Profile of Learning Opportunities (PoLO) for nursing and midwifery students in practice

Transcription

1 Profile of Learning Opportunities (PoLO) for nursing and midwifery students in practice Practice Placement: Kinnier Wilson ward

2 Introduction to the Ward / Unit Welcome to: Kinnier Wilson Ward at King s College Hospital, named after Dr Samuel Alexander Kinnier Wilson ( ), who was first Professor of Neurology at King's As a 20 bedded ward, we provide specialist emergency treatment and care for people with brain and spinal injuries, before and after neurosurgery, and also for patients with neurological conditions. For example you may participate in the care of patients with the following conditions: Hydrocephalus Motor Neurone Disease (MND) Spinal compression Traumatic brain injury Multiple sclerosis (MS) Spinal cancer Neuro-oncology Sub-arachnoid haemorrhage As a multidisciplinary team, we work closely with our colleagues at Orpington Hospital: Frank Cooksey (on Rachel ward) and Ontario ward, for specialist neuro rehabilitation and therefore sharing expertise and best practice. With easy access to the emergency department, neuro imaging and other clinical diagnostic facilities, there is close partnership working with the London Ambulance Service (LAS) and paramedic teams. Location We are located: on the first floor of the Ruskin Wing, King s College Hospital, Denmark Hill Ward / Unit telephone: Welcome to the team Ward / Unit Manager is: Sr. Monique Clarke Monique.clarke@nhs.net Modern Matron is: Joyce Parkinson joyce.parkinson1@nhs.net Student co-ordinator is: Gillian Blackler Gillian.blackler@nhs.net Practice Development Nurse is: Sally Dodd sallydodd1@nhs.net

3 The ward team consists of: Registered Nurses (adult) Health Care Assistants Volunteers Chaplaincy Housekeeper Domestic Consultants 1 x lead, 1 x neurosurgery Senior House Officer & Registrar Neuropsychology team Physiotherapists & physiotherapy assistant Occupational therapists & occupational assistant Dietician Speech and language therapists Pharmacist Clinical nurse specialists for example: Traumatic brain injury (TBI) Spinal nurse specialist Motor Neurone Disease Ward / Unit Philosophy The nursing teams are committed to the provision of a caring, supportive and safe environment for the patient, their family and staff colleagues The nursing staff works collaboratively to support staff and the wider multidisciplinary team, aiming to deliver quality holistic care to the critically ill patient and their family. Provision of care is within an environment where compassion, courtesy and respect are fostered while taking into account individual cultural and religious beliefs. A culture of continuous learning is actively encouraged for all staff. This is seen as paramount to ensuring high quality patient care is delivered and is essential in supporting a highly competent team. We believe that our ongoing commitment to the patient, their family and support of each other is evident in our collaborative practice and high team motivation.

4 Shift pattern students may follow 5 day week 7 day week Weekends 12 hour shift: Early start to 20.00hrs Night shift to hrs Staffing establishment Registered Nurses Early shift = 5 Night shift = 4 Health care assistants Early shift = 3 Night shift = 2 (with some flexibility) Meal breaks You are permitted a 45 minute lunch break and 15 minute coffee break on a 12 hour shift To contact colleagues: Bleeping: Dial 736 followed by the bleep number and the extension you wish to be called back on. Wait for the long tone and replace the receiver Air calling and Paging: Dial 737* the operator will ask for your call sign (i.e. page number e.g. KH 6789) and your message. This is then sent to the person you are trying to contact Useful numbers Cardiac arrest 2222 Fire 2222 Security 2444 Operator 100 Medirest (porters) HASU Senior House Officer (SHO) Bleep 240 (anytime)

5 Hub and Spokes for Kinnier Wilson ward working with patient and family during discharge planning and rehabilitation enhancing communication skills developing awareness of neurological conditions Patient discharge planning assessment, planning, implementing & evaluating individualised patient care assessment of patient risk care of patient pre & post op neurosurgery assessment and management of wounds Kinnier Wilson 'Hub' multidisciplinary team working care and management of patient with tracheostomy care and management of patient with neurological impairment assessment and management of patient with neuropathic pain medicines management and administration skills Assessment of patients with complex needs / longterm conditions care of the acutely ill patient Patient centred care promoting inclusion & identity

6 Hub and Spokes following the patient journey Observing patient therapy in neruo rehab gym with the physiotherpaist & occupational therapist CNS for traumatic brain injury (TBI) Neuro Theatres to observe e.g. insertion of extra ventricular drain (EVD), spinal surgery, brain surgery CNS for: MS, MND, Parkinsons Patient Endoscopy department to observe e.g. insertion of percutaneous endoscopic gastrostomy (PEG) CNS for epilespy Ophthamology clinic Speech and language therapy team (SALT) e.g. swallowiing assessment, barium swallow CNS for motor movement

7 Core Learning Opportunities (Under Supervision): ward based Participate in the assessment of individuals with brain or spinal injury, and a range of neurological conditions for example: Encephalitis, Parkinson s disease, Motor Neurone Disease, pituitary tumour, malignant stroke, spinal compression, post alcohol/nicotine cessation You may participate in/observe (with context related examples): Applying relevant knowledge / measuring & interpreting clinical observations e.g. GCS, deteriorating/acutely ill patient, neurological, vital signs Developing skills in the use of related equipment under supervision e.g. dynamap Observing diagnostic procedures e.g. MRI, ECG, CT scan Communication e.g. interpretation service involvement, SALT, patient with dysphasia, MDT communication board Obtaining specific specimens e.g. urine (MSU & CSU, osmolarity), wound swab Observe diagnostic procedures e.g. lumbar puncture Documentation e.g. specific care plan for urinary incontinence Risk Assessment e.g. falls, infection control, VTE Discharge planning Identifying the patient s health and social care needs Family needs The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PGDip Part3 statements in PLPAD 1, 2, 4, 5, 6, 8-10, 12, 13 1, 2, 4, 5, 6, 8, 9, 11, 12, 13 1, 2, 4, 6, 7, 9, 10, 13, 14 PLPAD Outcome Number 1-4, 6-9, 12, 13, 19, 20, 21, 22, 25-27, 30 Part 1 Practice Assessment Episode of Care 1, 3, 4, 5, 7, 9, 10, 11, 18, 22, and Part 2 Practice Assessment Episode of Care 1, 2, 13, 16, 17, 18, 23, 24, 27, 29, 43, 49, 52, 53, 54, 55, 62, 66, 69 Part 3 Practice Assessment Episode of Care and Medicines Management

8 Core Learning Opportunities (Under Supervision): ward based Participate in the assessment of patients with complex needs for example: Patient who has learning disability and related conditions e.g. epilepsy, VP shunt Patient with tracheostomy Following complex neurosurgery e.g. extra ventricular drain (EVD) insertion You may participate in/ observe (with context related examples): Developing / enhancing observational skills e.g. spinal assessment Applying / measuring & interpreting clinical observations e.g. Glasgow Coma Score (GCS), MUST score Enhancing communication skills e.g. this is me passport, non-verbal, active listening Analysing situations e.g. MDT approach to challenging behaviour to identify cerebral irritation Prioritising patient need e.g. deteriorating patient, raised intracranial pressure (ICP) Decision making e.g. patient involvement, MDT, external agencies Risk assessment e.g. mobility / pressure ulcer Identifying the patient s health & social care needs Family needs The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome Number 1, 2, 4, 5, 6, 8-10, 12, , 6-9, 12, 13, 19, 20, 21, 22, 25-27, 30 1, 2, 4, 5, 6, 8, 9, 11, 12, 13 1, 3, 4, 5, 7, 9, 10, 11, 18, 22, and Part 2 Practice Assessment Episode of Care PGDip part 3 1, 2, 4, 6, 7, 9, 10, 13, 14 1, 2, 13, 16, 17, 18, 23, 24, 27, 29, 43, 49, 52, 53, 54, 55, 62, 66, 69 and Part 3 Practice Assessment Episode of Care and Medicines Management

9 Core learning Opportunities (Under Supervision): ward based Participate in the planning of individualised patient centred care for example Acutely ill patient Patient requiring rehabilitation/assisted living You may participate in (with context related examples) Prioritisation of patient need e.g. Agitation falls risk delirium lumbar drain patent and draining fluid balance post-surgery Decision making e.g. MDT working, escalation Patient inclusion e.g. informed consent, patient centred care Patient centred care e.g. determine patient s priorities / preferences Documentation e.g. confidentiality, objective reporting, accuracy and timing Multi-disciplinary working e.g. role boundaries, scope of practice Developing/enhancing communication skills e.g. listening to patient, dysphasia and alternative forms of communication Discharge / care transfer planning e.g. to Frank Cooksey Unit or Ontario ward (Orpington) or repatriation The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome Number 1, 2, 4, 5, 6, 8-10, 12, 13 1, 2, 3, 4, 6, 7, 8, 9, 11, 12 and Part 1 Practice Assessment Episode of Care 1, 2, 4, 5, 6, 8, 9, 11, 12, 13 1, 3, 4, 5, 16, 17, 18, 22, 43, and Part 2 practice Assessment Episode of Care 1, 2, 4, 6, 7, 9, 10, 13, 14 2, 8, 11, 13, 16, 17, 23, 24, 28, 41, 53, 67, 70 and Part 3 Practice Assessment Episode of Care

10 Core Learning Opportunities for Surgery (Under Supervision): ward based Participate in the assessment of individuals requiring surgery for example: Spinal decompression Brain surgery Extra ventricular drain (EVD) insertion You may participate in /identify/observe (with context related examples): Applying / measuring & interpreting baseline clinical observations e.g. pain, weight, height Pre -operative checklist e.g. allergies, skin preparation required, fasting (nil by mouth) procedure Documentation e.g. informed consent Recognising the deteriorating patient e.g. NEWS score Developing skills in the use of related equipment under Observing diagnostic procedures e.g. X-ray, recognise normal blood parameters Developing / enhancing communication skills e.g. questioning skills Risk assessment e.g. venous thromboembolism (VTE) prevention, measuring for antiembolic stockings, post-surgery (falls) Psychological needs of the patient and family The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome Number 1, 2, 4, 5, 6, 8-10, 12, , 6-9, 12, 13, 19, 20, 21, 22, 25-27, 30 Part 1 Practice Assessment Episode of Care 1, 2, 4, 5, 6, 8, 9, 11, 12, 13 1, 3, 4, 5, 7, 9, 10, 11, 18, 22, and Part 2 Practice Assessment Episode of Care 1, 2, 4, 6, 7, 9, 10, 13, 14 1, 2, 13, 16, 17, 18, 23, 24, 27, 29, 43, 49, 52, 53, 54, 55, 62, 66, 69 Part 3 Practice Assessment Episode of Care and Medicines Management

11 Core learning Opportunities: (Under Supervision) ward based Participate in implementing patient centred care and nursing interventions, promoting identity and inclusion for example: You may participate in/observe (with context related examples) Functional needs e.g. positioning, transfer, sitting & communication Meeting hygiene needs e.g. promoting independence, providing total personal care Meeting elimination needs e.g. bowel care, catheter care, maintaining privacy Meeting mobility needs e.g. paralysis, foot drop in spinal patients, using hoists Meeting psychological needs e.g. communication difficulties, dysphasia, adjustment/coping Meeting nutritional needs e.g. dysphagia, assisting with meals, Nasogastric (NG) feeds, PEG feeds, policy and procedure for checking position Maintaining fluid balance e.g. observing IV infusion, recording fluid input/output Care specific to identified risk e.g. falls assessment, VTE prophylaxis Care evaluation, re-assessment & review e.g. acute/rehabilitation with patients/family Safeguarding e.g. mental capacity, Deprivation of Liberty Safeguards (DOLS), wander guard system, specialing Communication/working alongside MDT e.g. SALT, CNS, therapists Documentation and record keeping e.g. confidentiality, EPR, writing care plan Infection prevention and control e.g. practising handwashing technique, ANTT The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome Number 1, 2, 4, 5, 6, 8-10, 12, 13 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 13, 21, 22, 23, 25, 26-33, 35, 37, Part 1 Practice Assessment Episode of Care 1, 2, 4, 5, 6, 8, 9, 11, 12, 13 1, 3, 5-7, 9, 10, 12, 13, 16-18, 22, 27, 28, 32-36, 38, 41, 42-43, 49, 50, 51 and Part 2 Practice Assessment Episode of Care 1, 2, 4, 6, 7, 9, 10, 13, 14 1, 2, 3, 7, 8, 13, 14, 16-18, 20-22, 24, 25, 27, 29, 43, 46, 47, 49, 52, 53, 56, 59, 60, 62, 67, 70, 71, 76-78, 84, 82, 84, and Part 3 Practice Assessment Episode of Care and Medicines Management

12 Core Learning Opportunities (Under Supervision) unit based: Under supervision, participating in the administration of prescribed medication using a variety of routes. You may participate in administering (with context related examples) Oral Percutaneous endoscopic gastrostomy (PEG) Naso-gastric (NG) tube Patient with bridle nasal loop Injections subcutaneous & intra-muscular Medication dose calculations Observation only of IV drug administration Access available resources e.g. British National Formulary The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome Number 1, 2, 5-10, 12, 13 35, 36, 37 1, 2, 4, 5, 6, 8, 9, 12, 13 49, 50, 51 1, 2, 4, , 79, 82, 83, 84, 87, 88 and Practice Assessment Part 3 Medicines Management

13 Core Learning Opportunities (Under Supervision) unit based: Participate in the assessment of patient risk for example: During the rehabilitative phase of care During acute stage of illness You may participate in (with context related examples) Tissue viability e.g. Waterlow score/equipment to prevent pressure ulcers Deteriorating patient e.g. NEWS score Falls e.g. neurological /surgery related condition Nutrition / Hydration e.g. dysphagia/liaising with dietitian Mobility e.g. motor and sensory impairment Continence e.g. mobility/managing incontinence/bowel management, quadraplegia Manual Handling e.g. equipment required Infection control Disability Safe guarding e.g. DOLs Health & Safety Medicine management e.g. dysphagia The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome Number 1, 2, 4, 5, 6, 8-10, 12, 13 1, 6, 12, 13, 14, 17, 19, 20, 21, 24, 31, 34 1, 2, 4, 5, 6, 8, 9, 11, 12, 13 4, 7, 10, 13, 22, 37, 41, 44, 48 1, 2, 4, 6, 7, 9, 10, 13, 14 5, 23, 29, 42, 43, 46, 47, 53, 55, 62, 66, 69, 73, 76, 90

14 Specific Learning Opportunities (Under Supervision) unit based: Developing / enhancing skills and strategies to communicate with patients who have cognitive/ sensory /expressive impairment You may participate in nursing interventions for /observe / identify (with context related examples): Patients with dysphasia Different types of dysphasia Sensory impairment e.g. visual, auditory Liaising/observing SALT Liaising with Occupational Therapist Non-English speaker/interpretation service Alternative forms of communication e.g. non-verbal The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome 1, 2, 5, 6, 8, 9, 12, 13 1, 2, 3, 4, 7, 8 1, 2, 5, 6, 8, 9, 12, 13 1, 5 1, 2, 6, 7, 9, 10, 13, 14 1, 2, 3, 13, 14, 16, 18, 19, 24

15 Core Learning Opportunities (Under Supervision) unit based Participate in preparing for patient discharge /care transfer /handover for example: You may participate in (with context related examples) management of complex discharge e.g. liaising with community teams effective handover at shift change e.g. correct process for sharing information transfer to and from another clinical area documentation process e.g. confidentiality discharge process e.g. involving patient and family MDT & other agencies working e.g. Medihome Discharge co-ordinator Discharge planning referrals e.g. section 2, section 5 Family support / involvement Social services liaison/referral The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome Number 1, 2, 5, 8, 9, 12,13, 1, 2, 4, 6, 8, 9, 19, 1,8, 9, 12, 13 1, 3, 4, 5, 16, 17, 18, 1, 2, 6, 9, 10, 13, 14 1, 2, 3, 7, 8, 9, 10, 11, 13, 16, 17, 24 and Part 3 Practice Assessment Episode of Care

16 Core Learning Opportunities (Under Supervision) unit based Participate in working within a multi-disciplinary team for example with: Patients requiring assisted living care e.g. patient living with Motor Neurone Disease Patients who need acute care post neuro surgery You may participate in (with context related examples) Working alongside colleagues during patient interventions Multidisciplinary Team (MDT) meetings Patient case conferences Ward rounds Board rounds The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome Number 1, 2, 5, 4, 6, 12, 13 1, 8, 14 1, 2, 4, 5, 6, 12, 13 1, 5, 18, 1, 2, 4, 5, 6, 7, 9, 11, 13, 14 1, 2, 3, 16, 17, 20, 24, 35, 43

17 Specific Learning Opportunities (Under Supervision) unit/other units based: Preparing a patient for and observing diagnostic procedures You may participate in and / or observe (with context related examples): Procedure for preparing patient e.g. checklist, providing information to the patient, and transferring care of the patient to the relevant team MRI scan Video fluroscopy CTA (angiogram) CT scan head Electrocardiogram (ECG) (24 hour) Echocardiogram Encephalogram (EEG) The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome 1, 2, 5, 6, 8, 9, 12, 13 1,4, 7, 8, 12, 21, 23, 25 1, 2, 5, 6, 8, 9, 12, 13 1, 6, 12, 16, 17, 18 1, 2, 6, 7, 8, 9, 10, 13, 14 1, 2, 7, 20, 24

18 Specific Learning Opportunities (Under Supervision) unit based: Observing the role of the Occupational Therapist, Physiotherapist and CNS for motor movement You may participate in and observe the practitioner (with context related examples): Undertaking ward based activities e.g. functional skills Undertaking Gym based (rehabilitation) CNS for motor movement The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome 1, 2, 5, 6, 8, 9, 12, 13 1, 4, 8 1, 2, 5, 6, 8, 9, 12, 13 1, 3, 4, 16, 18 1, 2, 5, 6, 7, 9, 13, 14 1, 2, 16, 17, 20, 24

19 Specific Learning Opportunities (Under Supervision) unit based: Participate in the assessment and management of pain You may participate in /identify/observe (with context related examples): Pain team liaison/referral Observing physical assessment of neuropathic pain by e.g. medical /nursing team/physiotherapist Recognising specific analgesia for pain type Pain assessment tool Monitoring non-verbal cues as signs of pain e.g. grimace, photophobia Administering prescribed analgesia Monitoring effectiveness of intervention for pain management The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome 1, 2, 5, 6, 8, 9, 12, 13 1, 3, 4, 6, 8, 12, 1, 2, 5, 6, 8, 9, 12, 13 5, 10, 11, 12, 49, 50, 51 1, 2, 6, 7, 9, 10, 13, 14 1, 2, 11, 13, 14, 16-18, 20, 23-25, 27, 29, 43, 78, 81-84

20 Specific Learning Opportunities unit based: Shadowing to observe the role of other health & social care professionals within the context of individual patient need: You may participate in / observe activities undertaken by (with context related examples): Continence CNS Tissue Viability CNS Diabetes CNS Falls prevention team Social Worker Physiotherapist Occupational Therapist Dietician Chaplaincy Pain team The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome N/A N/A for part 1 students 1, 2, 4, 5, 6, 8, 9, 12, 13 1, 18 1, 2, 4, 5, 6, 7, 9, 10, 12, 14 1, 2, 16, 24

21 Specific Learning Opportunities (Under Supervision) unit based: Management of a group of patients under supervision: including assessing, planning, implementing and evaluating care. Part 2 students the opportunity to develop/enhance skills and Part 2 practice Assessment Episode of Care Part 3 students the opportunity to enhance skills and contribute to Part 3 Practice Assessment Episode of Care You may participate in and develop/enhance skills in (with context related examples): Prioritisation of patient and patients needs Problem identification / problem solving Decision making Communication e.g. MDT Team working e.g. role limitation/role boundaries Leadership e.g. raising concerns Delegation Supervising others Observing the nurse co-ordinator The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve PLPAD Outcome N/A N/A , 3, 4-13, 16-19, 22, 26, 27, 28, 33, 34-37, 38-44, , 2, 7-14, 16-25, 27, 31, 34, 35, 39-41, 53, 56-59, 63, 64, 66-73, 75-78, 81, 82-84, 88, 89

22 Specific Learning Opportunities (Under Supervision) unit based: Participate in patient care post neurosurgery You may participate in / observe (with context related examples): Immediate post op care e.g. airway management, monitoring for haemorrhage, patient positioning, pain management Respiratory support & secretion clearance Preparing environment e.g. suction & oxygen Neuro observations e.g. vital signs & seizures, raised intracranial pressure, Glasgow Coma Score (GCS), spinal assessment Patient safety e.g. bed rails assessment Seizure management Medication management e.g. anti-convulsive therapy, NICE guidelines Assessment of neurological deficit Providing psychological support Wound care Family support Discharge planning / ongoing care Providing essential / personal care The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome , 2, 4, 6, 7, 8, 10, 12, 13, 19, 35, , , 3, 4, 7, 10, 12, 18, 33, 41, 49, 50, , 2, 13, 14 16, 17, 18, 24, 27, 29, 43, 76, 77, 78, 84, 88

23 Specific Learning Opportunities (Under Supervision) ward based: Participate in the specific care of patient pre and post spinal surgery You may participate in / observe (with context related examples): Assessing, planning, implementing, evaluating ABC action pressure area management specialist advice for pressure relief correct techniques for positioning patient e.g. log rolling immobilisation e.g. depending on neuro surgeons directions specific observations e.g. sensation, circulation, temperature control, spinal assessment meeting patient s elimination needs e.g. indwelling urethral catheter management, bowel management and monitoring psychological support assisting with nutritional needs The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome Number 1, 2, 5, 8, 9, 12, , 11-13, 17, 19, 20-29, 31, 32, 34, 35 1, 8, 9, 12, , 7, 10-13, 16-18, 24 1, 2, 6, 9, 10, 13, 14 1, 7, 10, 13, 16-21, 23-25, 28, 29, 43, 46, 47, 49, 52, 66-71, 73, 75-77

24 Specific Learning Opportunities (Under Supervision) unit based: Participating in caring for a patient with a tracheostomy: You may participate in / observe / recognise (with context related examples): Indications for tracheostomy Establish safe environment e.g. risk assessment Tracheostomy tubes types / equipment Emergency equipment Preventing complications e.g. airway occlusion / partial/ total Stoma care / tissue viability care Using suction equipment / procedure / humidification Related anatomy & physiology Communication needs: SALT, strategies, valves, non-verbal Change of body image & psychological support MDT working Family support Prevent / manage complications e.g. dysphagia, constipation The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. PLPAD Outcome 1, 2, 5, 6, 8, 9, 12, , 6, 7, 8, 12, 13, 19, 22, 23, 25, 29 1, 2, 5, 6, 8, 9, 12, 13 1, 3, 5, 10, 12, 22, 27, 33, 44 1, 2, 6, 7, 9, 10, 13, 14 1, 2, 7, 13, 14, 16, 18, 24, 27, 29, 43, 52

25 Reflective learning log This reflective learning log may be used (optional) by you to record learning activity undertaken during a spoke visit / learning opportunity. It provides you with additional evidence on which to focus discussion with your mentor as part of formative feedback. Additionally it serves as a reminder for your personal reflection. Spoke learning opportunity: Date / time: Learning opportunities identified: Comments / feed forward from practitioner in area: Practitioner s signature: Student Reflection Comments: Student name / signature:

26 Student Placement Evaluation Please provide the practice team with feedback on your learning experience by answering the questions below, and make any comments you wish to be considered. Please give this to your mentor/ward manager/pdn/cpf or PDM/MPF before you leave. Thank you. Domain 1 - Establishing effective working relationships (NMC 2008) Did you receive an orientation to the practice placement? Domain 2 Facilitation of learning (NMC 2008) How did you identify and select appropriate learning opportunities? Domain 3 Assessment and accountability (NMC 2008) How were you provided with feedback on your development and progress? Domain 4 Evaluation of learning (NMC 2008) Were you allocated a mentor and how much time did you spend with them? Domain 5 Create an environment for learning (NMC 2008) How did your mentor and the practice team facilitate your learning?

27 Domain 6 Context of practice (NMC 2008) What did you learn about the specific nature of care provided in the placement? Domain 7 Evidence-based practice (NMC 2008) How were you supported in applying an evidence base to your practice learning? Domain 8 Leadership (NMC 2008) How well were your learning needs met? How could we enhance your learning experience? Please make any further comments in the box below. Thank you for taking the time to complete this evaluation Reference: Nursing and Midwifery Council (2008). Standards to support learning and assessment in practice. Online available from

28 Suggested reading: Geraghty, M. (2005) Nursing the unconscious patient. Nursing Standard. 20, 1, Lapham, R and Agar, H. (2009) Drug Calculations For Nurses (3 rd Edition) London: Hodder and Arnold The National Institute for Health and Care Excellence (NICE) (2010) Venous thromboembolism in adults admitted to hospital: reducing the risk. Online available from Royal College of Nursing (2012) Catheter Care RCN Guidance for nurses. 2 nd edition. Online available from Royal College of Nursing (2007) Helping students get the best from their practice placements. Online available from Waterhouse, C. (2005) The Glasgow Coma Scale and other neurological observations. Nursing Standard. 19, 13, Woodward, S. and Mestecky, A (2011) Neuroscience Nursing: Evidenced-based practice. Oxford: Wiley-Blackwell Woodward, S. and Waterhouse, C. (2011) Oxford Handbook of Neuroscience Nursing. Oxford: Oxford University Press Useful sites: British Association of Neuroscience Nurses (BANN) British Journal of Neuroscience Nursing Epilepsy and Glasgow Coma Scale (40 th Anniversary GCS) MND MS RCN Neuroscience Forum for NICE 2013 Falls: assessment and prevention of falls in older people

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