the learning outcomes and the relevant progression points ensures that the student is competent to practise in a range of health care settings. The structure of Academic and Practice learning throughout the programme are outlined in the tables below Year 1 Course Components Theory weeks Credits Nursing & Integrated Biomedical & Life Sciences 1 Nursing IBLS- Anatomy Physiology Biochemistry Microbiology Moral Philosophy & Ethics in Nursing Nursing & Health Studies 1 Practice Learning Experience 1 Progression point 1 Nursing & Health Psychology & Sociology as applied to Health Care of the older adult Care of families, mothers and children in the community (including hub + spoke learning disability experience) Care of the adult in the community (including hub + spoke mental health experience) Care of the adult in the acute setting 30 Assessed practice 18 weeks (645 hours) 4 weeks hrs pw + study day 4 weeks 37.5 hrs pw 4 weeks 37.5 hrs pw 6 weeks 37.5 hrs pw BN/Mentor Handbook/yrs 1&2 updated October

12 Year 2 Course Components Theory weeks Credits Nursing & Health Studies 2 Process of Nursing Introduction to Human Disease and Pathology Moral Philosophy & Ethics in Nursing Nutrition Clinical Pharmacology Social Policy Health Promotion Research Methods Integrated Biomedical and Life Sciences 2 Practice Learning Experience 2 Progression point 2 Anatomy Physiology Biochemistry Microbiology Pathology Adult nursing in the acute setting 1 & 2 Adult nursing in the community (general community) Public Health/ Community Development 20 Assessed practice 22 weeks (825 hours) 6 weeks hrs pw 5 weeks 37.5 hrs pw 5 weeks 37.5 hrs pw Year 3 Ordinary Degree Course Components Theory weeks Credits Nursing 3 Nursing (inc Leadership & Management) Clinical Pharmacology Moral Philosophy & Ethics in Nursing Theory component Practice Learning Consolidation Advancing Clinical 10 Skills 3 Research Methods 10 3 Human Disease & 20 Pathology 3 Assessed practice 12 weeks (450 hours) Practice Learning Experience 3 Adult Specialist Acute Nursing 12 weeks continuous (450) 6 weeks hrs pw Clinical Practice Consolidation 3 Adult Critical Care Nursing 6 weeks 37.5 hrs pw 12 weeks 37.5 hrs pw 45 BN/Mentor Handbook/yrs 1&2 updated October

13 Year 3 Junior Honours Course Components Theory weeks Credits Nursing 3H Nursing (inc Leadership & Management) Clinical Pharmacology Moral Philosophy & Ethics in Nursing Advancing 10 Clinical Skills 3H Research 10 Methods 3H Human Disease & Pathology 3 20 Assessed practice Practice Learning Experience 3H Adult Specialist Acute Nursing 6 weeks 37.5 hrs pw 45 Adult Critical Care Nursing 6 weeks 37.5 hrs pw Year 4 Honours Degree Course Theory weeks Credits Dissertation Nursing policy in context 4 20 Leadership & management 4 20 Assessed practice 12 weeks continuous (450) Clinical Practice Consolidation 3 12 weeks 37.5 hrs pw 45 Clinical Assessment The clinical assessment strategy incorporates both formative and summative elements, the practice learning ongoing record of achievement (PLORA) (summative), a portfolio of personal and professional development (formative) and clinically-based assignments (formative). The PLORA has been developed to meet the standards for pre registration nurse education (NMC, 2010) and reflect the guidance from the essential skills clusters (NMC, 2007) and the QAA bench mark statement (QAA, 2009). BN/Mentor Handbook/yrs 1&2 updated October

14 Progression The end of academic year for years 1 & 2 of the programme are progression points and at the end of year 3 or 4 the student must meet the requirements for registration. The end of year 1 is the first progression point of the programme. To progress to year 2 students must normally have passed all of the year 1 course summative assessments including year 1 degree examinations, and completed all formative work. Students must have submitted their practice learning ongoing record of achievement and demonstrated satisfactory clinical performance and achievement of all NMC first progression point criteria. In addition students must have completed satisfactorily a full course of immunisation against the Hepatitis B virus. The end of year 2 is the second progression point of the programme. To progress to year 3 students must normally have passed all of the year 2 course summative assessments including year 2 degree examinations. Students must have submitted their practice learning ongoing record of achievement and demonstrated satisfactory clinical performance and achievement of all NMC second progression point criteria. To pass Practice Learning Experience 2 the student is required to demonstrate that they can be more independent and take more responsibility for their own learning and practice and this requirement is reflected in the Year 2 practice learning ongoing record of achievement competencies/ learning outcomes. Students are provisionally streamed for the Degree Programme or the Honours Degree Programme at the end of year 2. However continuing to honours at the end of year 3 is dependant on achieving a C in nursing and a pass at the first submission of all summative assignments including theory and practice learning performance as detailed in the Programme regulations. In the case of failure to achieve the required competencies at each progression point or at point of registration the student will be required to undertake additional practice learning hours until these requirements have been met. Where overall performance during a practice learning placement is graded fail the student will be required to repeat the practice learning placement and successfully pass all the learning outcomes prior to progression. BN/Mentor Handbook/yrs 1&2 updated October

15 Practice Learning Ongoing Record of Achievement (PLORA) Each period of clinical practice has a discrete set of outcomes / competencies which incorporate the cognitive, affective and psychomotor domains. The three domains encompass the major spheres of learning and thus reflect the knowledge and intellectual function underlying clinical practice (cognitive domain), the feelings and attitudes which constitute the caring function (affective domain), and motor skills relevant to nursing (psychomotor domain). In order to ensure that the assessment process transparent and fair the mentor is expected to have a minimum of three formal discussions with the student. The student should show the mentor their PLORA within the first two days of the placement. If the student does not bring the PLORA to the placement on the second day the mentor should send them home. The student should return to the placement (either the same or next shift with the PLORA). Time taken away from the ward for this purpose is required to be made up by the student. Initial Discussion This should be held as soon as possible after the student commences the placement and should include an orientation to the clinical area. There should also be a discussion of the student's learning needs related to the practice learning and a review of the learning outcomes. This would be also an opportunity to discuss any additional learning opportunities that might be accessed as well as reviewing any action plan form the previous placement. A record of the meeting should be noted in the PLORA. Interim Assessment This discussion should take place not more than half way through the practice learning period and should provide the student with feedback on their progress. Achievements should be identified and acknowledged, strengths and weaknesses in the students performance should be discussed and any identified problems addressed. Help, support and advice should be given and the student encouraged to reflect on their practice and how they could address any issues raised. This discussion should also be recorded in the PLORA, with the student also having an opportunity to comment. At this stage if the mentor has concerns about the student's progress, they should contact the link lecturer in order that any necessary additional teaching/support can be given. It is important to note if a student is given a satisfactory interim assessment and then their performance deteriorates the link lecturer must be contacted before a final assessment is completed. Final Assessment The third discussion is for the purpose of consolidating and evaluating the experience. Written comments should be provided and the opportunity given for the student to write comments also. Continuous assessment is an ongoing process throughout the student s placement and it is anticipated that during the practice learning experience the mentor will discuss the student s progress with other members of the nursing team and take account of their views in assessing the student s performance prior to the final assessment. Students receive an overall grading at this time. Note should be made of outcomes not achieved so that the link lecturer can formulate an action plan for the student to carry forward to their next placement. Supervisors who are not nurses may be utilised as part of hub spokes placements and feed into the assessment process. Glasgow Caledonian School of Health holds a Practice Learning Environment Audit / Mentorship database of suitably prepared registered professionals who may act as supervisors for pre-registration student nurses. Supervisors are provided with the opportunity of an annual update and have access to the same support mechanisms as those offered to mentors. BN/Mentor Handbook/yrs 1&2 updated October

16 Clinical Consolidation Each student on their clinical consolidation experience is supervised by a Sign-off mentor who meets the requirements for due regard (NMC Circular26/2007) and the additional criteria set by the NMC in Standards to Support Learning and Assessment in Practice (2008). Assessment decisions regarding achievement of practice requirements at progression points 1 & 2 are taken by mentors prepared in accordance with Standards to Support Learning and Assessment in Practice (NMC, 2008). Any aspect of the students performance which indicates unsafe or unacceptable practice should be recorded along with actions taken. The university lecturer should also be informed as soon as possible. After the final assessment by the mentor, the university lecturer countersigns the document, when the PLORA is returned. This is filed in the student s notes and made available to the external examiner if required. Practice Assessment Level Descriptors Year 1 With no/little experience of the clinical environment the student needs to have the salient features of situations pointed out. With prompting the student will be able to demonstrate his/her knowledge of relevant underlining theory. The rationale for specific nursing tasks / interventions needs to be identified for the student. Following demonstration, the student will be able to perform basic nursing tasks and activities under supervision and close guidance. The student has limited organisational ability at this stage and requires help to prioritise. The student shows interest and willingness to learn, asks relevant questions. Year 2 The student is able to observe situations with an appraising eye and with initial prompting is able to identify salient features of clinical situations and to demonstrate knowledge of relevant underlying theory. With guidance, the student demonstrates development of essential skills in assessing patients nursing needs, can suggest specific nursing interventions that are required and is able to perform previously practiced nursing interventions. The student is beginning to show ability to prioritise patients nursing needs and prioritise his/her own workload. The student is able to work more independently than in year 1, with less direct supervision, in a safe and increasingly confident manner. The student demonstrates potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice. New skills must be performed under supervision and with initial close guidance. BN/Mentor Handbook/yrs 1&2 updated October

17 Year 3 The student has an holistic understanding of patients health care needs and demonstrates the ability to question and critically analyse relevant issues. The student uses an holistic approach to meeting the needs of individual patients, basing practice on sound theoretical knowledge. The student is competent in undertaking nursing care under supervision but without guidance or assistance. New skills must be performed under supervision and with initial close guidance. Signing the learning outcomes The student should be assessed as having either Achieved or Not Achieved each stated clinical outcome. (The assessor should tick the appropriate column of the assessment form, and date and sign the final column.) Achieved : the clinical outcome has been achieved by the student. The student is able to perform the activity satisfactorily. Not Achieved : despite adequate opportunity the student s level of achievement does not reflect that stated in the clinical outcome. A note of explanation should be made in the section provided for final assessment comments. Where the student has not had the opportunity to achieve a clinical outcome that row of the assessment form should be left blank. Grading performance Having assessed the student s performance in relation to each clinical outcome the assessor should rate the student s overall performance on the following scale which is based on Schedule B of the University of Glasgow s Code of Assessment: It is compulsory for all workplace experiences to be graded at the University of Glasgow. It should be noted a D grade is deemed a pass for all clinical placements. However, when grading a student it is essential to consider the year of study, the level descriptor and the learning outcomes/competencies listed in the Practice Learning Ongoing Record of Achievement (PLORA). In other words the students are assessed in context of their stage of education and what can be reasonably expected of them at that stage. Therefore it is possible even for a first year student to achieve an A grade if these components are considered together. The University of Glasgow does not have a progressive grading policy. The grades for all the clinical placements for each year of the programme are aggregated to give the student a final grade for clinical experience. If you have any problems understanding the grading system please contact your link lecturer. This is especially important if you feel the student is not performing at the appropriate level. The next page explains the assessment process required for students from the University of Glasgow. Students who fail a placement may not be able to progress to the next year of the programme therefore it is essential to identify problems early and recommendations made on how the student could achieve the required learning outcomes / competencies. BN/Mentor Handbook/yrs 1&2 updated October

18 Grade Descriptor How will this be evidenced? A B C D E F Excellent/pass Exemplary and polished demonstration of at least 80% of the required clinical outcomes, displaying underpinning knowledge, sound judgement and appropriate professional values. Student demonstrates initiative and flexibility of approach. Student demonstrates focussed sensitivity to the needs of the subject and the wider implications of the student s actions. Very good/pass Efficient and confident demonstration of at least 80% of the required clinical outcomes, displaying underpinning knowledge, sound judgement and appropriate professional values. Student demonstrates initiative and flexibility of approach. Student demonstrates an appreciation of the implications of the student s actions. Good/pass Clear demonstration of attainment of at least 80% of the required clinical outcomes, displaying underpinning knowledge, good judgement and appropriate professional values. Student demonstrates familiarity with how to proceed in a range of contexts. Satisfactory/pass Acceptable independent performance of at least 80% of the required clinical outcomes, displaying underpinning knowledge, acceptable level of judgement and appropriate professional values. Student demonstrates familiarity with how to proceed in routine situations. Fail Less than 80% of the required clinical outcomes satisfactorily achieved. Student demonstrates knowledge, judgement and professional values at least sufficient to indicate awareness of personal limitations. Fail Less than 80% of the required clinical outcomes satisfactorily achieved. Student lacks self awareness of limitations and prone to errors of judgement and/or faulty practice. To achieve a grade A the student will demonstrate most or all of the following attributes: Has achieved 80% of required clinical outcomes Works with insight, consistently understands and delivers excellent quality care Is consistently able to rationalise and demonstrate best practice Uses creative and innovative approaches Consistently demonstrates appropriate attitudes and values toward professional practice. To achieve a grade B the student will demonstrate most of the following attributes for much of the time: Has achieved 80% of required clinical outcomes Understands and delivers very good quality care Demonstrates good rationale for practice and knowledge of best practice Able to identify and/ or use alternative approaches to practice Demonstrates appropriate attitudes and values towards practice. To achieve a grade C the student will demonstrate most of the following attributes for much of the time: Has achieved 80% of required clinical outcomes Understands and delivers good quality care Demonstrates good rationale for practice Able to identify alternative approaches to practice Demonstrates appropriate attitudes and values towards practice. To achieve a grade D the student will demonstrate the following attributes in most situations: Has achieved 80% of required clinical outcomes Practice is safe Demonstrates acceptable rationale for practice Student operates within broad general guidelines Attitudes and values are appropriate to the situation. To be awarded a grade E the student will demonstrate one or more of the following attributes: Less than 80% of the required clinical outcomes satisfactorily achieved Practice is unacceptable, inconsistent and lacks focus and student demonstrates poor rationale for practice Inappropriate attitudes and values demonstrated The student will demonstrate some awareness of own limitations. To be awarded a grade F the student will demonstrate one or more of following attributes: Less than 80% of the required clinical outcomes satisfactorily achieved Practice is unsafe and student is unable to demonstrate a rationale for practice Inappropriate attitudes and values demonstrated The student will demonstrate lack of awareness of own limitations. Evidence criteria adapted with permission from Bournemouth University School of Health & Social Care Practice Assessment Tool BN/Mentor Handbook/yrs 1&2 updated October

19 Supernumerary Status Students are expected to be supernumerary throughout their course. This means that the experience they gain during practice should be determined by their educational needs. This does not mean that students are purely observers. Students should experience effective learning opportunities in placement and have the status of student respected. This includes not using the students to fill gaps in the place of absent staff. The type of nursing activities that students participate in will vary from placement to placement and cognisance should be taken of the particular learning outcomes/competencies identified by the University of Glasgow for the BN programme for each placement. These are included in the PLORA for easy reference. Attendance at all practice learning placements is compulsory. In order to meet statutory requirements in terms of clinical hours completed within the programme students are expected to work 37.5 hours per week or 150 hours per 4 week placement. Study days within the university are counted within the clinical hours (7.5 hours per study day) and are therefore considered part of the working week. Students are expected to experience the 7-days a week, 24 hours a day nature of nursing and is therefore, expected to work a range of shift patterns including some weekends and nights. The organisation of shift patterns should ensure adequate opportunities for learning and effective supervision e.g. to ensure the student is able to spend 50% of their time on placement with their mentor. The following guidelines should be taken into consideration when organising shift patterns for students; Students under 18 years of age are not permitted, for Health & Safety reasons to work any 12 hour shifts or night shifts Students can only opt to undertake 12 hour shifts if 12 hour shifts are the accepted patterns of working. The 12 hour shift is inclusive of breaks in the students supernumerary status i.e. the student will work 7.15am 7.15pm and be allocated breaks as per Health & Safety Guidelines Students are not permitted to undertake more than 3 consecutive 12 hour shifts and a maximum of 48 hours in any seven day period as specified in the Working Time Regulations 1998 Students may undertake night duty if they and their mentor have identified specific learning needs Students over 18 years of age can opt not to undertake 12 hour shifts if there is a legitimate reason (e.g. child care issues or travel problems). This must be negotiated with the link lecturer and mentor Some students may stay a distance from Glasgow and public transport may not allow them to commence an early shift in time. This should be discussed with the mentor and link lecturer and the student given the opportunity to make up the time lost at the end of the shift or as appropriate for the clinical area. BN/Mentor Handbook/yrs 1&2 updated October

20 Practice Education Facilitators The Practice Education Facilitator came in to post primarily to enhance and support the role of the mentor. The post is to link clinicians with educational staff thus enhancing the learning environment. Each mentor will have a named Practice Education Facilitator (PEF). You can discuss any problems with your named PEF in the first instance, if you require further guidance before contacting the University of Glasgow. The PEFs do attend Nursing & Health Care review days for the undergraduate programme and are familiar with the course. Practice Learning Environment Audit The provision of high quality practice placements is fundamental to achieving the practice learning clinical outcomes. Responsibility for practice learning audit is shared between the educational institution and service provider partners. Using the approved electronic Educational Audit Document, all practice placements are audited using objective criteria with resultant information stored on a live database which is managed by the Glasgow Caledonian University Placement and Admissions team. Glasgow Caledonian School Placement and Admissions team organise an educational audit of every new practice placement learning environment with a re-audit at least every two years or earlier if required. The educational audit utilises a tripartite process between the relevant practice manager, the linked Practice Education Facilitator and a link lecturer from the University of Glasgow, Nursing & Health Care School or Glasgow Caledonian University, School of Health.The Glasgow Caledonian University Placement and Admissions team ensure that the processes for approval are efficient and effective and in line with the standards set by the Quality Assurance Agency (QAA) and NHS Education for Scotland. Code of Professional Conduct & Fitness for Practice From the 2011/12 session all students registered in the School of Medicine must adhere to the Code of Professional Conduct and Fitness for Practice. This code has been approved by Senate and adapted for each School within the College. The Code of Professional Conduct and Fitness to Practice as it relates to BN students is based on the NMC (2008) The Code: Standards on conduct, performance and ethics for nurses and midwives and the NMC (2009) Guidance on professional conduct for nursing and midwifery students. The Procedure for Consideration of Fitness to Practice is contained in the University Calendar, Fees and General Information. Please refer to this document and the code of professional conduct in appendix 1 if you are concerned about professional issues related to the student s performance or behaviour. You should document your concerns in the PLORA and contact the link lecturer as soon as possible. The university link lecturer should be involved at all stages and will guide you in any report or action that is necessary. Clear documentation is essential in case the student requires referral to the Fitness to Practice Committee. Health & Safety during Practice Learning Students are always made aware of relevant Health & Safety issues prior to clinical practice. If an incident does occur during your time with the student could you please complete the relevant Trust incident form and take the necessary action following the incident. The link lecturer should then be informed. The University of Glasgow also requires a university incident form to be completed. BN/Mentor Handbook/yrs 1&2 updated October

21 Appendix 1 Code of Professional Conduct and Fitness to Practise for BN students University of Glasgow Nursing & Health Care Introduction A student who is registered for the programme of study leading to the degree of Bachelor of Nursing is required, during practice learning, to act in a quasi-professional role in relation to patients and therefore as a condition of registration undertakes to comply with the principles of this Code of Professional Conduct and Fitness to Practise. Purpose of the Code Compliance with this code aims to: protect present or future patients, children, clients or service users; comply with the requirements of the Nursing & Midwifery Council (NMC 2008); protect the health and well being of the student and to ensure that the student is provided with appropriate advice concerning the requirements of the Nursing & Midwifery Council (NMC, 2008) protect the University of Glasgow against legal action brought by someone claiming to have suffered loss as a result of the student proving during training to be unfit to practise. Core Values The School of Medicine at the University of Glasgow adheres to a set of core values, which underpin its activities in education and research and which embody: The habit of truth The respect for others Caring Partnership Creativity Social justice A student registered on the programme of study leading to the degree of Bachelor of Nursing is expected to adhere to these values, to be honest and trustworthy and to follow at all times the Code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008). Code of Practice As a Nursing Student of the University of Glasgow, I shall: Make the safety and care of patients my first concern Treat every patient politely and with consideration Respect each patient's right to privacy and dignity Listen to patients and respect their views Give clear and appropriate explanations to patients Avoid recommending treatment or action that might be interpreted as professional nursing advice BN/Mentor Handbook/yrs 1&2 updated October

22 Develop, practise and maintain the use of my skills and knowledge to the best of my ability and ensure they are up-to-date Recognise and act within the limits of my competence Be honest and trustworthy Always make it clear to patients that I am a student and not a qualified nurse Respect and protect confidential information Ensure that my personal beliefs do not prejudice my dealings with patients Treat colleagues with courtesy and respect Report to Nursing and Health Care staff that I have good reason to believe that I or a colleague might not be fit to practise Not abuse a patient's trust in me Be aware of good time keeping/punctuality whilst working as a member of the nursing team on placement and report absences both to the Nursing and Health Care School and clinical placement Strictly adhere to the local clinical placement uniform policy being aware of the implications of wearing uniforms in public places in relation to professionalism and infection control issues. This Code of Practise is based upon the Nursing & Midwifery Council (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives. Procedure for Consideration of Fitness to Practise The procedure for determining whether a student is fit to practise is contained in the University Calendar, Fees and General Information, Paragraph XLI. BN/Mentor Handbook/yrs 1&2 updated October

23 Appendix 1 cont. University of Glasgow College of MVLS Nursing & Health Care Code of Professional Conduct for students undertaking the Bachelor of Nursing / Bachelor of Nursing with Honours programme A student shall be seen by the Programme Director where a minor breach of conduct is demonstrated. The student is counselled, appropriate warning is given to the student and appropriate contact is made with the student to improve behaviour. The Head of Nursing & Health Care is informed about the situation. Should there be any recurrence of the situation, the student is referred to the Head of Nursing and Health Care School, who investigates the case further and if appropriate refers the student to Head of the School of Medicine. A student shall be referred to the Head of the School of Medicine for consideration for referral to School Fitness to Practise Committee in the following circumstances: 1. Where a minor breach is repeated and is considered by the Head of Nursing & Health Care to constitute a pattern of behaviour which is not compliant with Nursing & Health Care Code of Professional Conduct for Bachelor of Nursing students. 2. Where a review of the progress made by the student following action under the informal procedure indicates that the breach of the Nursing Code of Conduct for the student still remains. 3. Where a reported breach of the Code is deemed by the Head of Nursing & Health Care School to be of sufficient seriousness to warrant referral to the Head of the School of Medicine for consideration to refer to the School Fitness to Practise Committee rather than resolution by the informal procedure. Amended January 2012 BN/Mentor Handbook/yrs 1&2 updated October

24 Appendix 2 College of Medical, Veterinary & Life Sciences School of Medicine Nursing & Health Care School Student Agreement As a Nursing student you will be studying to obtain a University degree that automatically allows you to work in the nursing profession environment during the course of your studies. It is therefore essential that you are able to fulfil the following requirements, which are based on the Nursing & Midwifery Council statements on the duties of a nurse (NMC 2008) NMC The Code: Standards for conduct, performance and ethics for nurses and midwives so that you can learn effectively and become a capable Nursing Practitioner. The Bachelor of Nursing Programme is a full time programme, which involves exposure to patients and the clinical environment from the outset, and students are required to undertake all practice learning experiences. Students are required to attend all taught sessions; attendance is not optional. You must achieve a D grade or greater for each placement and make up time lost through illness or other legitimate reasons. You must complete all practice learning experiences to proceed to the next year of the course. If you have is a difficulty for you with any element of the statements, the University will work with you to seek a resolution where possible. If a satisfactory resolution cannot be achieved it is unlikely that you will be allowed to continue to study Nursing at the University of Glasgow. Please read, ensure you understand and confirm ( ) that you accept the statements that follow. In signing this declaration you are construing yourself as fit to practise. This declaration will be confirmed annually. I will make the safety and care of patients my primary concern. I will listen to patients and respect their views, treat patients politely and considerately, respect patients' privacy and dignity and respect the right of patients to refuse to take part in teaching. I will always make clear to patients that I am a student and not a qualified Nurse. I will give information to patients in a way that they can understand and I will not recommend any treatment that might be interpreted as nursing advice. I will recognise and act within the limits of my competence and keep my professional skills and knowledge up-to-date. I understand, accept and agree to be bound by the principle of confidentiality of patient records and patient data, and also for information concerning teachers and students. I will therefore take all reasonable precautions to ensure that any personal data concerning patients, which I have learned by virtue of my position as a Nursing student, will be kept confidential. I confirm that I will not discuss patients with other students or professionals outside the clinical setting, except anonymously. When recording data or discussing cases outside the clinical setting, I will endeavour to ensure that others cannot identify patients. I will respect all hospital and practice patient records. BN/Mentor Handbook/yrs 1&2 updated October

25 I will not allow my views about a person s lifestyle, culture, beliefs, race, colour, gender, sexuality, age, social status, or perceived economic worth to prejudice my interaction with patients, lecturers or colleagues. I undertake to report to the Nursing & Health Care School, and the appropriate authority, any action by others which may put patients/clients/students/service users at risk. I understand that failure to do so may lead to disciplinary action being taken against me. I will not use alcohol, drugs or other substances to the detriment of my conduct, attendance, punctuality and safety (including the safety of others). I will be honest and trustworthy and carry out nursing care with integrity. I will not abuse a patient s or staff member s trust in me and I will not establish improper personal relationships with patients or their close relatives. I will strictly adhere to the local uniform policy at all times within and outside the clinical setting maintaining appropriate standards of dress, appearance and personal hygiene so as not to cause offence to patients, lecturers, or colleagues. I will expose my face fully to patients, lecturers and colleagues at all times, except if required to wear protection for infection control purposes. All students and hospital staff must wear an identification badge and show their face for the purposes of recognition by patients, lecturers, and other staff. Patients and lecturers must be able to identify students to verify that they are genuine. Showing one s face also makes it easier for patients who are hard of hearing to hear you and/or lip-read, and an important part of communication is by using facial expression. Headdress routinely worn as part of religious observance must not cover the face. I am willing to undertake an assessment of patients and carry out the necessary nursing care irrespective of the gender, colour, culture, beliefs, disability or disease of the patient. In order for a nurse to be able to make an assessment and carry out the necessary nursing care, it is essential that the nurse is able to examine every patient fully. Measures should be undertaken to avoid transfer of infection from or to the patient where appropriate and by recognized measures, such as hand washing, wearing gloves, masks and uniforms appropriately and according to policy. A student cannot refuse to examine a patient or nurse a patient because of their gender, colour, culture, beliefs, disability, or disease. I am physically able to write legibly by hand. I do not have a physical disability that is likely to prevent me from successfully completing training on how to attend to a patient who has collapsed to the floor, which requires me to turn the patient into a safe position. It is a requirement that a nursing practitioner has the physical ability to write in a patient s notes so that key information is available to other practitioners. The NMC requires all graduates from Nursing Schools to be able to undertake basic life support. This requires a practitioner to be physically able to attend to a patient who suddenly collapses in a ward or other setting and be able to initiate appropriate measures for initial life support. BN/Mentor Handbook/yrs 1&2 updated October