BSc (Hons) Adult Nursing. Practice Assessment Document: Year 1

Size: px
Start display at page:

Download "BSc (Hons) Adult Nursing. Practice Assessment Document: Year 1"

Transcription

1 UNIVERSITY CAMPUS SUFFOLK School of Nursing and Midwifery Division of Nursing BSc (Hons) Adult Nursing Practice Assessment Document: Year 1 Student Name: Programme: Cohort:

2

3 School of Nursing and Midwifery Division of Nursing Guidelines for students raising and escalating concerns in practice Introduction Students are subject to a variety of practice experiences and placements both within the community, and acute trust settings. This is a guide for students who may witness clinical practices in any of those environments, causing them concern. It gives the student a process to raise that concern appropriately, and to escalate if they feel it is required. The underlying principle is to safeguard the public. The following principles also apply; Principles. 1. These guidelines are to be applied giving patient/carer and student safety as a priority. 2. These guidelines are to be applied whenever, and however, there is a reasonable belief that practice placement is not, compliant with NMC Standards. 3. These guidelines are to be employed in keeping with best education practice being mindful of NMC Guidance on Escalating Concerns. 4. All persons involved should feel able to express their honest understanding of any given situation without reserve. Application. These guidelines and based upon the NMC Raising and Escalating Concerns: Guidance for Nurses and Midwives (2010) and are to be applied when any reasonable concern exists. The specifically relate to, and are aimed at students of nursing and midwifery who may wish to raise or escalate a concern regarding clinical practice. They are to be used in conjunction with any local placement policies relating to safeguarding, or whistle blowing. The following are examples to establish an appropriate mental set only, to be considered if the issue cannot be resolved when first raised. An expectation is that any person or authority involved will exercise professional judgment at the time and in a proportional manner. Immediate actions should be determined by the principles identified above. Examples of situations where these guidelines may apply; - A concern is raised as a consequence of a complaint made by a patient, their carer or a student to any person or authority about the standard of care delivered within a placement - An internal or external governance process or agency raises a concern about the standard of care within a placement. - The placement is not compliant with any aspect of NMC standards for placement learning

4 Student guidance: Your role in raising concerns As a student of Nursing or Midwifery, whilst not on the NMC register, you have a duty of care to safeguard the public and report any concerns from practice placements which put the safety of the people in your care or the public at risk. As outlined in the NMC (2010) guidance on raising and escalating concerns, the expectation is; Action must be taken without delay if you believe that you, a colleague or anyone else may be putting someone at risk You must inform someone in authority if you experience problems that prevent care delivery from meeting standards Speaking up on behalf of people in your care and clients is an everyday part of your role, and just as raising genuine concerns represents good practice, doing nothing and failing to report concerns is unacceptable. Whilst it is often daunting to raise concerns, you should feel you can do so without prejudice, and with the support of both practice and academic staff. Student guidance; Procedure for raising and escalating concerns If you have a concern about anything you have witnessed in practice it is recommended that you raise this first and foremost with your mentor. In conjunction, you should inform your personal tutor so that they can guide and support you through the process. If you feel that your concern has not been recognized or appropriately acted upon, you have the right to escalate this concern to the appropriate staff. As a student there are a number of people available to you. You can again speak with your personal tutor, or a member of the academic team, who can advocate for and support you. In addition, if you feel comfortable you should raise your concern with the clinical manager of your placement area. If you are in an acute trust, there are Clinical Practice Facilitators (CPFs) who can also support this process. In other clinical areas, Practice Education Facilitators (PEFs) are available. If you are concerned at any point about who to approach, please speak to a member of academic staff. Your concerns should be addressed through the appropriate policies for the individual clinical area and the academic staff should be included in all steps of the process. The role of the academic staff is to support you in raising your concerns, escalating if required, supporting you in the process of any outcome (such as investigation, or provision of statements) and to assist the feedback to you to ensure resolution of your concern, at whichever level it has been escalated to. In some instances, concerns may be escalated from the clinical areas, to the appropriate professional bodies and you may be required to support this process. You will be supported by the academic staff and we always ask that if a student raises a concern, that they do not submit any form of statement, either written or verbal, without the presence of an appropriate member of academic staff.

5 Student guidance: Flow chart to summarise the process CONCERNED? Examples; standards of care, conduct of a member of staff, safety Raise your concern firstly by speaking to your mentor IS YOUR CONCERN RESOLVED? YES; No further action but it is recommended that you discuss with your personal tutor to debrief NO; Escalate your concern to the clinical manager and CPF/PEF. Remember to include the academic staff for support. IS YOUR CONCERN RESOLVED? YES; No further action but it is recommended that you discuss with your personal tutor to debrief NO; It is rare that a concern is not addressed at this stage however if you feel that this is the case, speak to the CPF/PEF and academic staff who can support you in raising concerns further if required Reference Nursing and Midwifery Council (2010) Raising and escalating concerns: Guidance for nurses and midwives. [Online]. Available at: Publications/NMC-Raising-and-escalating-concerns.pdf.

6 YEAR 1: LEVEL OF PERFORMANCE, SUPERVISION & PRACTICE AND CONDITIONS OF COMPETENT PRACTICE Introduction In order to progress from Year 1 into Year 2 students MUST achieve competence in ALL the domains and skills identified in the Year 1 Practice Assessment Document. The table below identifies the criteria to be used to assess whether competence has been or has not been achieved and the level of supervision and support students should be given. This table has been adapted from the taxonomy and criteria devised by Stuart (2007). Level of supervision and support Level of practice Competence Achieved Competence Not Achieved Direct Observation to Close Supervision Observes, participates, assists in practice Safe in all care under supervision Performs with few prompts Can discuss pertinent research underpinning some practices Displays a professional attitude towards patients and staff Beginning to assess, plan and implement care Within level of practice, responds appropriately in situations requiring urgency Can explain the rationale underpinning practice Unsafe in care Requires detailed and explicit instructions Cannot explain the rationale underpinning practice Displays an unprofessional attitude towards patients and staff Within level of practice, does not respond appropriately in situations requiring urgency Did not participate in daily routine Reference: Stuart, C. C. (2007) Assessment, supervision and support in clinical practice: a guide for nurses, midwives and other health professionals. 2 nd edn. London: Churchill Livingstone.

7 Mentor Signature Sheet: Year 1 All registered practitioners who sign the student s documentation MUST complete the sheet below. This is a requirement of UCS as it allows for signatures to be checked and confirmed. Please read the following statement before signing this sheet. By signing this sheet mentors are signing to say they have attended a mentor update in the last 12 months and that their triennial review is up-to date as required by NMC (2008). Name of Mentor (printed) NMC Pin No. Signature Name of placement area Contact telephone number for placement area Dates student attended clinical placement Name of Manager verifying the Mentor s signature Manager s signature

8 Mentor Signature Sheet: Year 1 All registered practitioners who sign the student s documentation MUST complete the sheet below. This is a requirement of UCS as it allows for signatures to be checked and confirmed. Please read the following statement before signing this sheet. By signing this sheet mentors are signing to say they have attended a mentor update in the last 12 months and that their triennial review is up-to date as required by NMC (2008). Name of Mentor (printed) NMC Pin No. Signature Name of placement area Contact telephone number for placement area Dates student attended clinical placement Name of Manager verifying the Mentor s signature Manager s signature

9 Mentor Signature Sheet: Year 1 All registered practitioners who sign the student s documentation MUST complete the sheet below. This is a requirement of UCS as it allows for signatures to be checked and confirmed. Please read the following statement before signing this sheet. By signing this sheet mentors are signing to say they have attended a mentor update in the last 12 months and that their triennial review is up-to date as required by NMC (2008). Name of Mentor (printed) NMC Pin No. Signature Name of placement area Contact telephone number for placement area Dates student attended clinical placement Name of Manager verifying the Mentor s signature Manager s signature

10 Mentor Signature Sheet: Year 1 All registered practitioners who sign the student s documentation MUST complete the sheet below. This is a requirement of UCS as it allows for signatures to be checked and confirmed. Please read the following statement before signing this sheet. By signing this sheet mentors are signing to say they have attended a mentor update in the last 12 months and that their triennial review is up-to date as required by NMC (2008). Name of Mentor (printed) NMC Pin No. Signature Name of placement area Contact telephone number for placement area Dates student attended clinical placement Name of Manager verifying the Mentor s signature Manager s signature

11 Preparation for Practice Experience 1 For student to complete: Name of Placement: Link Lecturer/Link Team: Dates of Clinical Experience: Objectives for the placement (to be discussed at initial interview) Signature of Student: Date:

12 Preparation for Practice Experience 2 For student to complete: Name of Placement: Link Lecturer/Link Team: Dates of Clinical Experience: Objectives for the placement (to be discussed at initial interview) Signature of Student: Date:

13 Preparation for Practice Experience 3 For student to complete: Name of Placement: Link Lecturer/Link Team: Dates of Clinical Experience: Objectives for the placement (to be discussed at initial interview) Signature of Student: Date:

14 Preparation for Practice Experience 4 For student to complete: Name of Placement: Link Lecturer/Link Team: Dates of Clinical Experience: Objectives for the placement (to be discussed at initial interview) Signature of Student: Date:

15 Preparation for Practice Experience 5 For student to complete: Name of Placement: Link Lecturer/Link Team: Dates of Clinical Experience: Objectives for the placement (to be discussed at initial interview) Signature of Student: Date:

16 COMPETENCIES FOR ENTRY TO THE REGISTER: ADULT NURSING Introduction The student must achieve the following generic and field specific competencies throughout year 1. Students should achieve a range of the competencies in each placement that lasts four weeks or longer. At the formative point the mentor should discuss the student s progress and identify areas for development during the remainder of the placement in order for the competency to be achieved. Records of this feedback should be documented either at the mid-point interview or in one of the record of meetings between mentor and student. Domain 1: Professional Values Generic standard for competence All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and accountable for safe, compassionate, person-centred, evidence-based nursing that respects and maintains dignity and human rights. They must show professionalism and integrity and work within recognised professional, ethical and legal frameworks. They must work in partnership with other health and social care professionals and agencies, service users, their carers and families in all settings, including the community, ensuring that decisions about care are shared. Field standard for competence Adult nurses must also be able at all times to promote the rights, choices and wishes of all adults and, where appropriate, children and young people, paying particular attention to equality, diversity and the needs of an ageing population. They must be able to work in partnership to address people s needs in all healthcare settings. COMPETENCIES 1. All nurses must practise with confidence according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. They must be able to recognise and address ethical challenges relating to people s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions. 1.1 Adult nurses must understand and apply 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. Formative assessment point Summative assessment point Mentor initials Date Mentor initials Date

17 COMPETENCIES 4 All nurses must work in partnership with service users, carers, groups, communities and organisations. They must manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety. 5 All nurses must fully understand the nurse s various roles, responsibilities and functions, and adapt their practice to meet the changing needs of people, groups, communities and populations (Can discuss principles) 8 All nurses must practise independently, recognising the limits of their competence and knowledge. They must reflect on these limits and seek advice from, or refer to, other professionals where necessary. Formative assessment point Mentor initials Date Mentor initials Summative assessment point Date

18 Domain 2:Communication and interpersonal skills Generic standard for competence All nurses must use excellent communication and interpersonal skills. Their communications must always be safe, effective, compassionate and respectful. They must communicate effectively using a wide range of strategies and interventions including the effective use of communication technologies. Where people have a disability, nurses must be able to work with service users and others to obtain the information needed to make reasonable adjustments that promote optimum health and enable equal access to services. Field standard for competence Adult nurses must demonstrate the ability to listen with empathy. They must be able to respond warmly and positively to people of all ages who may be anxious, distressed, or facing problems with their health and wellbeing. COMPETENCIES 1 All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs. 2. All nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it. 5 All nurses must use therapeutic principles to engage, maintain and, where appropriate, disengage from professional caring relationships, and must always respect professional boundaries. 6. All nurses must take every opportunity to encourage health-promoting behaviour through education, role modelling and effective communication. 7. All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language. Formative assessment point Summative assessment point Mentor initials Date Mentor initials Date This competency is completed in Practice Assessment 1

19 Domain 3: Nursing practice and decision-making Generic standard for competence All nurses must practise autonomously, compassionately, skilfully and safely, and must maintain dignity and promote health and wellbeing. They must assess and meet the full range of essential physical and mental health needs of people of all ages who come into their care. Where necessary they must be able to provide safe and effective immediate care to all people prior to accessing or referring to specialist services irrespective of their field of practice. All nurses must also meet more complex and coexisting needs for people in their own nursing field of practice, in any setting including hospital, community and at home. All practice should be informed by the best available evidence and comply with local and national guidelines. Decision-making must be shared with service users, carers and families and informed by critical analysis of a full range of possible interventions, including the use of up-to-date technology. All nurses must also understand how behaviour, culture, socioeconomic and other factors, in the care environment and its location, can affect health, illness, health outcomes and public health priorities and take this into account in planning and delivering care. Field standard for competence Adult nurses must be able to carry out accurate assessment of people of all ages using appropriate diagnostic and decision-making skills. They must be able to provide effective care for service users and others in all settings. They must have in-depth understanding of and competence in medical and surgical nursing to respond to adults full range of health and dependency needs. They must be able to deliver care to meet essential and complex physical and mental health needs. COMPETENCIES 1. All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings, influence change and promote health and best practice. They must make person-centred, evidencebased judgments and decisions, in partnership with others involved in the care process, to ensure high quality care. They must be able to recognise when the complexity of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly 1.1 Adult nurses must be able to recognise and respond 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 disabilities, people with learning disabilities, older people, and people with long term problems such as cognitive impairment. Formative assessment point Mentor initials Date Mentor initials Summative assessment point Date

20 COMPETENCIES 6 All nurses must practise safely by being aware 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 and equipment. The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes 8. All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves. 8.1 Adult nurses must work in partnership with people who have long-term conditions that require medical or surgical nursing, and their families and carers, to provide therapeutic nursing interventions, optimise health and wellbeing, facilitate choice and maximise self-care and self-management. 9 All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to safeguard them against abuse. Formative assessment point Summative assessment point Mentor initials Date Mentor initials Date

21 Domain 4: Leadership, management and team working Generic standard for competence All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills during their period of preceptorship and beyond. Field standard for competence Adult nurses must be able to provide leadership in managing adult nursing care, understand and coordinate interprofessional care when needed, and liaise with specialist teams. They must be adaptable and flexible, and able to take the lead in responding to the needs of people of all ages in a variety of circumstances, including situations where immediate or urgent care is needed. They must recognise their leadership role in disaster management, major incidents and public health emergencies, and respond appropriately according to their levels of competence. COMPETENCIES 4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation. Formative assessment point Mentor initials Date Mentor initials Summative assessment point Date

22 Practice Assessment 1: Communicating with a service user Explanation This assessment is based on the student being observed communicating with a service user. The assessment is designed to comprehensively assess a student in the practice setting. Either the student s mentor, another mentor from the clinical area; a Clinical Practice Facilitator/Practice Educator or the Link Lecturer can undertake this assessment It must be undertaken in semester 2 during a placement lasting four weeks or longer. At the initial interview the mentor and student should discuss if this assessment will be undertaken. The date for the assessment should be finalised at the mid-point interview. Competency that underpins the assessment: Domain 2: Communication and interpersonal skills 1. All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs. If student is successful in the assessment they will also have achieved the following Essential Skills:- 3.2 Engages with people in a way that ensures dignity is maintained through appropriate use of the environment, self and skills and adopting an appropriate attitude 5.1 Is attentive and acts with kindness and sensitivity. 5.3 Interacts with the person in a manner that is interpreted as warm, sensitive, kind and compassionate, making appropriate use of touch. 6.3 Always seeks to confirm understanding 6.4 Responds in a way that confirms what a person is communicating 6.5 Effectively communicates people s stated needs and wishes to other professionals.

23 Assessment criteria: Communicating with a service user Assessment Criteria Achieved Not Achieved Justifying Comments 1. Establishes a rapport with the service user. This must include: Greets service user and anyone else present and introduces self. Explains the purpose of the interaction if there is one, and gains informed consent. Demonstrates compassion, comfort, dignity, safety and privacy at all times. Understands the principles of confidentiality and can explain them to the service user. 2 Demonstrates the use of effective communication skills. This must include: Use of appropriate verbal and non-verbal communication skills to engage and respond with the service user. Demonstrates empathy with the service user throughout the interaction. Gives time and space for the service user to respond to and pose questions, if appropriate 3. Engages the service user in a warm and friendly way. This must include: Is attentive and acts with warmth and kindness. Responds appropriately to the physical and emotional responses of the service user. Listens to, watches for and responds to verbal and non-verbal cues. Asks appropriate questions and obtains information in a sensitive manner. 4. Closes the interaction appropriately This must include: Seeks to confirm understanding of what has been said. Summarises the conversation briefly if required. Manages leave taking skills in a caring way. Always maintains appropriate professional boundaries.

24 Date of Assessment: Name of Assessor: Student description of the episode that was assessed: Assessor s Overall Comments: Result Pass Refer Student signature: Date: Assessor signature: Date:

25 Introduction YEAR 1: Essential skills clusters (ESC s) (NMC, 2010) Throughout year 1 the student must demonstrate competency in the following ESC s as identified by the NMC (2010) standards. Guidelines that identify competence can be found on the year 1: level of performance, supervision & practice and conditions of competent practice. Students should achieve a range of the ESC s over each placement that lasts four weeks or longer. For each skill they MUST have a signature by a Registered Professional that identifies that the student has had the opportunity to practice the skill and the student must self-assess that they have achieved competence BEFORE the mentor signs to confirm that competence has been achieved by the student.

26 ESSENTIAL SKILLS CLUSTER: Care, compassion and communication COMPETENCY 1 As partners in the care process, people can trust a newly registered graduate nurse to provide collaborative care based on the highest standards, knowledge and competence 1.1 Articulates the underpinning values of The code: Standards of conduct, performance and ethics for nurses and midwives (The Code) (NMC, 2008). Skill practiced by student Student Self-Assessment Competency achieved Signature of Registered Professional Date Student Signature Date Mentor Signature Date 1.2 Works within limitations of the role and recognises own level of competence. 1.3 Promotes a professional image. 1.4 Shows respect for others. 1.5 Is able to engage with people and build caring professional relationships.

27 COMPETENCY 2 People can trust the newly registered graduate nurse to engage in person centred care empowering people to make choices about how their needs are met when they are unable to meet them for themselves 2.1 Takes a person-centred, personalised approach to care. Skill practiced by student Student Self-Assessment Competency achieved Signature of Registered Professional Date Student Signature Date Mentor Signature Date 3 People can trust the newly registered graduate nurse to respect them as individuals and strive to help them preserve their dignity at all times 3.1 Demonstrates respect for diversity and individual preference, valuing differences, regardless of personal view. 3.2 Engages with people in a way that ensures dignity is maintained through appropriate use of the environment, self and skills and adopting an appropriate attitude. This ESC is completed in Practice Assessment Uses ways to maximise communication where hearing, vision or speech is compromised.

28 COMPETENCY 4 People can trust the newly registered graduate nurse to engage with them and their family or carers within their cultural environments in an acceptant and antidiscriminatory manner free from harassment and exploitation 4.1 Demonstrates an understanding of how culture, religion, spiritual beliefs, gender and sexuality can impact on illness and disability. Skill practiced by student Student Self-Assessment Competency achieved Signature of Registered Professional Date Student Signature Date Mentor Signature Date 4.2 Respects people s rights. 4.3 Adopts a principled approach to care underpinned by The code (NMC, 2008). 5 People can trust the newly registered graduate nurse to engage with them in a warm, sensitive and compassionate way 5.1 Is attentive and acts with kindness and sensitivity. This ESC is completed in Practice Assessment Takes into account people s physical and emotional responses when engaging with them.

29 COMPETENCY 5.3 Interacts with the person in a manner that is interpreted as warm, sensitive, kind and compassionate, making appropriate use of touch. Skill practiced by student Student Self-Assessment Competency achieved Signature of Registered Professional Date Student Signature Date Mentor Signature Date This ESC is completed in Practice Assessment Provides person centered care that addresses both physical and emotional needs and preferences. 5.5 Evaluates ways in which own interactions affect relationships to ensure that they do not impact inappropriately on others. 6 People can trust the newly registered graduate nurse to engage therapeutically and actively listen to their needs and concerns, responding using skills that are helpful, providing information that is clear, accurate, meaningful and free from jargon 6.1 Communicates effectively both orally and in writing, so that the meaning is always clear. 6.2 Records information accurately and clearly on the basis of observation and communication.

30 Skill practiced by student Student Self-Assessment Competency achieved COMPETENCY Signature of Registered Date Student Signature Date Mentor Signature Date Professional 6.3 Always seeks to confirm understanding. This ESC is completed in Practice Assessment Responds in a way that confirms what a This ESC is completed in person is communicating. Practice Assessment Effectively communicates people s stated needs and wishes to other professionals. This ESC is completed in Practice Assessment 1 7 People can trust the newly registered graduate nurse to protect and keep as confidential all information relating to them 7.1 Applies the principles of confidentiality. 7.2 Protects and treats information as confidential except where sharing information is required for the purposes of safeguarding and public protection. 7.3 Applies the principles of data protection. 8 People can trust the newly registered graduate nurse to gain their consent based on sound understanding and informed choice prior to any intervention and that their rights in decision making and consent will be respected and upheld. 8.1 Seeks consent prior to sharing confidential information outside of the professional care team, subject to agreed safeguarding and protection procedures

31 ESSENTIAL SKILLS CLUSTER: Organisational aspects of care COMPETENCY 9 People can trust the newly registered graduate nurse to treat them as partners and work with them to make holistic and systematic assessment of their needs; to develop a personalised plan that is based on mutual understanding and respect for their individual situation promoting health and well-being, minimising risk of harm and promoting their safety at all times. 9.1 Responds appropriately when faced with an emergency or a sudden deterioration in a person s physical or psychological condition (for example, abnormal vital signs, collapse, cardiac arrest, self-harm, extremely challenging behaviour, attempted suicide) including seeking help from an appropriate person. Skill practiced by student Student Self-Assessment Competency achieved Signature of Registered Professional Date Student Signature Date Mentor Signature Date 11 People can trust the newly registered graduate nurse to safeguard children and adults from vulnerable situations and support and protect them from harm Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations.

32 COMPETENCY 11.2 Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty. Skill practiced by student Student Self-Assessment Competency achieved Signature of Registered Professional Date Student Signature Date Mentor Signature Date 11.3 Uses support systems to recognise, manage and deal with own emotions. 12 People can trust the newly registered graduate nurse to respond to their feedback and a wide range of other sources to learn, develop and improve services Responds appropriately to complements and comments. 14 People can trust the newly registered graduate nurse to be an autonomous and confident member of the multi-disciplinary or multi-agency team and to inspire confidence in others Works within the code (NMC, 2008) and adheres to the Guidance on professional conduct for nurses and midwifery students (NMC, 2011).

33 COMPETENCY 15 People can trust the newly registered graduate nurse to be an autonomous and confident member of the multi-disciplinary or multi-agency team and to inspire confidence in others Accepts delegated activities within limitations of own role, knowledge and skill. Skill practiced by student Student Self-Assessment Competency achieved Signature of Registered Professional Date Student Signature Date Mentor Signature Date 17 People can trust the newly registered graduate nurse to work safely under pressure and maintain the safety of service users at all times Recognises when situations are becoming unsafe and reports appropriately Understands and applies the importance of rest for effective practice. 18 People can trust the newly registered graduate nurse to enhance the safety of service users and identify and actively manage risk and uncertainty in relation to people, the environment, self and others 18.1 Under supervision, works within clinical governance frameworks Reports safety incidents regarding service users to senior colleagues.

34 COMPETENCY 18.3 Under supervision assesses risk within current sphere of knowledge and competence. Skill practiced by student Student Self-Assessment Competency achieved Signature of Registered Professional Date Student Signature Date Mentor Signature Date 18.4 Follows instructions and takes appropriate action, sharing information to minimise risk Under supervision works within legal frameworks to protect self and others Knows and accepts own responsibilities and takes appropriate actions. 19 People can trust the newly registered graduate nurse to work to prevent and resolve conflict and maintain a safe environment Recognises signs of aggression and responds appropriately to keep self and others safe Assists others or obtains assistance when help is required. 20 People can trust the newly registered graduate nurse to select and manage medical devices safely 20.1 Safely uses and disposes of medical devices under supervision and in keeping with local and national policy and understands reporting mechanism relating to adverse incidents.

35 ESSENTIAL SKILLS CLUSTER: Infection prevention and control COMPETENCY 21 People can trust the newly registered graduate nurse to identify and take effective measures to prevent and control infection in accordance with local and national policy. Skill practiced by student Student Self-Assessment Competency achieved Signature of Registered Professional Date Student Signature Date Mentor Signature Date 21.1 Follows local and national guidelines and adheres to standard infection control precautions. 22 People can trust the newly registered graduate nurse to maintain effective standard infection control precautions and apply and adapt these to needs and limitations in all environments 22.1 Demonstrates effective hand hygiene and the appropriate use of standard infection control precautions when caring for all people. 24 People can trust the newly registered graduate nurse to fully comply with hygiene, uniform and dress codes in order to limit, prevent and control infection 24.1 Adheres to local policy and national guidelines on dress code for prevention and control of infection, including: footwear, hair, piercing and nails.

36 COMPETENCY 24.2 Maintains a high standard of personal hygiene. Skill practiced by student Student Self-Assessment Competency achieved Signature of Registered Professional Date Student Signature Date Mentor Signature Date 24.3 Wears appropriate clothing for the care delivered in all environments. ESSENTIAL SKILLS CLUSTER: Nutrition and fluid management COMPETENCY 30 People can trust the newly registered graduate nurse to assist them in creating an environment that is conducive to eating and drinking Reports to an appropriate person where there is a risk of meals being missed. Skill practiced by student Student Self-Assessment Competency achieved Signature of Registered Professional Date Student Signature Date Mentor Signature Date 30.2 Follows food hygiene procedures in accordance with policy.

BSc (Hons) Adult Nursing. Practice Assessment Document: Year 3

BSc (Hons) Adult Nursing. Practice Assessment Document: Year 3 UNIVERSITY CAMPUS SUFFOLK Faculty of Health and Science Department of Nursing Studies BSc (Hons) Adult Nursing Practice Assessment Document: Year 3 Student Name: Programme: Cohort: Faculty of Health and

More information

PRACTICE ASSESSMENT DOCUMENT

PRACTICE ASSESSMENT DOCUMENT BSc (Hons) Nursing Studies / Registered Nurse Field: PRACTICE ASSESSMENT DOCUMENT Student Name: Guidance Tutor (GT): GT Tel No: Submission Dates First submission: Second submission: GT Email: GT Group

More information

PRACTICE ASSESSMENT DOCUMENT

PRACTICE ASSESSMENT DOCUMENT BSc (Hons) Nursing Studies / Registered Nurse All Fields PRACTICE ASSESSMENT DOCUMENT Student Name: Personal Tutor (PT): PT Tel No: PT Email: Submission Date: PT Group Number: Base Trust: Practice Placement

More information

Standards for pre-registration nursing education

Standards for pre-registration nursing education Standards for pre-registration nursing education Contents Standards for pre-registration nursing education... 1 Contents... 2 Section 1: Introduction... 4 Background and context... 4 Standards for competence...

More information

Core Domain You will be able to: You will know and understand: Leadership, Management and Team Working

Core Domain You will be able to: You will know and understand: Leadership, Management and Team Working DEGREE APPRENTICESHIP - REGISTERED NURSE 1 ST0293/01 Occupational Profile: A career in nursing is dynamic and exciting with opportunities to work in a range of different roles as a Registered Nurse. Your

More information

Skills Passport. Keep this Skills Passport in your Personal & Professional Development File (PPDF)

Skills Passport. Keep this Skills Passport in your Personal & Professional Development File (PPDF) Skills Passport - NURSING BSc (Hons) / M Nurs in Nursing Studies / Registered Nurse Skills Passport Student s Name: Cohort: Guidance Tutor Group: Keep this Skills Passport in your Personal & Professional

More information

PRACTICE ASSESSMENT DOCUMENT

PRACTICE ASSESSMENT DOCUMENT Name Number.. Cohort... Personal Tutor PRACTICE ASSESSMENT DOCUMENT ADULT NURSING PART 3 BSc Please keep your Practice Assessment Document with you at all times in practice in order to review your progress

More information

PRACTICE ASSESSMENT DOCUMENT

PRACTICE ASSESSMENT DOCUMENT Name. Number. Cohort... Personal Tutor PRACTICE ASSESSMENT DOCUMENT ADULT NURSING PART 1 BSc (Hons) Please keep your Practice Assessment Document with you at all times in practice in order to review your

More information

BSc (Hons) Nursing Programme. Ongoing Achievement Record. Exemplar (For Cohort 0911 onwards)

BSc (Hons) Nursing Programme. Ongoing Achievement Record. Exemplar (For Cohort 0911 onwards) BSc (Hons) Nursing Programme Ongoing Achievement Record Exemplar (For Cohort 0911 onwards) Name of Student: Cohort No: Student Number: 1 Contents Section Page Introduction to the Exemplar 3 One: Examples

More information

Practice Assessment Document. 2 Practice Placement Facilitator:

Practice Assessment Document. 2 Practice Placement Facilitator: BSc in Nursing Studies / Registered Nurse Field: Adult Practice Assessment Document Cohort: Student Name: Guidance Tutor (GT): GT Tel No: Submission Dates Placement 1: 09/01/17 Placement 2: 08/05/17 Placement

More information

BSc (Hons) Nursing Dip HE Nursing

BSc (Hons) Nursing Dip HE Nursing BSc (Hons) Nursing Dip HE Nursing Nursing Adults in the Community Setting NRMW 2201 Continuous Assessment of Practice (CAP) School of Nursing & Midwifery Faculty of Health and Life Sciences Student Name:

More information

PRACTICE ASSESSMENT DOCUMENT ADULT NURSING PART 2

PRACTICE ASSESSMENT DOCUMENT ADULT NURSING PART 2 Name. Number. Cohort... Personal Tutor PRACTICE ASSESSMENT DOCUMENT ADULT NURSING PART 2 BSc (Hons) Please keep your Practice Assessment Document with you at all times in practice in order to review your

More information

The Code. Professional standards of practice and behaviour for nurses and midwives

The Code. Professional standards of practice and behaviour for nurses and midwives The Code Professional standards of practice and behaviour for nurses and midwives Introduction The Code contains the professional standards that registered nurses and midwives must uphold. UK nurses and

More information

SIGN OFF MENTORS (SoM) RECORD OF JUDGEMENT OF STUDENTS PROFICIENCY LEARNING DISABILITIES NURSING

SIGN OFF MENTORS (SoM) RECORD OF JUDGEMENT OF STUDENTS PROFICIENCY LEARNING DISABILITIES NURSING SIGN OFF MENTORS (SoM) RECORD OF JUDGEMENT OF STUDENTS PROFICIENCY LEARNING DISABILITIES NURSING Student name Printed Sign Off Mentor name and signature ONGOING ACHIEVEMENT RECORD Portfolio SoM Signature

More information

Practice Assessment Document

Practice Assessment Document BSc in Nursing Studies / Registered Nurse Field: ADULT Practice Assessment Document Student Name: Guidance Tutor (GT): GT Tel No: Submission Dates First submission: 09/01/17 Second submission: 24/07/17

More information

Assessment of Outcomes and Standards of Proficiency

Assessment of Outcomes and Standards of Proficiency Assessment of s and Introduction The assessment strategy within all nursing courses is intended to extend students personal development and professional learning and to serve as a means of recording their

More information

Undergraduate Diploma/ BSc (Hons) in Nursing

Undergraduate Diploma/ BSc (Hons) in Nursing The School of Nursing, Physiotherapy and Midwifery Undergraduate Diploma/ BSc (Hons) in Nursing Assessment of Practice Record Achievement of s for Entry to Branch Common Foundation Programme Semester One

More information

PRACTICE ASSESSMENT DOCUMENT

PRACTICE ASSESSMENT DOCUMENT Name.. Student ID:. Cohort:. Personal Academic Tutor:.. PRACTICE ASSESSMENT DOCUMENT NURSING ASSOCIATE Year 2 FD HEALTH AND CARE Please keep your practice assessment document with you at all times in practice

More information

Psychiatric Nurse. Competency Assessment Document (CAD) for the Undergraduate Nursing Student. Year One. (Pilot Document, 2017)

Psychiatric Nurse. Competency Assessment Document (CAD) for the Undergraduate Nursing Student. Year One. (Pilot Document, 2017) Psychiatric Nurse Competency Assessment Document (CAD) for the Undergraduate Nursing Student Year One (Pilot Document, 2017) WELCOME TO YOUR COMPETENCY ASSESSMENT DOCUMENT This guide has been developed

More information

Ongoing Achievement Record

Ongoing Achievement Record Ongoing Achievement Record Part A: Competency Assessment Document Placement A: Year 1 Contains assessment of practice documentation for Modules: 1. Essentials of Nursing Science and Practice 2. Introduction

More information

Nursing Practice Skills Inventory

Nursing Practice Skills Inventory BSc (Hons) Nursing Nursing Practice Skills Inventory Student Name:. Field of Practice: September 2014 1 Contents Introduction and Guidance 3 Essential skills Infection prevention and control 7 Care Compassion

More information

Physiotherapist Registration Board

Physiotherapist Registration Board Physiotherapist Registration Board Standards of Proficiency and Practice Placement Criteria Bord Clárchúcháin na bhfisiteiripeoirí Physiotherapist Registration Board Contents Page Background 2 Standards

More information

A Guide for Mentors and Students

A Guide for Mentors and Students A Guide for Mentors and Students 1 PLPAD Mentor Guidance 15.08.15 An Overview of the Practice Assessment Document A new Practice Assessment Document (PAD) was introduced by all the 9 universities that

More information

High level guidance to support a shared view of quality in general practice

High level guidance to support a shared view of quality in general practice Regulation of General Practice Programme Board High level guidance to support a shared view of quality in general practice March 2018 Publications Gateway Reference: 07811 This document was produced with

More information

National Competency Standards for the Registered Nurse

National Competency Standards for the Registered Nurse National Competency Standards for the Registered Nurse INTRODUCTION DESCRIPTION OF REGISTERED NURSE DOMAINS NATIONAL COMPETENCY STANDARDS GLOSSARY OF TERMS Introduction The Australian Nursing and Midwifery

More information

A Guide for Mentors and Students

A Guide for Mentors and Students A Guide for Mentors and Students An Overview of the Practice Assessment Document A new Practice Assessment Document (PAD) was introduced by all the 9 universities that have London commissions in 2014.

More information

!!!!!!!!!!!!!!!!!!!!!!!!!!! For Physician Assistant Practitioners in Australia !!!!!!!!!!!!!!!!!! !!! Effective from September 2011 Version 1

!!!!!!!!!!!!!!!!!!!!!!!!!!! For Physician Assistant Practitioners in Australia !!!!!!!!!!!!!!!!!! !!! Effective from September 2011 Version 1 For Physician Assistant Practitioners in Australia Effective from September 2011 Version 1 "ASPA Incorporated 2011 Published by The Australian Society of Physician Assistants Incorporated (ASPA), September

More information

Placement Handbook and Guidance for Mentors

Placement Handbook and Guidance for Mentors Placement Handbook and Guidance for Mentors Message from Programme Lead Thank you for taking an active role in the education and development of student nurses from the University of Portsmouth. Throughout

More information

Standards of Practice for Optometrists and Dispensing Opticians

Standards of Practice for Optometrists and Dispensing Opticians Standards of Practice for Optometrists and Dispensing Opticians effective from April 2016 Standards of Practice for Optometrists and Dispensing Opticians Standards of Practice Our Standards of Practice

More information

WORKING DRAFT. Standards of proficiency for nursing associates. Release 1. Page 1

WORKING DRAFT. Standards of proficiency for nursing associates. Release 1. Page 1 WORKING DRAFT Standards of proficiency for nursing associates Page 1 Release 1 1. Introduction This document outlines the way that we have developed the standards of proficiency for the new role of nursing

More information

PRACTICE ASSESSMENT DOCUMENT LEARNING DISABILITIES NURSING PART 2

PRACTICE ASSESSMENT DOCUMENT LEARNING DISABILITIES NURSING PART 2 Name Number.. Cohort... Personal Tutor PRACTICE ASSESSMENT DOCUMENT LEARNING DISABILITIES NURSING PART 2 BSc Please keep your Practice Assessment Document with you at all times in practice in order to

More information

Apprenticeship Standard for Nursing Associate at Level 5. Assessment Plan

Apprenticeship Standard for Nursing Associate at Level 5. Assessment Plan Apprenticeship Standard for Nursing Associate at Level 5 Assessment Plan Summary of Assessment On completion of this apprenticeship, the individual will be a competent and job-ready Nursing Associate.

More information

PRACTICE ASSESSMENT DOCUMENT

PRACTICE ASSESSMENT DOCUMENT Name Number.. Cohort... Personal Tutor PRACTICE ASSESSMENT DOCUMENT ADULT NURSING PART 2 BSc Please keep your Practice Assessment Document with you at all times in practice in order to review your progress

More information

GUILD CARE JOB DESCRIPTION

GUILD CARE JOB DESCRIPTION GUILD CARE JOB DESCRIPTION Job Title Unit Responsible To Responsible For Salary Hours of Work Role Category Deputy Care Home Manager Care Homes Homes Manager Supervision of all staff involved in Care Services

More information

National competency standards for the registered nurse

National competency standards for the registered nurse National competency standards for the registered nurse Introduction National competency standards for registered nurses were first adopted by the Australian Nursing and Midwifery Council (ANMC) in the

More information

Standards for competence for registered midwives

Standards for competence for registered midwives Standards for competence for registered midwives The Nursing and Midwifery Council (NMC) is the nursing and midwifery regulator for England, Wales, Scotland and Northern Ireland. We exist to protect the

More information

PRACTICE ASSESSMENT DOCUMENT FOR PRE-REGISTRATION NURSING STAGE THREE

PRACTICE ASSESSMENT DOCUMENT FOR PRE-REGISTRATION NURSING STAGE THREE PRACTICE ASSESSMENT DOCUMENT FOR PRE-REGISTRATION NURSING STAGE THREE Student Name... Student ID Number.. Cohort/Intake/Year... Name of Programme Identify University This University document forms part

More information

The Code Standards of conduct, performance and ethics for chiropractors. Effective from 30 June 2016

The Code Standards of conduct, performance and ethics for chiropractors. Effective from 30 June 2016 The Code Standards of conduct, performance and ethics for chiropractors Effective from 30 June 2016 2 The Code Standards of conduct, performance and ethics for chiropractors Effective from 30 June 2016

More information

6Cs in social care - mapped to the Care Certificate

6Cs in social care - mapped to the Care Certificate - mapped to the Certificate Standard Standard Understand your role Standard Your personal development Standard Duty of care Standard Equality and diversity Standard 5 Work in a person centred way Standard

More information

The Code Standards of conduct, performance and ethics for nurses and midwives

The Code Standards of conduct, performance and ethics for nurses and midwives The Code Standards of conduct, performance and ethics for nurses and midwives The people in your care must be able to trust you with their health and wellbeing. To justify that trust, you must make the

More information

JOB DESCRIPTION FOR THE POST OF Support, Time and Recovery Worker COMMUNITY ADULT MENTAL HEALTH

JOB DESCRIPTION FOR THE POST OF Support, Time and Recovery Worker COMMUNITY ADULT MENTAL HEALTH JOB DESCRIPTION FOR THE POST OF Support, Time and Recovery Worker COMMUNITY ADULT MENTAL HEALTH TITLE: AGENDA FOR CHANGE PAY BAND: DIVISION ACCOUNTABLE TO: REPORTS TO: RESPONSIBLE FOR: Support, Time and

More information

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

Department of Social Work, Social Care and Youth and Community Studies. Department of Nursing and Midwifery Department of Social Work, Social Care and Youth and Community Studies Department of Nursing and Midwifery Contents Page Completing the Practice Documentation: Student Checklist 3 Guidelines for Students

More information

Responsive, Flexible & Sensitive Domiciliary Care. Service User Handbook

Responsive, Flexible & Sensitive Domiciliary Care. Service User Handbook Responsive, Flexible & Sensitive Domiciliary Care. Service User Handbook PRACTICAL CARE BACKGROUND Practical care is a domiciliary care agency established by C.C.C. LTD (Caring, Catering, Cleaning) to

More information

ECT Reference: Version 4 Effective Date: 28/02/2017. Date

ECT Reference: Version 4 Effective Date: 28/02/2017. Date Chaperone Policy Policy Title: Executive Summary: Chaperone Policy This policy sets out guidance on the use of chaperones within the Trust and is based on recommendations from the General Medical Council,

More information

Luton Psychiatric Liaison Service (PLS) Job Description & Person Specification

Luton Psychiatric Liaison Service (PLS) Job Description & Person Specification Luton Psychiatric Liaison Service (PLS) Job Description & Person Specification Job Title: Psychiatric Liaison Nurse Practitioner Grade: Band 6 Hours: Responsible To: Accountable To: Location 37.5 Hours

More information

The Code of Conduct Professional standards for nurses and midwives

The Code of Conduct Professional standards for nurses and midwives The Code of Conduct Professional standards for nurses and midwives You have a duty of care at all times and people must be able to trust you with their lives and health. To justify that trust, you must

More information

Standard Specification

Standard Specification Lead Adult Care Worker Apprenticeship Standard Level 3 Lead Adult Care Worker Level 3 Standard Specification Smart steps to career success Lead Adult Care Worker Apprenticeship Standard (Level 3) Knowledge

More information

Substance Misuse Nurse

Substance Misuse Nurse HMP Woodhill, Milton Keynes 1. Main purpose of the role (Salary as advertised) 37.5 hours per week Permanent Westminster Drug Project s (WDP) HMP WOODHILL is an integrated substance misuse service operating

More information

JOB DESCRIPTION. To undertake clinical procedures on neonates, children and adults.

JOB DESCRIPTION. To undertake clinical procedures on neonates, children and adults. JOB DESCRIPTION JOB TITLE: DIRECTORATE: DEPARTMENT: Cardiac Physiologist Adult Care Pathways Cardiology BAND: Band 5 RESPONSIBLE TO: ACCOUNTABLE TO: Principal Cardiac Physiologist Business Manager for

More information

SAFEGUARDING CHILDEN POLICY. Policy Reference: Version: 1 Status: Approved

SAFEGUARDING CHILDEN POLICY. Policy Reference: Version: 1 Status: Approved SAFEGUARDING CHILDEN POLICY Policy Reference: Version: 1 Status: Approved Type: Clinical Policy Policy applies to : All services within SCH Serco Policy applies to (staff groups): All SCH Serco staff Policy

More information

Physiotherapy Assistant Band 3

Physiotherapy Assistant Band 3 Physiotherapy Assistant Band 3 1 JOB DESCRIPTION JOB TITLE: Physiotherapy Assistant BAND: 3 RESPONSIBLE TO: Clinical Lead Physiotherapy and Occupational Therapy KEY RELATIONSHIPS: Internal Line Manager

More information

JOB DESCRIPTION. As specified in the job advertisement and the Contract of. Lead Practice Teacher & Clinical Team Leader

JOB DESCRIPTION. As specified in the job advertisement and the Contract of. Lead Practice Teacher & Clinical Team Leader JOB DESCRIPTION JOB TITLE: Student Health Visitor BAND: Agenda for Change Band 5 HOURS AND: DURATION As specified in the job advertisement and the Contract of Employment AGENDA FOR CHANGE (reference No)

More information

Contract of Employment

Contract of Employment JOB DESCRIPTION AND PERSON SPECIFICATION FOR Deputy Sister / Deputy Charge Nurse AGENDA FOR CHANGE BAND Band 6 HOURS AND DURATION As specified in the job advertisement and the Contract of Employment AGENDA

More information

Community Nurse Prescribing (V100) Portfolio of Evidence

Community Nurse Prescribing (V100) Portfolio of Evidence ` School of Health and Human Sciences Community Nurse Prescribing (V100) Portfolio of Evidence Start date: September 2016 Student Name: Student Number:. Practice Mentor:.. Personal Tutor:... Submission

More information

JOB DESCRIPTION Safe, compassionate, effective care provided to our communities with a transparent, open approach.

JOB DESCRIPTION Safe, compassionate, effective care provided to our communities with a transparent, open approach. JOB DESCRIPTION Safe, compassionate, effective care provided to our communities with a transparent, open approach. JOB TITLE: GRADE: BASE: MANAGED BY: Advanced Neonatal Nurse Practitioner Band 8a Homerton

More information

COMPETENCE ASSESSMENT TOOL FOR MIDWIVES

COMPETENCE ASSESSMENT TOOL FOR MIDWIVES Nursing and Midwifery Board of Ireland (NMBI) COMPETENCE ASSESSMENT TOOL FOR MIDWIVES 1 The has been developed for midwives educated and trained outside Ireland who do not qualify for registration under

More information

The code: Standards of conduct, performance and ethics for nurses and midwives

The code: Standards of conduct, performance and ethics for nurses and midwives The code: Standards of conduct, performance and ethics for nurses and midwives We are the nursing and midwifery regulator for England, Wales, Scotland, Northern Ireland and the Islands. We exist to safeguard

More information

The code. Standards of conduct, performance and ethics for nurses and midwives

The code. Standards of conduct, performance and ethics for nurses and midwives The code Standards of conduct, performance and ethics for nurses and midwives 1 We are the nursing and midwifery regulator for England, Wales, Scotland, Northern Ireland and the Islands. We exist to safeguard

More information

6Cs in social care. Introduction

6Cs in social care. Introduction Introduction The 6Cs, which underpin the in Practice strategy, were developed as a way of articulating the values which need to underpin the culture and practise of organisations delivering care and support.

More information

Core competencies* for undergraduate students in clinical associate, dentistry and medical teaching and learning programmes in South Africa

Core competencies* for undergraduate students in clinical associate, dentistry and medical teaching and learning programmes in South Africa Core competencies* for undergraduate students in clinical associate, dentistry and medical teaching and learning programmes in South Africa Developed by the Undergraduate Education and Training Subcommittee

More information

JOB DESCRIPTION. Specialist Looked After Children s Nurse

JOB DESCRIPTION. Specialist Looked After Children s Nurse JOB DESCRIPTION Job Title: Division/Department: Responsible to: Accountable to: Looked After Children Nurse Womens & Children Division / ESCAN Specialist Looked After Children s Nurse Specialist Looked

More information

Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England

Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England As a Healthcare Support Worker

More information

Code of Professional Conduct and Ethics. Bord Clárchúcháin na dteiripeoirí Urlabhartha agus Teanga. Speech and Language Therapists Registration Board

Code of Professional Conduct and Ethics. Bord Clárchúcháin na dteiripeoirí Urlabhartha agus Teanga. Speech and Language Therapists Registration Board Speech and Language Therapists Registration Board Code of Professional Conduct and Ethics Bord Clárchúcháin na dteiripeoirí Urlabhartha agus Teanga Speech and Language Therapists Registration Board Note:

More information

South Tyneside NHS Foundation Trust. Clinical Policy. Chaperoning Policy. Review Date June 2011

South Tyneside NHS Foundation Trust. Clinical Policy. Chaperoning Policy. Review Date June 2011 South Tyneside NHS Foundation Trust Clinical Policy Chaperoning Policy Date Approved by Version Issue Date June 2009 2 June Executive 2009 Director of Nursing & Clinical Services Procedure /Policy number

More information

Patient Care. PC5 F1. Practice the basic principles of universal precautions in all settings

Patient Care. PC5 F1. Practice the basic principles of universal precautions in all settings Patient Care PC1 F1. Gather basic histories from patients, families, and electronic health record relevant to clinical presentation, patient concerns, and structural factors that impact health PC1 F2.

More information

Clinical Lead. Contract of Employment

Clinical Lead. Contract of Employment JOB DESCRIPTION AND PERSON SPECIFICATION FOR Clinical Lead AGENDA FOR CHANGE BAND Band 7 HOURS AND DURATION As specified in the job advertisement and the Contract of Employment AGENDA FOR CHANGE REF NO

More information

This is the consultation responses analysis put together by the Hearing Aid Council and considered at their Council meeting on 12 November 2008

This is the consultation responses analysis put together by the Hearing Aid Council and considered at their Council meeting on 12 November 2008 Analysis of responses - Hearing Aid Council and Health Professions Council consultation on standards of proficiency and the threshold level of qualification for entry to the Hearing Aid Audiologists/Dispensers

More information

PRACTICE SKILLS INVENTORY 6001NBSCAD

PRACTICE SKILLS INVENTORY 6001NBSCAD Personal Tutor Details: : Email: Telephone Number: Faculty of Education, Health & Community BSc (HONS) NURSING Adult Year Three PRACTICE SKILLS INVENTORY 6001NBSCAD Month Year COHORT Student _ Student

More information

Deputise and take charge of the given area regularly in the absence of the clinical team leader who has 24 hour accountability and responsibility.

Deputise and take charge of the given area regularly in the absence of the clinical team leader who has 24 hour accountability and responsibility. JOB DESCRIPTION AND Public Health Nurse School Nurse PERSON SPECIFICATION FOR: AGENDA FOR CHANGE BAND: Band 6 HOURS AND DURATION; As specified in the job advertisement and the Contract of Employment AGENDA

More information

Summary guide: Safeguarding Adults: Pan Lancashire and Cumbria Multi Agency Policy and Procedures. For partner agencies staff and volunteers

Summary guide: Safeguarding Adults: Pan Lancashire and Cumbria Multi Agency Policy and Procedures. For partner agencies staff and volunteers Summary guide: Safeguarding Adults: Pan Lancashire and Cumbria Multi Agency Policy and Procedures For partner agencies staff and volunteers 1 1. Introduction This Summary Guide is designed to provide straightforward

More information

H5RV 04 (SCDHSC0450) Develop Risk Management Plans to Promote Independence in Daily Living

H5RV 04 (SCDHSC0450) Develop Risk Management Plans to Promote Independence in Daily Living H5RV 04 (SCDHSC0450) Develop Risk Management Plans to Promote Independence in Daily Living Overview This standard identifies the requirements when developing risk management plans to promote independence

More information

Note: 44 NSMHS criteria unmatched

Note: 44 NSMHS criteria unmatched Commonwealth National Standards for Mental Health Services linkage with the: National Safety and Quality Health Service Standards + EQuIP- content of the EQuIPNational* Standards 1 to 15 * Using the information

More information

Care Certificate Workbook (Adult Social Care)

Care Certificate Workbook (Adult Social Care) ` Care Certificate Workbook (Adult Social Care) May 2015 Version 2.0 Name Workplace Start 1 P a g e Cambridgeshire County Council 2015 Cambridgeshire County Council - Care Certificate Written and produced

More information

THE ACD CODE OF CONDUCT

THE ACD CODE OF CONDUCT THE ACD CODE OF CONDUCT This Code sets out general principles in relation to the practice of Dermatology. It is not exhaustive and cannot cover every situation which might arise in professional practice.

More information

SCDHSC0450 Develop risk management plans to promote independence in daily living

SCDHSC0450 Develop risk management plans to promote independence in daily living Develop risk management plans to promote independence in daily living Overview This standard identifies the requirements when developing risk management plans to promote independence in daily living. This

More information

H5V0 04 (SCDHSC3122) Support Individuals to Use Medication in Social Care Settings

H5V0 04 (SCDHSC3122) Support Individuals to Use Medication in Social Care Settings H5V0 04 (SCDHSC3122) Support Individuals to Use Medication in Social Care Settings Overview This standard applies to social care workers and identifies the requirements when supporting individuals to use

More information

JOB DESCRIPTION Physiotherapist

JOB DESCRIPTION Physiotherapist JOB DESCRIPTION Physiotherapist Job Title: Physiotherapist Specialist Department/Ward: As designated Location: As designated Accountable to: Physiotherapy Clinical Lead Responsible to: Main Purpose of

More information

1. Guidance notes. Social care (Adults, England) Knowledge set for end of life care. (revised edition, 2010) What are knowledge sets?

1. Guidance notes. Social care (Adults, England) Knowledge set for end of life care. (revised edition, 2010) What are knowledge sets? Social care (Adults, England) Knowledge set for end of life care (revised edition, 2010) Part of the sector skills council Skills for Care and Development 1. Guidance notes What are knowledge sets? Knowledge

More information

Solent. NHS Trust. Allied Health Professionals (AHPs) Strategic Framework

Solent. NHS Trust. Allied Health Professionals (AHPs) Strategic Framework Solent NHS Trust Allied Health Professionals (AHPs) Strategic Framework 2016-2019 Introduction from Chief Nurse, Mandy Rayani As the executive responsible for providing professional leadership for the

More information

Level 2 and 3 Certificate in Preparing to Work in Adult Social Care ( /03)

Level 2 and 3 Certificate in Preparing to Work in Adult Social Care ( /03) Level 2 and 3 Certificate in Preparing to Work in Adult Social Care (4229-02/03) Qualification handbook for centres www.cityandguilds.com July 2011 Version 2.3 (May 2013) 600/0077/6 Level 2 600/0108/2

More information

Code of professional conduct

Code of professional conduct & NURSING MIDWIFERY COUNCIL Code of professional conduct Protecting the public through professional standards RF - NMC 317-032-001 & NURSING MIDWIFERY COUNCIL Code of professional conduct Protecting the

More information

THE CODE. Professional standards of conduct, ethics and performance for pharmacists in Northern Ireland. Effective from 1 March 2016

THE CODE. Professional standards of conduct, ethics and performance for pharmacists in Northern Ireland. Effective from 1 March 2016 THE CODE Professional standards of conduct, ethics and performance for pharmacists in Northern Ireland Effective from 1 March 2016 PRINCIPLE 1: ALWAYS PUT THE PATIENT FIRST PRINCIPLE 2: PROVIDE A SAFE

More information

The Care Certificate Framework

The Care Certificate Framework The Care Certificate Framework Assessor Document Copyright Health Education England, Skills for Care and Skills for Health 1 Overall goal of the Care Certificate The introduction of the Care Certificate

More information

The NHS Constitution

The NHS Constitution 2 The NHS Constitution The NHS belongs to the people. It is there to improve our health and wellbeing, supporting us to keep mentally and physically well, to get better when we are ill and, when we cannot

More information

ONGOING ACHIEVEMENT RECORD

ONGOING ACHIEVEMENT RECORD Name Number.. Cohort... Personal Tutor ONGOING ACHIEVEMENT RECORD BSc/PGDip This OAR is to be used in conjunction with the Practice Assessment Document TABLE OF CONTENTS The OAR document contains a summary

More information

Qualification Specification HABC Level 3 Certificate in Preparing to Work in Adult Social Care (QCF)

Qualification Specification HABC Level 3 Certificate in Preparing to Work in Adult Social Care (QCF) www.highfieldabc.com Qualification Specification HABC Level 3 Certificate in Preparing to Work in Adult Social Care (QCF) Qualification Number: 600/3827/5 Highfield House Heavens Walk Lakeside Doncaster

More information

CARERS POLICY. All Associate Director of Patient Experience. Patient & Carers Experience Committee & Trust Management Committee

CARERS POLICY. All Associate Director of Patient Experience. Patient & Carers Experience Committee & Trust Management Committee CARERS POLICY Department / Service: Originator: All Associate Director of Patient Experience Accountable Director: Chief Nursing Officer Approved by: Patient & Carers Experience Committee & Trust Management

More information

Competency Asse ssment Tool for Care of Febrile Neutropenia 2009

Competency Asse ssment Tool for Care of Febrile Neutropenia 2009 Competency Asse ssment Tool for Care of Febrile Neutropenia 2009 Guidelines for use: In assessing competence, a combination of assessment methods may be utilised including clinical questioning/ interview

More information

About the PEI College of Pharmacists

About the PEI College of Pharmacists CODE OF ETHICS About the PEI College of Pharmacists The PEI College of Pharmacists is the registering and regulatory body for the profession of pharmacy in Prince Edward Island. The mandate of the PEI

More information

Required Competencies: Anaesthetic Technicians

Required Competencies: Anaesthetic Technicians Required Competencies: Anaesthetic Technicians The Profession of Anaesthetic Technology Anaesthetic Technology is the provision of perioperative technical management and patient care for supporting the

More information

Leadership and management for all doctors

Leadership and management for all doctors Leadership and management for all doctors The duties of a doctor registered with the General Medical Council Patients must be able to trust doctors with their lives and health. To justify that trust you

More information

SAMPLE. TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course Student Information Book. HLT07 Health Training Package V5

SAMPLE. TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course Student Information Book. HLT07 Health Training Package V5 HLT07 Health Training Package V5 TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course 14393 Student Information Book Version 1 Training and Education Support Industry Skills Unit Meadowbank

More information

Competency Asse ssment Tool for Therapeutic Communication 2009

Competency Asse ssment Tool for Therapeutic Communication 2009 Competency Asse ssment Tool for Therapeutic Communication 2009 Commonwealth of Australia 2009 Aranda S, Yates P. Competency assessment tool for therapeutic communication. Canberra: The National Cancer

More information

COMPETENCIES FOR HEALTHCARE ASSISTANT IN SEXUAL HEALTH (BAND 3)

COMPETENCIES FOR HEALTHCARE ASSISTANT IN SEXUAL HEALTH (BAND 3) COMPETENCIES FOR HEALTHCARE ASSISTANT IN SEXUAL HEALTH (BAND 3) Dimension Level Indicators Areas of application to nursing practice Achieved - Signature and Date 1. Communication Level 2 Communicate with

More information

(NAME OF HOME) 2.1 This policy is based on the Six Principles of Safeguarding that underpin all our safeguarding work within our service.

(NAME OF HOME) 2.1 This policy is based on the Six Principles of Safeguarding that underpin all our safeguarding work within our service. Title: SAFEGUARDING POLICY 1.0 INTRODUCTION 1.1 Safeguarding means protecting people's health, wellbeing and human rights, and enabling them to live free from harm, abuse and neglect. It's fundamental

More information

Unit 301 Understand how to provide support when working in end of life care Supporting information

Unit 301 Understand how to provide support when working in end of life care Supporting information Unit 301 Understand how to provide support when working in end of life care Supporting information Guidance This unit must be assessed in accordance with Skills for Care and Development s QCF Assessment

More information

To embed and deliver the Compton Care clinical strategy to achieve excellence in care and extraordinary care experiences for patients every day.

To embed and deliver the Compton Care clinical strategy to achieve excellence in care and extraordinary care experiences for patients every day. Job Title: Modern Matron Community Services Department: Community Services Directorate Reports to: Accountable to: Director of Nursing & Supportive Care Director of Nursing & Supportive Care Salary: Hours:

More information

CAREER & EDUCATION FRAMEWORK

CAREER & EDUCATION FRAMEWORK CAREER & EDUCATION FRAMEWORK FOR NURSES IN PRIMARY HEALTH CARE ENROLLED NURSES Acknowledgments The Career and Education Framework is funded by the Australian Government Department of Health under the Nursing

More information

REGISTERED NURSE GRADE 2

REGISTERED NURSE GRADE 2 Position Title: Registered Nurse Grade 2 Classification: Reports to: Department: Award / Enterprise Agreement: Grade 2 YP2 YP11 Nurse Unit Manager Surgical / Midwifery / Operating Suite / Medical Ward

More information

414 ASSESS INDIVIDUAL NEEDS AND PREFERENCES

414 ASSESS INDIVIDUAL NEEDS AND PREFERENCES Unit overview Elements of competence 414a 414b 414c Work with individuals to assess their needs and preferences Support staff, individuals and key people to identify changes in the care needs of individuals

More information