Department of Social Work, Social Care and Youth and Community Studies. Department of Nursing and Midwifery

Transcription

1 Department of Social Work, Social Care and Youth and Community Studies Department of Nursing and Midwifery

2 Contents Page Completing the Practice Documentation: Student Checklist 3 Guidelines for Students and Practice Educators in completion of Practice Learning Documentation 4 Student Placement: Induction Checklist 5 Practice Learning Agreement: 8 Review of Practice meeting 19 Review of Practice Form Context of the Placement Work Undertaken Reflective Accounts References Evaluation of the Practice Learning 29 Direct Observation of a Student's Practise 30 Direct Observation Assessment Report 31 OSCA Report and Assessment Criteria 32 Testimonies from professionals 36 Pathway Visits 39 NMC graded Outcomes 40 Holistic Assessment using the Professional Capabilities Framework 59 Attendance Record 71 Practice Supervision Documentation: Supervision Record 79 Final Interview 80 Confirmation of joint NMC PCF Assessment 85 Academic Nurse Advisor confirmation 86 Notice of Placement Termination Form 88 Concerns/Action Planning Form 89 Concerns - Review of Action Plan 91 Record of meetings 92 Version (PCF): 21/12/17 SB Page 2 of 94

3 Completing the Practice Documentation: Student Checklist The following checklist should be completed and included in your portfolio for submission to the University Contents Page... Practice Learning Documentation Student Checklist... Signed Declaration of Confidentiality (see page 4)... Bibliography... Induction Checklist (see pages 5 and 6)... Review of Practice Form (see pages 15-19)... Context of the Placement words (see page 20)... Work Undertaken (see page 20)... Two 1000 word reflective accounts (see Page ) mapped to the Four NMC domains and PCF... Evaluation of the Practice Learning words (see page 20)... Direct Observation of a Student's Practise (see page 21): First SW Placement - minimum of two observations... Final Placement - minimum of three observations... Sample of one completed Service User and Carer Feedback Form (see page 32)... Two Testimonies Assessed competency documents NMC Completed OSCE Practice Educator Placement PCF Assessment Report, Section (see pages 23-31) Pass/Fail/Defer (delete as appropriate)... Practice Educator, mentor Student and Tutor signatures. Placement Daily Register (see pages 34 and 35)... Practice Supervision Documentation: Supervision Record (see page 36)... Notice of Placement Termination Form (if applicable - see page 37)... Concerns/Action Planning Form (if applicable - see pages 38-41)... Signed Confirmations (check all documents above that need signing to ensure they have)... Version (PCF): 21/12/17 SB Page 3 of 94

4 Guidelines for Students Nurse Mentors and Practice Educators in completion of Practice Learning Documentation Confidentiality Confidentiality refers to ensuring the anonymity of service users, including privileged information about them and the workplaces and organisations accessed by students on placements. When completing the documentation the following guidelines apply: No information should be included that allows a service user or carer to be identified. It is important to avoid details that may add up to allow identification of service users, carers or organisations. References should not be made to any organisation that would allow the site to be identified. When referring to service users and carers, their anonymity must be protected and names changed to fictitious ones. There must be a clear statement indicating that this has been done in the practice learning documentation. Also, the name of the organisation that you are placed within needs to be changed to a fictitious one. The complete Consent and Confidentiality Policy can be found on the Social Work Placements website under SHU Policies and also on the Practice Learning Blackboard site. Declaration of Confidentiality I hereby declare that I have read the above statement on confidentiality and I confirm that no information has been included in my portfolio which could allow a service user, carer, worker or any organisation(s) that I have accessed, whilst on placement, to be identified. The names I have used in my portfolio of evidence are fictitious with the exception of my practice educator, on-site practice supervisor (where applicable) and my university placement tutor. ANSW (LD) From: To: Final Placement Student Name: Signature: Date: Version (PCF): 21/12/17 SB Page 4 of 94

5 Student Placement: Induction Checklist Name of Student: Placement Start Date: The organisation where you are placed has a responsibility for you under the Health and Safety at Work Act The items below should be included as part of your induction into the organisation where your placement is based. Please tick ( ) the items below as they are covered and make a note of the date when this was covered. You should notify your university placement tutor of any items not covered within 10 working days of the start of your placement. If any items below are not applicable in your placement please note this, with a brief statement indicating why this is not the case. TASK Introduction to key staff members and their roles explained INTEGRATED induction site a sign and date site b sign and date Location of toilet facilities Location of staff room, canteen (if relevant) etc. Lunch, tea and coffee arrangements Dress code Work space How to answer the phone, transfer calls and make calls both internally and externally Post arrangements Car Parking Whistle Blowing Policy Data Protection including confidentiality and consent Emergency Procedures including cardiac arrest Specific Risks identified Version (PCF): 21/12/17 SB Page 5 of 94

6 Integrated induction HEALTH AND SAFETY ISSUES Health and Safety Policy received or location known Site A signed and dated Site B signed and dated SHU Health & Safety Policies SHU Health & Safety Service website Location of First Aid box Fire procedures and location of fire extinguishers Accident reporting and location of accident book Display Screen Equipment regulations/procedures COSHH Regulations Manual Handling arrangements Protective clothing arrangements Instruction on equipment you will be using (list equipment) Instruction, conditions and requirements following risk assessment Lone Working Policy Travel and Transport Risks Car Insurance Risk Assessment Version (PCF): 21/12/17 SB Page 6 of 94

7 Health and Safety Verification Signatures Student Signature: Date: Practice Educator Signature: Date: Mentor Signature Date On-site Educator Signature: Date: Version (PCF): 21/12/17 SB Page 7 of 94

8 ANSW (LD) Please do not include this Practice Learning Agreement in your portfolio of evidence. (The Practice Learning Agreement is to be completed by the Placement Tutor) Practice Learning: ANSW (LD) First SW Placement Final Placement Dates of Practice Learning Period: Start Finish Name of student: DBS (i) Disclosure undertaken: Yes (ii) No (ii) (i), (ii) See notes below Declaration of Health checks undertaken: Yes No Have completed an appropriate number of Skills Days: Yes No i) Disclosure and Barring Service (DBS), formerly known as Criminal Records Bureau (CRB). ii) A letter will be sent to the agency confirming this. Student's Local Home Address: Home Tel No: Mobile No: Personal Address: SHU Address: Emergency Contact Information: Please confirm that the Practice Educator is an HCPC Registered Social Worker (RSW): Yes No If this is a Final Placement, please confirm there is an HCPC RSW on-site: Yes No Please provide the name and contact details of the Practice Educator who will have overall responsibility for the student's learning and assessment and, if applicable, the name and contact details of the Practice/Work Supervisor. Please note: if the student's learning and assessment is to be by an Off-site Practice Educator, it is essential that there is a Practice/Work Supervisor at the student's placement to supervise their day to day activities. Onsite Practice Educator Offsite Practice Educator Practice/Work Supervisor (if applicable) Name: Position: Telephone No: Mobile No: Name: Position: Telephone No: Mobile No: Version (PCF): 21/12/17 SB Page 8 of 94

9 Please confirm that the Nurse mentor has sign off status Yes No Please provide the name and contact details of the Nurse Mentor who will have overall responsibility for the student's learning and assessment and, if applicable, the name and contact details of the co mentor. Sign of mentor Name: Position: Designation Date of last mentor update Date of last Triennial Telephone number Mobile No: Co mentor (if applicable) Name: Position: Designation Date of last mentor update Date of last Triennial Telephone number Mobile No: Version (PCF): 21/12/17 SB Page 9 of 94

10 Please confirm that the Practice Educator and the Practice/Work Supervisor/ Nurse mentor have had an Enhanced DBS Disclosure: Nurse Mentor Yes No Practice Educator Yes No Practice/Work Supervisor Yes No Please confirm the Board of Trustees and/or Employers of the agency have seen the Enhanced DBS Disclosures of their own staff and are aware of any criminal convictions disclosed. Site A Yes No Site B Yes No Name of person who will deputise if the Nurse mentor is absent: Address: Contact No: Name of person who will deputise if the Practice Educator is absent: Address: Contact No: Name of person who will deputise if Practice/Work Supervisor is absent: Address: Contact No: Name of Line Manager who is responsible for operational work undertaken by the student: Social Work: Nursing Address: Contact No: Any other colleagues who will be contributing to the student's learning? Name of Student's Placement Tutor Social work : Address: Name of Student's Placement Tutor Nursing : Address: Contact No: Contact No: Name of person who will deputise if Placement Tutor is absent: Address: Contact No: Version (PCF): 21/12/17 SB Page 10 of 94

11 Specify entitlement for planned absence(s): Student: See note below (iii) Practice Educator: Practice/Work Supervisor: Nurse Mentor Placement Tutors: iii) Students have a 10 days leave allowance leave must be taken for Bank Holidays, Personal Issues and Emergencies; students must agree in advance any leave dates where possible. The Full Leave allowance must be taken throughout the placement. Does the student understand about having appropriate motor insurance for business use? Without this they will not be able to use their car for placement work. If it is found out that the student is using their car without the appropriate insurance, the placement will be terminated. Yes No Has the student's previous experience and special interests been shared? Yes No Has the Practice Educator's experience and special interests been shared? Yes No Version (PCF): 21/12/17 SB Page 11 of 94

12 Has the Practice/Work Supervisor's experience and special interests been shared? Yes No Has the Reporting Accidents and Incidents on Placements procedure been discussed? Yes No Has the Procedure for a student sick from placement been discussed? Yes No Student support needs whilst in practice e.g. personal, health, dyslexia: If applicable, has the student shared any Learning Contract from the SHU Disabled Student Support Team, including any need for reasonable adjustments? Yes No Has the Practice Breakdown/Failing Students and Concerns Issues been discussed? Yes No Have Health & Safety issues been considered by the agency in relation to the Practice Learning? Yes No Have insurance issues been confirmed by the agency? Yes No While on agency business, has the student's travel expenses been discussed? Yes No (The Department of Health guidelines recommend that agencies contribute to travel expenses) Please specify the student's induction period and confirm that an induction programme is in place: Does the Practice Learning setting have formal Complaints, Harassment, Misconduct, Dangerous Practices and Disciplinary procedures which will also apply to a student on practice? Yes No If No, how are any potential complaints, incidents of harassment or misconduct investigated? Does the Practice Learning setting have Whistle Blowing procedures? Yes No Are you aware of the university's Whistle Blowing procedures? Yes No (Please refer to the Practice Learning Documentation) Required working hours for Practice Learning: ANSW (LD), 37½ hours a week (excluding lunchtime) plus 2.5 hours reflection total 40 hours There is a 3.5 hours a week study time included within the hours Start time: Finish time: Version (PCF): 21/12/17 SB Page 12 of 94

13 Arrangements for taking study time: (The university's requirement is the equivalent of half a day per week) Have any support groups for the student been identified or considered? Yes No Dates of student recall days or other commitments where applicable: What are the student's learning need goals and priorities in line with NMC and HCPC requirements Version (PCF): 21/12/17 SB Page 13 of 94

14 Outline the learning opportunities, including work to be undertaken by student during their Practice Learning, the range and type of learning in terms of both professions How will the student have the opportunities to learn and be assessed around diversity issues? Version (PCF): 21/12/17 SB Page 14 of 94

15 Methods of assessments to be used: (Tick as appropriate) a) Student's verbal self-report... b) Student's records... c) Audio tape (optional)... d) Video tape (optional)... e) Services User and/or Carer feedback... f) Colleague's assessment/testimonies... g) Observations/ OSCAS... h) Practice Learning Documentation materials and evidence provided by student... i) Supervision notes... j) Student Critical Reflective Log... h) simulation... Any other - please specify: Direct Observation of Practice (compulsory) ANSW (LD) o a minimum of two observations for First SW Placement (two by the Practice Educator with one having been completed by the Review of Practice meeting) o a minimum of three for Final Placement (three by the Practice Educator with two having been completed by the Review of Practice meeting) Arrangements for practice teaching and supervision i.e. frequency, length and by whom, including feedback on progress: The minimum requirement is 1½ hours per week (SW) and 1 hour nursing Each supervision meeting must be minuted and a record provided one week after the meeting; the minutes should be agreed and signed as a true record by both the student and the Practice Educator or Practice/Work Supervisor (as applicable)/ Nurse mentor and log sheet signed and dated. Any disagreements about the written notes should be recorded and shared, in writing Please confirm the student will be able to discuss the application of theory to practice and practice issues: Yes Please identify roles and responsibilities of the Practice Educator and the Practice/Work Supervisor: Please include any written contract between the Practice Educator and the Practice/Work Supervisor (the Placement Tutor can supply one if needed) Version (PCF): 21/12/17 SB Page 15 of 94

16 Which theories and methods could be explored in the Practice Learning setting? Preparation for supervision required from student: Version (PCF): 21/12/17 SB Page 16 of 94

17 Dates and/or frequency of joint meetings a) Date of Review of Practice/ Midway interview : b) Indicate the progress towards PCF outcomes/evidence indicated in the Practice Learning Documentation to be completed by the student before the Review of Practice c) Date Practice Educator requires final reports: d) Date Practice Educator will give their completed report to the student: e) Date of final interview and sign of by nurse metor: f) Date completed report required by the University: g) Date of Examination Board: Version (PCF): 21/12/17 SB Page 17 of 94

18 Practice Learning & Placement Approval/Review Audit/ PPQA Audit Please note, a student cannot be placed with an Agency if: there is no satisfactory audit at the site where they are to be placed, or the existing placement audit is more than two years old Have the Agencies had a satisfactory Practice Learning & Placement Approval/Review Audit/PPQA carried out within one year of the date of this Practice Learning Agreement? Yes No If 'Yes' please give date of last audit:... If 'No' and the audit is within two years of the date of this Practice Learning Agreement, the Placement Tutor should arrange to carry out a Review Audit at an opportune time e.g. at the placement Mid-Way Review. If there is no copy of the most recent, completed audit held at the Agency placement site, please contact Paul Benson at p.c.benson@shu.ac.uk who will a copy to the Practice Educator. Any other considerations (See relevant appendices) Signatures Practice Educator: Date: Practice/Work Supervisor: Date: Nurse Mentor Date Placement Tutor Date Placement Tutor: Date: Student: Date: This completed and signed Practice Learning Agreement needs to be handed in by the student on the first Recall Day. Version (PCF): 21/12/17 SB Page 18 of 94

19 Review of Practice meeting A progress review of all students must take place at the mid-point of each assessed practice learning period. The Review of Practice meeting is an opportunity for the Practice Educator, the student, and the university tutor to register their opinions as to the progress of the student and the continued suitability of the placement. The purpose of the Review of Practice meeting is to: provide constructive feedback to students determine current progress and the need for any further work required to meet learning and assessment objectives for the Practice Learning period ensure adequacy of the practice learning opportunities discuss other issues affecting the performance of the student or the progress of the Practice Learning Experience deal with concerns about marginal performance and risk of failure (Practice Educator is to ensure that the student and tutor should be aware of any concerns before the Review of Practice meeting) However, at any point during the practice learning, where there are significant concerns in relation to any one of the areas under review, in particular risk of failure, these should be brought to the attention of the Practice Educator, Practice/Work Supervisor, agency co-ordinator, university tutor and student, and a meeting arranged if appropriate. Concerns procedures must be followed in the event of a student being unable to evidence capability against the domains of the Professional Capabilities Framework and/or the HCPC Guidance on Conduct and Ethics for Students. This might be due to the student s performance or conduct but might also relate to issues such as: the agency being unable to provide adequate learning opportunities, or other matters impacting on the progress of the practice learning experience It is important that concerns are properly recorded by completing the Concerns/Action Planning Form (refer to Practice Learning Documentation). It is vital that concerns of any nature are identified early in the practice learning and are recorded fully. All parties should have a copy of the record. Discussions about concerns should address the following: i. identified areas of concern ii. iii. iv. action to be taken in order to address any concerns raised timescales within which the action is to be undertaken Where a concerns meeting replaces a Review of Practice the student must be informed of the concerns before the meeting. Version (PCF): 21/12/17 SB Page 19 of 94

20 Review of Practice Form Student: Sign Off Nurse Mentor: Practice Educator: Practice/Work Supervisor: Placement Tutor: Please note any changes (e.g. to contact details/arrangements) that have occurred since the initial Practice Learning Agreement meeting. 1) Learning Opportunities a) Students review of progress to date b) To what extent have the learning opportunities, outlined in the Practice Learning Agreement Form, been met to date? Version (PCF): 21/12/17 SB Page 20 of 94

21 c) How far is the practice providing sufficient learning opportunities to meet the curriculum requirements for HCPC and have the NMC Practice learning outcomes/ competencies been reviewed? 1) Learning Opportunities (cont.) d) What learning opportunities are available to the student to explore issues of anti-oppressive practice? e) Consider the student's needs at the start of the practice and the needs that have emerged during the first half of the practice (including the need to meet the Practice Learning Documentation). With these needs in mind, what learning opportunities should be made available to the student during the second half of the practice? Version (PCF): 21/12/17 SB Page 21 of 94

22 Social Work Practice: Nursing Practice: Version (PCF): 21/12/17 SB Page 22 of 94

23 2) Practice Arrangements a) How many days has the student missed from the practice learning? b) Do arrangements need to be made to ensure these days are made up so that the student completes a minimum number of days? c) Is the student's workload, agreed at the Practice Learning Agreement meeting, still appropriate? If not, what changes should be made? Version (PCF): 21/12/17 SB Page 23 of 94

24 2) Practice Arrangements (cont.) d) Comments on supervision arrangements as specified in the Practice Learning Agreement meeting (please comment on frequency; are these being undertaken every week?) e) Has the student had the opportunity to discuss the application of theory to practice and practice issues? 3) Assessment a) How many Direct Observations have been completed? Please provide details of date, observer and situation; including written feedback b) What progress has been made towards providing evidence to meet PCF outcomes? c) Has the student received feedback on their progress? d) Has the OSCA been completed? Version (PCF): 21/12/17 SB Page 24 of 94

25 e) Has at least one testimony been obtained? f) Record of Skills and Expereience maintained and reviewed? g) Medicines Management work in progress? h) What progress has been made towards meeting the NMC learning outcomes and competencies? Version (PCF): 21/12/17 SB Page 25 of 94

26 3) Assessment (cont.) i) Comment on the student's overall progress. What are the particular strengths of the student? Please comment on their achievements to date. j) What are the areas for future development? Nursing Social Work k) Are there areas of practice where the student is, so far, unable to demonstrate the required level of capability? l) Are there any issues affecting the delivery of the Practice Learning that need to be addressed, but do not require a Concerns Meeting? Version (PCF): 21/12/17 SB Page 26 of 94

27 3) Assessment (cont.) m) How will these be managed during the second half of the practice? n) Is it necessary to request a Concerns Meeting or has one already taken place? Signed: Date: Student: Nurse Mentor Practice Educator: Practice/Work Supervisor: Placement Tutor: Version (PCF): 21/12/17 SB Page 27 of 94

28 1. Context of the Placement This section needs to be completed by the student. Critically reflect on the placement agency, the population that it serves and its position with other agencies as part of multi-agency and multi-disciplinary practice. Consideration should be given to the philosophy of the organisation, the legal and policy context of the work and how the agency works to promote the best interests and rights of people who use services and carers. Evaluate how the placement agency encourages involvement and participation of people who use services and carers which should include evidence of how you have sought feedback on your practice from people who use services and carers. Relevant literature should be used to inform your critical reflection. NB for split site placements both organisations should be described. (Guideline 700 words) 2. Work Undertaken Present a brief list of work undertaken during the placement including the dates of when the work was completed. Please note whether the work was undertaken alone or with another worker e.g. Mrs B, Benefits Advice, 3 contacts - alone Workshop, Communication Skills. On completion of your placement, you need to obtain a signature from either your Practice Educator or Practice/Work Supervisor as verification of the work undertaken by you. 3. Reflective Accounts You need to write two critically reflective accounts of 1000 words each; literature and research should be used to inform your analysis: Task One o Select one example from your practice and identify and critically analyse the ethical issues, dilemmas and conflicts inherent in the work o Consider how legislation and policy has informed your approach o Reflect upon how you, and/or others, managed these ethical issues and dilemmas o Evaluate the effectiveness of your response. o Clearly referencing both NMC and PCF requirements (1000 words) Task Two o Select a case or piece of work where you have used a social work theory, model or method to inform your intervention o Discuss and explain why you have chosen this particular theory, model or method. Consider how legislation and policy has shaped your approach. Version (PCF): 21/12/17 SB Page 28 of 94

29 o Evaluate its effectiveness in term of the aims and objectives of your intervention.clearly referencing both NMC and PCF requirements (1000 words) 4. References Relevant literature should be used to inform your analysis and critical reflection and should be presented in accordance with the APA referencing style. 5. Evaluation of the Practice Learning This section should include the following: An evaluation of your progress over the course of your placement as a developing professional social worker An analysis of your learning and development needs (Guideline 700 words) Version (PCF): 21/12/17 SB Page 29 of 94

30 Direct Observation of a Student's Practise: First and Final SW Placements Guidance Notes A student's practise must be directly observed in relation to the nine domains of the Professional Capabilities Framework Direct Observation of practise must take place a minimum of: Three times for Final SW Placement For both the First and Final SW Placements, two Direct Observations must be undertaken by the Practice Educator. For just the Final SW Placement, one Direct Observation may be carried out by a suitably experienced Practice/Work Supervisor. The observations should include a range of tasks that both the student and the service users have been involved in. One Direct Observation of practise must take place before the Review of Practice meeting. Written feedback must be provided for the student and included in the Direct Observation Assessment Report, using the pro forma provided. NB: Brief information should be given to provide the context of the Observed Practice. Prior to the Observed Practice the student should identify the aims of the session and which domains of the Professional Capabilities Framework they hope to meet. The person undertaking the Observation should also identify aspects of practice they expect to observe. These should be discussed and agreed before the observation takes place. The feedback should identify how specific domains for Social Work have been met. Some verbal feedback should be given immediately following the Observed Practice. Written feedback should be given to the student normally within two weeks. (Guideline 500 words) Version (PCF): 21/12/17 SB Page 30 of 94

31 Direct Observation Assessment Report Please use the following headings: Situation Aim of Intervention Those Present Agreed domains to be met Feedback and Evidence linked to the PCF Domains Feedback should identify evidence of knowledge, skills and values that illustrates how specific capability requirements have been met. Positive Aspects of Practice Areas for Further Development Focus on some aspects of practice that could be further developed, possibly including strategies that have been discussed following the Direct Observation. Reflection Please comment on the student's ability to reflect on their practice in discussions following the Direct Observation. Signature Date Student's reflection on the Direct Observation (max 200 words) Students should write their comments on the observed practice and attach it to this form: Did they achieve the aims of the session? What did they think they did well? What could they have improved on? How do they intend to do this? Were there any unexpected problems that occurred in the direct observation? Please include any other comments that you feel are relevant. Student's Signature Date Version (PCF): 21/12/17 SB Page 31 of 94

32 Objective Structured Clinical Assessment [OSCA] The following pages contain the OSCA criteria for Year 3: Verbal and written communication with colleagues: This OSCA provides evidence primarily for Domain 2: Communication and Interpersonal skills, outcome 2 which states 'Communicates effectively with colleagues to support person-centred care and enhance quality and safety'. However, it also relates to a number of outcomes in Domain 1: Professional values, Domain 3: Nursing practice and decision making and Domain 4, Leadership, management and team working, so also provides evidence for these [see additional information overleaf]. It is advisable [wherever possible] to undertake the OSCA prior to the intermediate review of progress. This enables the sign off mentor to identify any developmental needs early and appropriate coaching can then be planned. This needs to be completed before the end of the placement 3 as it is part of the competencies to be assessed. Ideally, this OSCA should be undertaken on the nursing placement by the mentor. However, it can be undertaken by another Registered Practitioner supervising the student who can observe their practice and record achievement of the OSCA. The completed documentation then becomes part of the evidence, alongside testimonies, which the mentor on the hub placement can use to decide whether the student is competent Version (PCF): 21/12/17 SB Page 32 of 94

33 At the first observation: if the student's performance is 'satisfactory', then there is no requirement to repeat this OSCA unless there are concerns about the student's consistency of competence in relation to this area of practice. At the first observation: if the student's performance is 'unsatisfactory', then further practice should be undertaken and the OSCA undertaken again. If a second observation is required and the student still does not demonstrate the required level of competence, then this should be identified as 'concern about progress', documented and an action plan formulated to promote development. The student has until the final assessment date on Hub to become competent Conversely, if the student achieves 'satisfactory' during an OSCA, they are expected to maintain this standard throughout the placement. Successfully completing an OSCA should not be interpreted as having 'achieved' competence as this involves consistency of practice over time as well as the demonstration of understanding and application of underpinning knowledge. Therefore assessment of competence is judged at the final assessment on the Hub and involves the examination of a variety of evidence of which the OSCA is only one part Verbal and written communication with colleagues The OSCA criteria can be used in a variety of situations: the written report may be from one group of staff to another, and between agencies/professionals, or when a service user is transferred from one area to another. It can therefore be about a single service user or a group of 4, depending upon the situation. It should involve both verbal and written communication detailing the process. Version (PCF): 21/12/17 SB Page 33 of 94

34 Objective Structured Clinical Assessment [OSCA]: Verbal and written communication with colleagues: Criteria First observation Second Please indicate whether the student has performed the following by using tick/cross: 1. Information communicated is audible 2. Information communicated is clear and understandable 3. Communicates information factually, in a non-judgemental way 4. Information is organised logically 5. Information is concise, but comprehensive 6. Colleagues receive all the information they require for continuity of care and in order to make decisions effectively 7. Uses appropriate professional language, avoiding jargon 8. Responds appropriately to questions from colleagues they are sharing information with 9. Information presented is accurate and demonstrates knowledge and understanding of people in their care 10. Identifies risks and priorities in care, demonstrating knowledge and understanding of health conditions and their impact on people 11. Information maintains confidentiality and adheres to ethical, legal and professional frameworks as well as local policies 12. Appears confident and inspires confidence in others 13. Documentation in the nursing records is consistent with the verbal information sharing 14. Documentation in the nursing records is complete and accurate, using clear, appropriate and plain language 15. Adheres to ethical, legal and professional frameworks as well as local policies for record keeping and storage NB: Criteria in bold are critical criteria which students must achieve in order to be awarded satisfactory for Yes X for No observation for Yes X for No Version (PCF): 21/12/17 SB Page 34 of 94

35 Final Score out of possible 15. Identify any critical criteria not achieved Please delete/circle as appropriate [must score 12 including all critical criteria to Satisfactory/ Unsatisfactory Satisfactory/ Unsatisfactory be satisfactory] Signature of Registered Practitioner Please sign and date observation in appropriate column Feedback [must be provided if unsatisfactory or if scores less than 15] First observation Second observation NB: To achieve Domain 2, Outcome 3 at the end of the placement, the student must be able to undertake this to a satisfactory standard Version (PCF): 21/12/17 SB Page 35 of 94

36 Date Testimonies/constructive feedback from supervisors/other professionals ( including visits): This space provides an opportunity for any professional with whom the student has worked to give them feedback on their knowledge, skills attitude and/or behaviour. It should be focused and related to Practice Learning outcomes. Mentors should countersign to validate the entry. Students/practitioners should map the feedback to the relevant Practice learning outcome Signature & role Please identify the learning outcome this testimony provides evidence for Domain 1: Outcome number: Domain 3: Outcome number: Domain 2: Outcome number: Domain 4: Outcome number: Version (PCF): 21/12/17 SB Page 36 of 94

37 Date Testimonies/constructive feedback from supervisors/other professionals ( including visits): This space provides an opportunity for any professional with whom the student has worked to give them feedback on their knowledge, skills attitude and/or behaviour. It should be focused and related to Practice Learning outcomes. Mentors should countersign to validate the entry. Students/practitioners should map the feedback to the relevant Practice learning outcome Signature & role Please identify the learning outcome this testimony provides evidence for Domain 1: Outcome number: Domain 3: Outcome number: Domain 2: Outcome number: Domain 4: Outcome number: Version (PCF): 21/12/17 SB Page 37 of 94

38 Date Testimonies/constructive feedback from supervisors/other professionals ( including visits): This space provides an opportunity for any professional with whom the student has worked to give them feedback on their knowledge, skills attitude and/or behaviour. It should be focused and related to Practice Learning outcomes. Mentors should countersign to validate the entry. Students/practitioners should map the feedback to the relevant Practice learning outcome Signature & role Please identify the learning outcome this testimony provides evidence for Domain 1: Outcome number: Domain 3: Outcome number: Domain 2: Outcome number: Domain 4: Outcome number: Version (PCF): 21/12/17 SB Page 38 of 94

39 Date PATHWAY/ SPOKE RECORD (Not social work placement as this has separate documentation) This space is for the spoke/pathway provider(s) to comment on the student's progress, achievements in and contribution to the year 3 placement experiences. See guidance NB: HEALTH AND SAFETY: Please ensure induction completed and documented Action plan for spoke placement Signature & role Testimony Please identify the learning outcome this testimony provides evidence for Domain 1: Outcome number: Domain 3: Outcome number: Domain 2: Outcome number: Domain 4: Outcome number: Version (PCF): 21/12/17 SB Page 39 of 94

40 Date PATHWAY/ SPOKE RECORD (Not social work placement as this has separate documentation) This space is for the spoke/pathway provider(s) to comment on the student's progress, achievements in and contribution to the year 3 placement experiences. See guidance NB: HEALTH AND SAFETY: Please ensure induction completed and documented Action plan for spoke placement Signature & role Testimony Please identify the learning outcome this testimony provides evidence for Domain 1: Outcome number: Domain 3: Outcome number: Domain 2: Outcome number: Domain 4: Outcome number: Version (PCF): 21/12/17 SB Page 40 of 94

41 Version (PCF): 21/12/17 SB Page 41 of 94

42 Outcomes to be graded This section contains the practice learning outcomes to be graded, including the NMC competencies required for entry to the register. All outcomes within this Competency Assessment Document must be achieved before the end of the programme Sign-off mentors should judge whether the student has achieved the required Outcomes/ competencies identified in this document using evidence that is drawn from: direct observation of student performance Objective Structured Clinical Assessments verbal questioning, reflection and discussion about practice student's written reflection upon experience the testimony of others simulation in the practice setting Ongoing Achievement Record. Part A year' 1, 2 and 3 as well as Part B: The Record of Skills and Experience (Including evidence from and Social Work Practice learning Assessment Documentation) NB: Some of the competencies relate to experience only available in particular placement areas and so will have been achieved during the 3 years. It is vital therefore that the mentor refers to this evidence. Student progress should be assessed and recorded at the intermediate and final interviews. The mentor or other supervising registered practitioner remains accountable for delegating tasks to the student and must: 1. Be able to justify their decision to allow the student to undertake aspects of care by taking account of the student s level of education and their experience in the placement area. 2. Supervise the student as appropriate to their level of education Key to codes used within the document The outcomes to be graded and elements to be achieved within them have been mapped to the NMC Competencies for entry to the Register (2010). The relevant domain and competency number is identified in each outcome and by each element. Any Essential Skills Clusters included in the elements are indicated by the abbreviation ESC with the relevant number. Version (PCF): 21/12/17 SB Page 42 of 94

43 NMC Domain 1: Professional Values The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcome to be graded Elements to be achieved 1. Practises with confidence according to 'The code' (NMC, 2015) and within other recognised ethical and legal frameworks. [Domain 1, competency 1] In order to achieve this the student must demonstrate ALL the elements listed 1. Practises honestly and with integrity, upholding the reputation of the profession [Domain 1, comp 1] 2. Displays a professional image in their behaviour and appearance and recognises that they are a role model for others [ESC 1.3, 1.10, 1.11] 3. Demonstrates excellent punctuality/timekeeping and reliability in attendance [Domain 1, comp 1] 4. Recognises and can address ethical challenges relating to people s choices and decision-making about their care and acts within the law to help them and their families and carers find acceptable solutions [Dom 1, comp 1, ESCs 2.10] Mapped : Domain 1 competencies 1, 1.1, domain 3, competency 1 5. Ensures that people are aware of their student status and gains consent prior to involvement in any aspect of care. Ensures that the meaning of consent to treatment and care is understood by people or service user [Domain 1, comp 1, domain 3, comp1, ESC 8.2,8.3] 6. Applies principles of consent in relation to restrictions relating to specific client groups and working within legal frameworks [Domain 3, comp 1, Domain 1, comp1, ESC 8.2, 8.4] 7. Practises within ethical, legal and professional frameworks, local policies and role boundaries in order to protect self and others [ ESC , , , 18.13,18.14] 8. Understands and applies current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life. [Domain1, LD field comp 1.1, ESCs ,]NB: See appropriate evidence log part B Essential Skills Clusters; , 1.10,1.11,2.10, , ,12.9,14.1, ,18.13, Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved Code Signature Code Signature If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Please list any elements not achieved here. Write further comments in the Final Interview section NMC Domain 1: Professional Values The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Version (PCF): 21/12/17 SB Page 43 of 94

44 Outcome to be graded 2. Practises in a holistic, nonjudgemental, caring and sensitive manner [Domain 1, competency2] In order to achieve this the student must demonstrate ALL the elements listed Elements to be achieved 1. Avoids assumptions and supports social inclusion [Domain 1, comp 2, domain 2, comp 2 and 3] 2. Recognises and respects individual choice people's rights and choices; acknowledges diversity.[domain 1, comp 2, Domain 2, comp 1,2,3, ESC 1.4,3.1, ] 3. Promotes the autonomy, rights and choices of people with learning disabilities and supports and involves their families and carers, ensuring that each person s rights are upheld according to policy and the law.[domain 1, comp 2.1 LD field] 4. When seeking consent for involvement in care, recognises that people have a right to refuse care from an unqualified practitioner [Domain 1, comp 2, ESC 8.7, 11.9] 5. Recognises when a person's dignity is compromised or where there is inequality, discrimination and exclusion from access to care and where necessary challenges inequality, discrimination and exclusion from access to care [ Domain 1, comp 2, Domain 2, comp 4, ESC 3.5, 3.6, 4.4,4.6,14.7] 6. Acts professionally to ensure that personal judgements, prejudices, values and attitudes and beliefs do not compromise care [ESC 1.9, 1.12, 3.4] 7. Acts in a manner that is attentive, kind, sensitive, compassionate and non-discriminatory, that values diversity and acts within professional boundaries [Domain 1, comp 2, domain 2, comp 1, ESC 1.4,1.5, ] Mapped : Domain 1,Competency 2, 2.1, Domain 2, comp 1,2,3,4, 8. Engages with people in a way that ensures their dignity is maintained through making appropriate use of the environment, self and skills and adopting an appropriate attitude [ESC 3.2] Essential Skills Clusters; 1.4, 1.5, 1.9, 1.12,3.1, 3.2, , , ,8.7, 14.7 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved Code Signature Code Signature If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Please list any elements not achieved here. Write further comments in the Final Interview section Version (PCF): 21/12/17 SB Page 44 of 94

45 NMC Domain 1: Professional Values The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcome to be graded Elements to be achieved 3. Supports and promotes the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. [Domain 1, competency 3, links to domain 3, competency 8] In order to achieve this the student must demonstrate ALL the elements listed 1. Works with people in a way that values, respects and explores the meaning of their individual lived experiences of health problems[esc 2.1] 2. Works in partnership with service users, carers, families, groups, communities and organisations[ Domain 1, comp 4, domain 2, comp1, ESC 10.1,10.6] 3. Recognises and manages risk [Domain 1, comp 4, domain 3, comp 9. ESC 11.1, 11.2, 11.4, 11.5] 4. Promotes health and wellbeing whilst aiming to empower choices that promote self-care, safety and positive risk taking [Domain 1, comp 4+ domain 3, comp 8 and 8.1, ESC 3.7, 18.7] 5. Fully understands the nurse's various roles, responsibilities and functions. Adapts their practice to meet the changing needs of people, groups, communities and populations [Domain 1,comp 5] Mapped : Domain 1, Competencies 3,3.1, 4, 4.1, 5,6, Domain 2, competency 1, Domain 3, competencies 8, 8.1 and 9, domain 4, comp 7, 6. Understands and values the roles and responsibilities of other health and social care professionals. Seeks to work with them collaboratively for the benefit of all who need care [Domain 1, comp 6 + domain 4 comp 7, ESC 11.8,14.3,14.8] 7. Understands how these activities influence public health [Domain 1, comp 3] 8. Uses their knowledge and skills to exercise professional advocacy, and recognises when it is appropriate to refer to independent advocacy services to safeguard dignity and human rights[domain 1, comp 3.1 LD field]. 9. Recognises that people with learning disabilities are full and equal citizens, and promotes their health and wellbeing by focusing on and developing their strengths and abilities [Domain 1, comp 4.1 LD field]. Essential Skills Clusters; 2.1,3.7, 10.1, 10.6,11.1, 11.2,11.4, 11.5, 11.8, 14.3, 14.8,18.7 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved Code Signature Code Signature If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Please list any elements not achieved here. Write further comments in the Final Interview section Version (PCF): 21/12/17 SB Page 45 of 94

46 NMC Domain 1: Professional Values The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcome to be graded Elements to be achieved 4. Demonstrates responsibility and accountability for keeping knowledge and skills up to date through continuing professional development [Domain 1, comp 7] In order to achieve this the student must demonstrate ALL the elements listed 1. Aims to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal (Domain 1, comp 7, ESC 10.4) 2. Is professionally self-aware and self confident, yet recognises the limits of their competence and knowledge and works within these and their role boundaries [Domain 1, comp 8, ESC 1.2,1.9, 10.2, 18.5] 3. Reflects upon the limits of their competence and knowledge, seeking advice from or referring to other professional where necessary. Strives to improve their knowledge, skills and attitudes [Domain 1, Comp 7 and 8, Domain 3, comps 1, 2, Domain 4, comp 4, ESC 1.8,1.9, 1.14,10.4] 4. Takes responsibility for own learning, actively seeking opportunities to learn, through asking appropriate questions, participating in experience, supervision, feedback, reflection and evaluation. [Domain 1, comp 7 and 8, Domain 4, comp 4, ESC 5.13,14.4, 12.3,12.8] Mapped : Domain 1, Competencies 7,8, 9 Domain 3, Competency 1 and 2; Domain 4, competency 4, 5. Reads appropriately to support clinical learning and appreciates the value of evidence in practice, is able to understand and appraise research, apply relevant theory and research findings to their work and identify areas for further investigation [Domain 1, comp 9 and domain 3 comp 1 and 2, ESC 9.14] 6. Actively responds to compliments, complaints and other feedback. Provides assistance and support when people want to complain. Shares feedback with others in order to improve practice [ESC 12.1, ] 7. Is able to recognise, manage and deal with own emotions, using appropriate support systems when necessary [Dom 1, comp 8, ESC 1.7, 1.14, 5.11, 5.12,11.3, 12.2, 12.3, 17.5] Essential Skills Clusters; 1.2, , 1.14, ,9.14,10.2, 10.4, ,14.4, 17.5,18.5 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved Code Signature Code Signature If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Please list any elements not achieved here. Write further comments in the Final Interview section Version (PCF): 21/12/17 SB Page 46 of 94

47 NMC Domain 2: Communication and interpersonal skills The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcome to be graded 1. Is able to use therapeutic principles to build, maintain and, where appropriate, disengage from professional caring relationships, and always respects professional boundaries [Domain 2, competency 5] In order to achieve this the student must demonstrate ALL the elements listed Elements to be achieved 1. Engages appropriately and respectfully, building partnerships and therapeutic relationships through safe, effective and nondiscriminatory communication. [Domain 2, comp1] 2. Shows interest in those in their care, strives to get to know them as people, taking account of individual differences, capabilities and needs [Domain 2 comp 1, + links to domain 1, comp 1, 2, 4,] 3. Uses the full range of person-centred alternative and augmentative communication strategies and skills to build partnerships and therapeutic relationships with people with learning disabilities. [Domain 2, comp 1.1 LD field] 4. Interacts with the person in a manner that is interpreted as warm, genuine, sensitive, kind and compassionate, whilst acting within professional boundaries [Domain 2, comp 3, 5, ESC 2.1, 5.3] 5. Anticipates how people may feel in a given situation and responds with kindness and empathy to provide physical and emotional comfort [Domain 1, Comp 3, ESC 2.1, 5.6] 6. Engages appropriately and respectfully with the significant others of those in their care [ Domain 1, comp 4 and 5, ESC 1.12, 8.16] 7. Recognises and acts to overcome barriers in developing effective relationships with service users and carers [Domain 2, comp 3 and also Domain 1, comp 7, ESC 1.9, , 3.4, 5.5, 8.6] Mapped: Domain 2, Competencies 1, 1.1, 3, 4, and also domain 1, competencies 1,2,4,5, 7 Essential Skills Clusters : ESC 1.9, ,2.1, 3.4,4.2, 4.3, 5.3, 5.5,5.6, 8.6 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved Code Signature Code Signature If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Please list any elements not achieved here. Write further comments in the Final Interview section Version (PCF): 21/12/17 SB Page 47 of 94

48 NMC Domain 2: Communication and interpersonal skills The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcome to be graded 2. Uses a range of communication methods and technologies to support person-centred care, acquire understanding of people s needs and enhance quality and safety [Domain 2, competencies 2 and 3] Elements to be achieved 1. Ensures that people receive all the information they need in a language and manner that allows people to make informed choices and share decision making. They recognise when language interpretation or other communication support is needed and know how to obtain it[ Domain 2, competency 2] 2. Is able to make all relevant information accessible to and understandable by people with learning disabilities, including adaptation of format, presentation and delivery [Domain 2, comp 2.1 LD field]. In order to achieve this the student must demonstrate ALL the elements listed 3. Uses the full range of communication methods, including verbal, non-verbal, active listening and written communication to acquire and interpret people's needs and also to support therapeutic interventions [Domain 2, comp 3, ESC 6.11, 6.12, 20.5] 4. Demonstrates awareness of their own values and beliefs and the impact these may have on their communication with others. [Dom 2, Comp 3, ESC 5.10]. Mapped: Domain 2, Comps 2, 2.1,3, 3.1, 4, 4.1, 6 5. Takes account of the many different ways in which people communicate and how these may be influenced by ill health, disability and other factors and is able to recognise and respond effectively when a person finds it hard to communicate. [Domain 2, comp 3]. 6. Uses a structured approach to assess, communicate with, interpret and respond therapeutically to people with learning disabilities who have complex physical and psychological health needs or those in behavioural distress. [Domain 2, comp 3.1 LD field] 7. Uses strategies to enhance communication and remove barriers to effective communication, minimising risk from lack of or poor communication [ESC 3.3,6.6, 6.10] 8. Recognises when people are anxious or in distress and responds effectively, using therapeutic principles, to promote their wellbeing, manage personal safety and resolve conflict. They are able to use effective communication strategies and negotiation techniques to achieve best outcomes, respecting the dignity and human rights of all concerned. [Domain 4, comp 4, ESC 2.11, 4.7, 5.12] 9.Recognises situations when a third party should be consulted and know how to make referrals for advocacy, mediation or arbitration [ Domain 4, comp 4, Domain 2, comp 4, ESC 2.9, , 6.5, 6.8,6.13, ] 10. Recognises and responds therapeutically to the complex behaviour that people with learning disabilities may use as a means of communication [Domain 2, comp 4.1 LD field]. 11.Takes every opportunity to encourage health-promoting behaviour through education, role modelling and effective communication [Domain 2, comp 6] Essential Skills Clusters : 2.9,2.11,3.3, 4.7, , 5.10, , , , 20.5 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing Code: A =Achieved N= Not achieved Version (PCF): 21/12/17 SB Page 48 of 94

49 If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section and contact the link lecturer Code Signature Code Signature If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Please list any elements not achieved here. Write further comments in the Final Interview section NMC Domain 2: Communication and interpersonal skills The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcome to be graded Elements to be achieved 3. Communicates effectively with colleagues to support person-centred care and enhance quality and safety. [Domain 2, competency 2] In order to achieve this the student must demonstrate ALL the elements listed 1. Communicates effectively and sensitively, in different settings, using a range of communication strategies and technologies. Ensures that colleagues receive all the information they need in a language and manner that allows them to make decisions effectively [Domain 2, comp 2, 3, ESC 6.8] 2. Verbal communication both face-to-face and on the telephone is consistently clear, understandable, professional and appropriate to the person and situation [Domain 2, comp 2, 3; domain 4,comp 7, ESC 6.1,6.7, ,] 3. Always seeks to confirm understanding and responds to confirm what a person is communicating [ESC 6.3, 6.4] 4. Effectively communicates people's stated needs and wishes to other professionals [ ESC 6.5, 6.6, 13.1] 5. Maintains accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language [Domain 2, comp 7, ESC 6.2, 6.9] 6. Provides accurate and comprehensive verbal reports based on best available evidence [ESC 6.9] 7. Respects individual rights to confidentiality and keeps information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They actively share personal information with others when the interests of safety and protection override the need for confidentiality. [Domain 2, comp 8, ESC 1.4, , 7.9,8.1, 11.1, 11.2, 17.1, , 20.1,21.1, 30.1, 34.1,39.1] Mapped: Domain 2 Competency 2,3,4,7,8, also Domain 4, comp 7; Domain 1, competency 1 8. Works within legal and professional frameworks for record keeping [Dom 1, comp 1, Domain 2, comp 8, ESC 7.8,] Essential Skills Clusters: 1.4, , ,8.1,11.1, 11.2, 13.1,13.3,14.5,17.1, , 20.1,21.1, 30.1, 34.1,39.1 Version (PCF): 21/12/17 SB Page 49 of 94

50 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section Version (PCF): 21/12/17 SB Page 50 of 94

51 Domain 3: Nursing practice and decision making The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcomes to be achieved Elements to be achieved 1. Uses up-to-date knowledge and evidence to assess plan, deliver and evaluate care, communicate findings, influence change and promote health and best practice across a range of client groups [Domain 3, competency 1] In order to achieve this the student must demonstrate ALL the elements listed 1. Makes person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to ensure high quality care. [Domain 3, comp1] 2. Recognises when the complexity of clinical decisions requires specialist knowledge and expertise, and consults or refers accordingly. [Domain 3, comp1, ESC 9.19] 3. Recognises and responds to the needs of all people who come into their care, including babies, children and young people, pregnant and postnatal women, people with mental health problems, people with physical health problems and disabilities, older people, and people with long term problems such as cognitive impairment [.Domain 3, Competency 1.1 Field specific] [See appropriate evidence log Part B] 4. Ascertains and responds to the physical, social and psychological needs of people, groups and communities. They can plan, deliver and evaluate safe, competent, person-centred care in partnership with them, paying special attention to changing health needs during different life stages, including progressive illness and death, loss and bereavement.[domain 3, competency 4, ESC 10.6][See evidence log Part B] Mapped Domain 3, competency 1, 1.1, 2, 4, 7.2, 5. Demonstrates a broad knowledge of the structure and functions of the human body and other relevant knowledge from life, behavioural and social sciences as applied to health, ill-health, disability, ageing and death [Domain 3, competency 2, ESC 9.11] 6. Demonstrates in-depth knowledge of common physical and mental health problems and treatments in their own field of practice, including co-morbidity and physiological and psychological vulnerability [Domain 3, comp 2] 7. Demonstrates knowledge of pharmacology and commonly administered drugs, their therapeutic actions, risks and benefits [Domain 3, comp 1, 6, ESC 36.2, 36.3] 8. Demonstrates understanding of legal, professional and ethical frameworks relating to safe prescribing and administration of medicines[ Domain 1,comp 1, ESC 34.1, 34.3] Essential Skills Clusters 9.1, 9.19, 10.6, 34.1,34.3, 36.2, 36.3 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Final assessment Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Version (PCF): 21/12/17 SB Page 51 of 94

52 Please list any elements not achieved here. Write further comments in the Final Interview secttion Domain 3: Nursing practice and decision making The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcome to be graded Elements to be achieved 2. Can carry out a comprehensive, systematic, holistic assessment in partnership with service users and others. [Domain 3, comp 3] In order to achieve this the student must demonstrate ALL the elements listed 1. Takes account of relevant physical, social, cultural, psychological, spiritual, genetic and environmental factors [Domain 3 comp 3, ESC 4.1, 9.12, 9.13] 2. Effectively uses interaction, observation and measurement when assessing [Domain 3, Comp 3, ESC 9.2, ]. 3. Uses a structured, person-centred approach to assess, interpret and respond therapeutically to people with learning disabilities, and their often complex, pre-existing physical and psychological health needs. They can work in partnership with service users, carers and other professionals, services and agencies to agree and implement individual care plans and ensure continuity of care.[domain 3, comp 3.1 LD field] Mapped: Domain 3, Competencies 3, 3.1, 7, 7.1, 9 4. Recognises and interprets signs of normal and deteriorating mental and physical health. Responds autonomously and promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe.[domain 3, comp 7. ESC 9.1, 9.20, 9.21, 10.5,17.1, ] 5. Recognises when a person is at risk and in need of extra support and protection and takes reasonable steps to protect them from abuse [Domain 3, comp 9, ESC 11.1, 11.2,11.7] 6. Uses knowledge of commonly administered medicines to recognise and act promptly in cases where side effects and adverse reactions occur [ESC 36.1] Essential Skills Clusters: 4.1, 9.1,9.2, , 9.20,9.21, 10.5,,11.1,11.2, 11.7, 17.1, , 36.1] Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Final assessment Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section Version (PCF): 21/12/17 SB Page 52 of 94

53 Domain 3: Nursing practice and decision making The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcomes to be graded Elements to be achieved 3. Is able to plan safe, competent person-centred care to meet the needs of people, groups and communities [Domain 3, competency 4] In order to achieve this the student must demonstrate ALL the elements listed 1. Works in partnership with the person, group or community, actively empowering people to be involved in the care planning process [Domain 3, comp 4, ESC 2.1,2.13, 5.9,9.12, 9.13] 2. Plans safe, effective, evidence-based care by interpreting, recording and sharing information based on assessment. [ESC 9.8, 9.10] 3. Recognises and responds to the changing health needs during different life stages, including progressive illness and death, loss and bereavement [Domain 3, comp 4, ESC 9.5] Mapped: Domain 3: competencies 4, 5, 5.1, also Domain 1 comp 1, Domain 2, competency 7 and 8 4. Is able to lead the development, implementation and review of individual plans for people with learning disabilities, to promote their optimum health and wellbeing and facilitate their equal access to all health, social care and specialist services. [Domain 3, comp 5.1 LD field] 5. Demonstrates understanding of public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities. [Domain 3, comp 5, ESC 9.3, 9.4] 6.Uses a range of information and data to assess the needs of people, groups, communities and populations, and works to: improve health, wellbeing and experiences of healthcare, secure equal access to health screening, health promotion and healthcare and promote social inclusion.[ Domain 3, comp 5, ESC 9.22] 7. Works within legal and professional frameworks for record keeping. Recognises the plan of care as a legal document and maintains accurate, clear and complete records. [Domain 2, comp 7 and 8, Domain 1, comp 1, ESC 7.8,] Essential Skills Clusters 2.1,2.2,2.13,7.8, , 9.8, 9.10,9.12,9.13,9.22 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved Code Signature Code Signature If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Please list any elements not achieved here. Write further comments in the Final Interview section Version (PCF): 21/12/17 SB Page 53 of 94

54 Domain 3: Nursing practice and decision making The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcome to be graded Elements to be achieved 4. Delivers safe, competent, personcentred care, demonstrating awareness of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, the calculation and administration of medicines and the use of medical devices 1 and equipment. [Domain 3, competency 4 and 6] In order to achieve this the student must demonstrate ALL the elements listed 1. Ascertains and responds to the physical, psychological and social needs of people and groups. For those who are unable to maintain their own activities of living, provides personalised care, or assists them with their care, or makes provisions for their care, determining their preferences and maintaining dignity at all times.[domain 3, comp 4, ESC 2.3, 2.6 and 2.7] 2. Demonstrates effective hand hygiene and appropriate use of standard infection control precautions when caring for all people[ Domain 3, comp 6, ESC 21.1, 22.1] 3. Maintains a high standard of personal hygiene and adheres to dress code for the prevention and control of infection, including: clothing, footwear, hair, piercings and nails, according to local and national guidelines and appropriate to the environment and situation [Domain 1, comp1, domain 3, comp 5,6, ESC ] 4. Demonstrates safe practice in administration of medicines, including safety and accuracy in the process of medicationrelated calculations, monitoring for side effects/adverse effects and accurate record keeping [*numeracy skill, Domain 3, comp 6,, ESC,33.2, 36.3, 39.2] Mapped: Domain 3, Competency 4,6 and domain 1, competency 1 5. Demonstrates safe moving and handling 2 techniques, understands and works within the laws governing health and safety at work [Domain 3, comp 6, Domain 1, comp1] 6. Evaluates the use of interventions, treatments, medical devices and equipment, reporting any concerns promptly through appropriate channels and modify care where necessary to maintain safety. Contributes to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes [Domain 3, comp 6, ESC 20.4] Essential Skills Clusters: 2.3, 2.6, 2.7, ,18.2, , 21.1, 22.1, ,33.2, 36.3, 39.2 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved Code Signature Code Signature If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Please list any elements not achieved here. Write further comments in the Final Interview section 1 Medical devices can range from simple tongue depressors/bedpans to more technical, invasive equipment the most common of which are syringes and needles 2 This can involve any moving and handling, it does not have to involve patients/clients Version (PCF): 21/12/17 SB Page 54 of 94

55 Domain 3: Nursing practice and decision making The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcome to be graded Elements to be achieved 5. Participates in activities which aim to promote self-care as well as to optimising health and wellbeing [Domain 3, competency 8] In order to achieve this the student must demonstrate ALL the elements listed 1.Promotes self-care and management whenever possible and actively supports people to self-care [Domain 3, comp 8, ESC 2.4, 2.12] 2. Is sensitive and empowers people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves.[domain 3, comp 8, ESC 2.5, 2.8,2.14, 9.16, 40.5] 3. Works in partnership with people with learning disabilities and their families and carers to facilitate choice and maximise selfcare and self-management and co-ordinate the transition between different service and agencies.[domain 3, comp 8.1 LD field] Mapped: Domain 3, Competency 8,8.1, also domain 1, comp 3 and 4 5. Provides educational support and therapeutic nursing interventions to optimise health and well being [Domain 3, comp 8] 6. Assesses the person's ability to safely self-administer their medicines and can teach and supervise others in administration or self-administration of medicines, providing clear and accurate information [ESC ,38.4, 38.5] 7. Works confidently as part of the team and where relevant as leader, to develop treatment options and choices with the person receiving care and their carers [ESC 9.17, 9.18, 35.9] Essential Skills Clusters: 2.4,2.5,2.8, 2.12,2.14, ,35.9, 38.4,38.5, Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Final assessment Code: A =Achieved N= Not achieved Code Signature Code Signature If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Please list any elements not achieved here. Write further comments in the Final Interview section Version (PCF): 21/12/17 SB Page 55 of 94

56 Domain 3: Nursing practice and decision making The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcome to be graded Elements to be achieved 6. Evaluates care, using a range of methods, amending the plan of care is necessary in order to improve clinical decision making, quality of care or outcomes [Domain 3, competency 10] In order to achieve this the student must demonstrate ALL the elements listed 1. Detects, records, reports and responds appropriately to signs of deterioration or improvement [Domain 3, comp 7, 5, 6, 7,7.1, 10, Domain 4, comp 2, ESC 10.5] 2. Evaluates the effect of interventions, taking account of people's and carers' interpretation of physical, emotional and behavioural changes [Domain 3, comp 1, 4, 9, ESC 10.9] 3. Involves the person in review and adjustments to their care, communicating changes to others [Domain 3, comp 10, ESC 10.1,10.10] 4. Is able to evaluate care and treatment, reports any concerns promptly through appropriate channels and modifies care where necessary to maintain safety [ Domain 3, comp 6, 5,10] 5. Uses up-to-date knowledge and evidence to evaluate care, influence change and promote health and best practice [Domain 3, comp 1,2, 3] 6. Recognises when the complexity of decisions requires specialist knowledge and consult or refer accordingly [Domain 3, comp 1] Mapped: Domain 3, competencies 1,2, 3, 4, 5,6,7,7.1,9,10 also Domain 4, competency 2 Essential Skills Clusters: 10.1,10.5,10.9, Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Final assessment Code: A =Achieved N= Not achieved Code Signature Code Signature If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Please list any elements not achieved here. Write further comments in the Final Interview section Version (PCF): 21/12/17 SB Page 56 of 94

57 Domain 4 : Leadership, management and team working The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcome to be graded 1. Works cooperatively and effectively as a team member [Domain 4, competency 6 and also Domain 1, competency 6] In order to achieve this the student must demonstrate ALL the elements listed Mapped: Domain 4, Competencies 5,6, 6.1, 6.2, and 7 also Domain 1, competencies 1,,5,6,7,8 Elements to be achieved 1. Contributes as an effective team member, supporting and assisting others appropriately[domain 4, comp 6, ESC 17.2; 14.2] 2. Demonstrates professional commitment by working flexibly to meet service needs to enable quality care to be delivered [Domain 1, comp 1, 5, ESC 17.3, 17.4] 3. Negotiates with others in relation to balancing competing and conflicting priorities [ESC 16.6] 4. Facilitates nursing students and others to develop their competence, using a range of professional and personal development skills [Domain 4, comp 5, ESC 15.5] 5. Works effectively within and across professional and agency boundaries, actively involving and respecting others' contributions to integrated person-centred care [Domain 4, comp 7, Domain 1, comp 6, ESC 7.7, 9.15,14.3,14.10] 6. Uses leadership, influencing and decision-making skills to engage effectively with a range of agencies and professionals. They are able, when needed, to represent the health needs and protect the rights of people with learning disabilities and challenge negative stereotypes.[domain 4, comp 6.1 LD field] 7. Works closely with stakeholders to enable people with learning disabilities to exercise choice and challenge discrimination.[domain 4, comp 6.2 LD field] 8. Knows when and how to communicate with and refer to other professionals and agencies in order to respect the choices of service users and others[domain 4, comp 7, Domain 1, comp 6,8, ESC 7.7, 9.19,14.10] 9. Promotes shared decision making in order to deliver positive outcomes and coordinate smooth effective transition within and between services and agencies [Domain 4, comp 7, Domain 1, comp 8, ESC 11.6, 12.4,13.1,14.6] Essential Skills Clusters: 7.7,.7,9.15,9.19, 11.6,12.4,13.1,14.2, 14.3,14.6,14.10, 15.5,16.6, Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved Code Signature Code Signature If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Please list any elements not achieved here. Write further comments in the Final Interview section Version (PCF): 21/12/17 SB Page 57 of 94

58 Domain 4 : Leadership, management and team working The student can work independently, with minimal or indirect supervision in a safe and confident manner to achieve the following: Outcome to graded 2. Is able to manage self effectively and can take the lead in coordinating, delegating and supervising care safely and managing risk being accountable for the care given [Domain 4, comp 6, ESC 14.8] In order to achieve this the student must demonstrate ALL the elements listed Elements to be achieved 1. Acts as a change agent and provides leadership through quality improvement and service development to enhance people's wellbeing and experiences of healthcare. [Domain 4, comp1]. 2.Systematically evaluates care and ensures that they and others use the findings to help improve people s experience and care outcomes and to shape future services [Domain 4, comp 2, ESC 18.9, 18.10] 3. Uses data and research findings on the health of people with learning disabilities to help improve people s experiences and care outcomes, and shape of future services [Domain 4, comp 2.1 LD field]. 4. Identifies priorities and manages time and resources effectively to ensure the quality of care is maintained or enhanced [Domain 4, comp 3, ESC 10.7, 16.5, 17.7,17.8] 5. Takes decisions and is able to answer for these decisions when required [Domain 4, comp 5, ESC 16.2] 6. Demonstrates self-awareness and recognises how their own values, principles and assumptions may affect their practice. They maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation[ Domain 4, comp 4, ESC 15.5] 7. Acts as a positive role model for others, inspires confidence and where appropriate, provides clear direction for others [Domain 4, comp 1,5, Domain 1, comp 1, ESC 14.9, 16.1,16.4, 24.4] 8. Works within the requirements of the code (NMC, 2015) in delegating care and when care is delegated to them. Prepares, supports and supervises those to whom they delegate care to, taking responsibility for delegating and recognising the accountability of Registered Nurses [Domain 4, comp 6,7, Domain 1, comp 1, ESC ] 9. Is able to take the lead in ensuring that people with learning disabilities receive support that creatively addresses their physical, social, economic, psychological, spiritual and other needs, when assessing, planning and delivering care. [Domain 4, comp 1.1 LD field] 10. Assesses and implements measures to manage, reduce or remove risk that could be detrimental to people, self and others [Domain 4, comp 6, ESC 11.10, 17.10, 17.1, ] Mapped: Domain 4, competencies 1, 1.1, 1.2, 2.1, 3,4,5,6,7 also Domain 1, competency Provides direction through leadership and education to ensure that LD nurses' unique contribution is recognised in service design and provision. [Domain 4, comp 1.2, LD field] Essential Skills Clusters : 10.7, 11.10,14.8,14.9, ,16.1, ,16.5,17.7, 17.8, 17.10,17.11, ,19.1,19.2,24.4 Version (PCF): 21/12/17 SB Page 58 of 94

59 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved Code Signature Code Signature If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Please list any elements not achieved here. Write further comments in the Final Interview section Version (PCF): 21/12/17 SB Page 59 of 94

60 Holistic Assessment using the Professional Capabilities Framework Placement Assessment Report Template SECTION 1: Summary of assessment and supporting evidence 1.1 Placement details Student Practice Educator Practice/Work Supervisor (if applicable) Placement details (delete as applicable) First SW placement Final SW placement Adults Children Field Day Residential Dates of placement HEI tutor 1.2 FINAL ASSESSMENT FOR THIS PLACEMENT- See Section 2 for holistic assessment report Recommendation Pass Fail Defer Practice educator signature Student signature Tutor signature Date 1.3 Summary of documentation and assessments taken into account in this recommendation Assessment Date Previous practice assessment report 3 Learning agreement Interim review(s) Practice/Work Supervisor s report 4 3 Assessment of readiness for direct practice (First placement) or First placement assessment report (Last placement) 4 If applicable Version (PCF): 21/12/17 SB Page 60 of 94

61 1.4 Summary of any issues or circumstances taken into account in this recommendation (please give brief summary and attach additional information in a report if relevant e.g. investigation of a complaint, dyslexia assessment) Issue Brief description (max 150 words each) 5 Additional information? Placement e.g. workload, PE and/or organisational factors etc. Student e.g. health, personal circumstances, disability etc. Yes/No Yes/No 1.5 Summary of evidence linked to the PCF used to support this recommendation 6 Type of evidence Evidence No List title(s) of documents used in each category with dates Direct Observations 1 2 Service User and Carer feedback Critical reflection of practice Extracts from supervision notes Student work products 9 10 Other e.g. presentations Additional summary information can be appended if required 6 The number of documented pieces of supporting evidence is for guidance. Programmes may wish to vary these according to locally determined agreements Version (PCF): 21/12/17 SB Page 61 of 94

62 SECTION 2: Assessment Report Holistic assessment PCF level descriptor By the end of the first placement students should demonstrate effective use of knowledge, skills and commitment to core values in social work in a given setting in predominantly less complex situations, with supervision and support. They will have demonstrated capacity to work with people and situations where there may not be simple clear-cut solutions. By the end of qualifying programmes, demonstrated in the context of the last placement newly qualified social workers should have demonstrated the knowledge, skills and values to work with a range of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to work with more complex situations; they should be able to work more autonomously, whilst recognising that the final decision will still rest with their supervisor; they will seek appropriate support and supervision. Please provide an overall judgement of the student s professional capability with reference to the level descriptor for this placement, taking into account: Capability across all nine domains of the PCF Progressive assessment of the candidate s capability during the placement Any factors that may have affected the student s progress during the placement Link your comments to examples of evidence presented over the course of the placement and, if appropriate, information provided in Section 3 to support the overall assessment. (Guideline approximately 500 words) Feedback on overall capability Cross reference Evidence number Version (PCF): 21/12/17 SB Page 62 of 94

63 Assessment of student s future learning need/priorities (Guideline approximately 200 words) Cross reference Evidence number Student s comments on assessment (Guideline approximately 300 words) Tutor s comments on the assessment (Guideline approximately 200 words) Version (PCF): 21/12/17 SB Page 63 of 94

64 Version (PCF): 21/12/17 SB Page 64 of 94

65 SECTION 3: Holistic assessment of each domain Please provide additional information to support your overall assessment in Section 2. This will be essential if the student has not demonstrated capability in one or more of the domains, or you have other, specific concerns. You may also wish to comment on other relevant evidence from the placement you have not discussed in Section 2, for example, highlighting a student s strengths, progress or areas for development in a particular domain. (Guideline approximately 250 words maximum per domain) Domain 1 Professionalism Identify and behave as a professional social worker, committed to professional development Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator. Assessment Evidence used to support judgement Capability at level for this placement Demonstrated Not demonstrated Domain 2 Values and Ethics Apply social work ethical principles and values to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law. Assessment Evidence used to support judgement Capability at level for this placement Demonstrated Not demonstrated Version (PCF): 21/12/17 SB Page 65 of 94

66 Domain 3 Diversity Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multidimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately. Assessment Evidence used to support judgement Capability at level for this placement Demonstrated Not demonstrated Domain 4 Rights, Justice and Economic Wellbeing Advance human rights and promote social justice and economic wellbeing Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty. Assessment Evidence used to support judgement Capability at level for this placement Demonstrated Not demonstrated Version (PCF): 21/12/17 SB Page 66 of 94

67 Domain 5 Knowledge Apply knowledge of social sciences, law and social work practice theory Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice. Assessment Evidence used to support judgement Capability at level for this placement Demonstrated Not demonstrated Domain 6 Critical reflection and Analysis Apply critical reflection and analysis to inform and provide a rationale for professional decisionmaking Social workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity. Assessment Evidence used to support judgement Capability at level for this placement Demonstrated Not demonstrated Version (PCF): 21/12/17 SB Page 67 of 94

68 Domain 7 Intervention and Skills Use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse Social workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with. Assessment Evidence used to support judgement Capability at level for this placement Demonstrated Not demonstrated Domain 8 Contexts and organisations Engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional settings Social workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities. Assessment Evidence used to support judgement Capability at level for this placement Demonstrated Not demonstrated Version (PCF): 21/12/17 SB Page 68 of 94

69 Domain 9 Professional Leadership Take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual s contribution will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals. Assessment Evidence used to support judgement Capability at level for this placement Demonstrated Not demonstrated Version (PCF): 21/12/17 SB Page 69 of 94

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71 ATTENDANCE RECORD- guidance notes Record of Attendance The NMC requires students to complete 2300 hours of practice throughout the programme and if appropriate to the placement, includes experiencing practice over the whole 24 hr day/ full week. They are therefore expected to work shift patterns reflected by their colleagues and also to work weekends and night duty in order that they are able to work alongside mentors 7. Whilst in practice students are expected to attend work for 37.5 hours per week. It is recognised that, due to shift patterns, there may be some slight fluctuation in this, but this should be the typical working week. In addition, students are expected to complete 2.5 hours of reflection each week and this should be verified and signed by the mentor/supervisor. These reflection hours are counted as clinical hours, so it is vital that if mentors have any concerns that the student is not using these hours to complete the required reflection and study related to practice, they should identify this in the 'record of concerns section'. Therefore, this means that the student should achieve 40 hrs of clinical practice weekly [even though they attend for just 37.hrs], so that over a 20 week period, if the student has full attendance and evidence to show they have used reflective hours appropriately, then 800 hours of clinical experience should be documented.students should document the hours worked each day & the total should exclude breaks. These hours must be verified by the signature of their mentor or registered practitioner on duty. The 800 hours required for the placement equates to 100 days as is required by the HCPC, these hours/days must also be countersigned by the onsite social work supervisor/ Practice educator. Banks holidays: The HCPC requires students to work Bank holidays, if students are unable to work on the bank holiday they must use either an annual leave day, or make alternate arrangements to make up the 7.5 hours. Study days: Students are entitled to 3.5 hours study leave per week, this may be taken on a fortnightly basis as a whole day. Where students are on a split site placement the study time must be taken equally across both sites over the placement period. Students have 3 University recall days they must be given 7.5 hours for these. Annual leave: Students are entitled to 10 days leave over the 22 week placement period, where necessary leave days must be used for bank holidays. All leave must be negotiated with placement areas in advance. Sickness/Absence : all student absence/sickness MUST be clearly recorded on the attendance sheet and verified by the mentor. The code S or A should be documented. Students MUST follow correct local and University procedures for reporting sickness, otherwise they will be marked 'Absent'. Tel: Further guidance is available in the 'Student working hours in practice policy [SHU, 2015]. This can be accessed at the following web site. In addition, extra attendance sheets can be downloaded from this site Version (PCF): 21/12/17 SB Page 71 of 94

72 5446, or If students do miss time, then they can 'make up' time, but this must be clearly indicated. They cannot use this as a mechanism for 'swapping' shifts or disguising absence. Special leave /compassionate leave: All special leave and compassionate leave must be authorised by the Student Support Officer at SHU. Any Special or Compassionate Leave authorised by mentor out of hours, must be reported by the mentor/senior practitioner on duty to the Student Support Officer at SHU on the next working day of the University. The code SL or CL should be documented NB: Fraudulent entry signatures by a student in any document is a serious disciplinary matter that will be investigated by the University and may result in exclusion of the student from the programme. No tippex should be used. Any alterations should be countersigned by the mentor/registered practitioner In date box indicate day/month/yr: EG: 12/07/12 except when undertaking night duty. Please indicate night duty in the 'Date box' EG 12/07/NStudents are reminded that fraudulent entry signatures by a student in any document are a serious disciplinary matter that will be investigated by the University and may result in exclusion of the student from the programme. No tippex should be used and any alterations should be countersigned by the mentor/registered practitioner Version (PCF): 21/12/17 SB Page 72 of 94

73 UNDERGRADUATE OFFICE: Please photocopy this page Name of Student..Name of Placement Area Week 1 Week 2 Week 3 Week 4 Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Monday Tuesday Wednesday Thursday Friday Saturday Sunday Reflection hours Total Hours per week Total days per week Version (PCF): 21/12/17 SB Page 73 of 94

74 Name of Student..Name of Placement Area Week 5 Week 6 Week 7 Week 8 Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Monday Tuesday Wednesday Thursday Friday Saturday Sunday Reflection hours Total Hours per week Total days per week Version (PCF): 21/12/17 SB Page 74 of 94

75 Name of Student..Name of Placement Area Week 9 Week10 Week 11 Week 12 Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Monday Tuesday Wednesday Thursday Friday Saturday Sunday Reflection hours Total Hours per week Total days per week Version (PCF): 21/12/17 SB Page 75 of 94

76 Name of Student..Name of Placement Area Week 13 Week 14 Week 15 Week 16 Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Monday Tuesday Wednesday Thursday Friday Saturday Sunday Reflection hours Total Hours per week Total days per week Version (PCF): 21/12/17 SB Page 76 of 94

77 Name of Student..Name of Placement Area Week 17 Week 18 Week 19 Week 20 Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Date Hours Worked Practice Educator Signature Mentor Signature Monday Tuesday Wednesday Thursday Friday Saturday Sunday Reflection hours Total Hours per week Total days per week Version (PCF): 21/12/17 SB Page 77 of 94

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79 PHOTOCOPY THIS PAGE AND STAPLE TO ELECTRONIC RECORD OF HOURS MAKE-UP HOURS PAGE. Student Name. Cohort.. This page is specifically for the documentation of 'make- up' hours. This is to enable the student to meet NMC requirement by compensating for hours that have been missed through sickness/absence. Total number of make-up hours Sign off mentor s signature Date Hours Worked Name of hub/spoke/ Visit area where hours made up Signature of Registered Practitioner Date Hours Worked Name of hub/spoke/ Visit area where hours made up Signature of Registered Practitioner Date Version (PCF): 21/12/17 SB Page 79 of 94

80 Practice Supervision Documentation: Supervision Record Student Full Name: Practice Educator: Nurse Mentor Placement Week Date.. Planned or Unplanned Time New date if reorganised Student's signature Signature of practice educator or practice/ work supervisor/ nurse mentor Version (PCF): 21/12/17 SB Page 80 of 94

81 Final Interview: Guidance notes In this interview the mentor and the student discuss the learning achieved on the placement and complete all relevant documentation, checking: Student self assessment- that this has been completed Outcomes/competencies: that a grade has been assigned to each and signed by the mentor. If any outcomes have been identified as 'not achieved' then a REFER 8 grade is documented for the appropriate domain That the OSCA has been undertaken and that this has been graded, signed and dated If outcomes achieved via simulation- the section has been completed/ signed by the mentor Any outcomes not achieved- that these are clearly identified in the REFER box alongside the signature and that the reasons for referral are clearly stated within the feedback section Reflection on experience - the student should have completed at least four pieces of reflection on this placement. Record of Skills and Experience- that entries have been made and signed in the range of experience log and relevant skills undertaken have also been signed by an appropriate member of staff Testimonies of staff- the student should have obtained at least two testimonies from someone who has worked with them Testimony from service user/client/relative-the mentor, or if appropriate the student should obtain a testimony from someone they have cared for Spoke/pathway documentation- if the student has undertaken a spoke experience, that this is documented and a testimony included within this. Attendance record- hours worked have been documented and totals calculated and signed Mentor details have been completed [first page of this section] NB this is vital for validity of assessment. Documentation has been completed or countersigned by a 'sign off mentor' Final interview has been documented, and the overall grading is confirmed, dated and signed 8 If a REFER grade has been awarded, the student has a 2nd attempt for which arrangements will be made for the student to return to practice for a period of 4 weeks. As with all referred students, the outcomes not achieved should be identified, an action plan developed and the student afforded the opportunity and support to reach the required standard. If by the end of the placement, the student has not achieved the required standard, then at this point a FAIL grade should be awarded. Version (PCF): 21/12/17 SB Page 81 of 94

82 Final Interview -PLACEMENT 3: First Attempt Student Name - Student Number - Cohort - Programme Mentor Name - Placement Name - Placement From - Placement To Professional values Self-Assessment The student should assess their progress and achievements within the domains Communication and interpersonal skills Nursing practice and decision making Leadership, management and team working Particular strengths Areas for development The Final Interview - PLACEMENT 3: First Attempt Version (PCF): 21/12/17 SB Page 82 of 94

83 Student Name: Cohort:. Student Number: Programme:.. Placement:. From:. To:. Mentors and students should review the student s action plan(s) and evidence in all of the following sections of the Ongoing Achievement Record. The following elements have been reviewed Signature of mentor... Testimonies Yes / No Medicines management work Yes / No Reflection on Experience Yes / No Experience log in part B Yes / No Record of Skills in part B Yes / No Record of attendance verified Yes / No Record of any Outcomes/competencies achieved through simulation: PLACEMENT C Domain Outcome numbers Mentor s signature 1. Professional Values 2. Communication and interpersonal skills 3. Nursing practice and decision making 4. Leadership, management and Team working Final Grading: First attempt Domain and module Grading: Pass 9 or Refer 10 please delete as appropriate 1. Professional Values Pass/ Refer 2. Communication and interpersonal skills 3. Nursing practice and decision making 4. Leadership, management and Team working Pass/ Refer Pass/ Refer Pass/ Refer List outcomes not achieved Mentor signature signature... signature... signature... signature... 9 The student MUST have 'achieved' all the outcomes in the domain to be awarded a pass grade 10 If any outcomes in this domain are 'not achieved' then a REFER grade must be entered in the relevant domain. Please specify the outcomes referred in the domain alongside the signature Version (PCF): 21/12/17 SB Page 83 of 94

84 Final Interview -PLACEMENT 3: First Attempt Student Name - Student Number - Cohort - Programme - Mentor Name - Placement Name - Placement From - Placement To - Domain/area Feedback from Mentor Please provide short, objective statements about the student's performance. These comments will provide evidence for course summary/job references. If the student has been referred in any domain, the reasons for this should be stated here Professional values Eg: reliability, punctuality, professional appearance/behaviour Communicati on and interpersonal skills Eg: relationships and communication with staff and clients/relatives Nursing practice and decision making Eg: standards of care, ability to use initiative, knowledge base Leadership, management and team working Eg: self management, organisation skills, team working, ability to prioritise, delegate Version (PCF): 21/12/17 SB Page 84 of 94

85 Final Interview -PLACEMENT 3: First Attempt Student Name - Student Number - Cohort - Programme - Mentor Name - Placement Name - Placement From - Placement To - Particular strengths Feedback from Mentor continued Areas for development Further comments Signature of mentor Date.. Signature of student.. Date.. Version (PCF): 21/12/17 SB Page 85 of 94

86 CONFIRMATION OF ASSESSMENT AGAINSINT NURSING AND SOCIAL WORK REQUIREMENTS WE CAN CONFIRM THAT WE HAVE CONSIDERED THE EVIDENCE AND ASSESSMENT FROM BOTH THE NMC CAPABILITIES AND THE PCF REQUIREMENTS FOR SOCIAL WORK AND USED THESE TO INFORM OUR OVERALL ASSESSMENT OF.. SIGNED NURSE MENTOR SIGNED PRACTICE EDUCATOR DATE DATE.. Version (PCF): 21/12/17 SB Page 86 of 94

87 Section 3 Academic Advisor confirmation of achievement Review of achievement with academic advisor Year 3/Stage 3 Placement 3 The student will meet with an academic advisor in the campus week following the completion of their placement. The assessment process is only complete when the following have been confirmed and signed. Failure to comply with this will result in a 'failure to submit' for the practice assessment of the relevant modules Student name & Student number Programme & Cohort Placement name From To First attempt. Check that all outcomes Domains 1,2 3 & 4 have been achieved 11 Part A CAD checked and correctly completed [including mentor details] Yes / No YES/ NO Academic Advisor comments Part B. Record of Skills completed. Part B. Log of experiences completed Record of Attendance has been completed and signed Systems of ecare completed Medicines management Electronic Placement Evaluation completed Portfolio review Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Signature of student Date Name & signature of Academic advisor Date Second attempt (REFER) if applicable Check that all outcomes have been achieved Signature of student Name & signature of Academic advisor Domains 1,2 3 & 4 YES/ NO Date Date 11 NB: The relevant module leaders, level manager and course leader should be informed where all outcomes have not been achieved to determine action plan Version (PCF): 21/12/17 SB Page 87 of 94

88 The following to be completed if the student is graded as REFER. RECORD of plan of action if nursing outcomes have not been met If nursing outcomes are not achieved (graded as REFER) the student will need to return to practice for 4 weeks, in order to undertake another attempt to achieve the outstanding outcomes. Please see separate Year 3 Refer Competency Assessment Document This constitutes the SECOND attempt at the assessment of practice outcomes. Placement 3 -- First attempt. Check that all outcomes have been achieved 12 Record Yes /No please delete as appropriate Please record the Outcomes and elements to be achieved in the Year 3 Refer Competency Assessment Document. Please list the specific number of the outcome and related elements to be achieved for the following domains Domain 1 Professional Values Domain 2 Communication and Interpersonal skills Domain 3 Nursing practice and decision making Domain 4 Leadership, management and team working Please see 'Refer Competency Assessment Document' Please record planned dates and placement area for Refer attempt Placement Name Planned dates of attendance. Name of Academic advisor Signature of academic advisor The academic advisor should ensure that any practice learning outcomes not achieved during placement 3 are documented in the 'Initial Interview' section of the refer placement documentation in order that an appropriate action plan can be developed with the mentor [who will also have access to placement 3 documentation]. The appropriate link lecturer will be involved in supporting the mentor and student during this 'refer' placement. 12 NB: The relevant module leaders, level manager and course leader should be informed where all outcomes have not been achieved to determine action plan Version (PCF): 21/12/17 SB Page 88 of 94

89 Notice of Placement Termination Form (To be completed by the tutor) If a placement is terminated for any reason a termination meeting must be arranged by the tutor and a report must be completed outlining the details of the meeting. This report will be presented to the next Social Work Quality Assurance Practice Panel. In addition, this pro forma needs to be completed by the tutor and returned to the: Practice Learning Manager: Practice Learning Support Administrators: Senior Lecturer in Practice Education: Jo Copley Carol Foster/Akram Al-Saroori Deborah Develin / Paul Stapleton Student Details Student Name: Gender: Male Female Ethnicity: Home Address: Tel No: Mobile No: Does the student have a Learning Contract from SHU Disabled Student Support Team? Yes No Placement Details Course: BASW MSW ANSW (LD) First SW Placement Final SW Placement Is this a repeat placement? Yes No Placement Name and Address: Placement Tel No: Placement Dates: START FINISH Total No Days Completed (must be completed for NHS Bursary purposes): Practice Educator Name: Practice Learning Manager Name: Tutor Name: Tel No: Mobile No: Reason(s) for Terminating Placement (brief details) Tutor Signature: Practice Educator Signature: Practice Learning Manager Signature: Version (PCF): 21/12/17 SB Page 89 of 94

90 Concerns/Action Planning Form Form to be completed when there are concerns relating to the student's achievement Student: Year: University Tutor: Practice Educator: Practice/Work Supervisor: Practice Learning Setting: Placement Dates: Start: Finish: Date of Concerns Meeting: Identified area(s) of concern: Version (PCF): 21/12/17 SB Page 90 of 94

91 Concerns Action Plan Please record in detail the actions to be taken and give a timescale for each one. Actions 1. Actions in detail Timescale Signed: Date: Student: University Tutor: Practice Educator: Practice/Work Supervisor: Nurse Mentor This form should be kept in the student file for reference Version (PCF): 21/12/17 SB Page 91 of 94

92 Concerns - Review of Action Plan Student: Year: BASW MSW ANSW (LD) First SW Placement Final SW Placement University Tutor: Practice Educator: Practice/Work Supervisor: Practice Learning Setting: Placement Dates: Start: Finish: Date of Concerns Meeting: Date of Review Meeting: Actions Review of actions Date 1. Version (PCF): 21/12/17 SB Page 92 of 94