The School Of Nursing And Midwifery.

Transcription

1 The School Of Nursing And Midwifery. Pre Registration Postgraduate Diploma n Nursing (Adult) ASSESSMENT OF PRACTICE RECORD PART 2: NURT77 Unit 3: SNM619 Patients with Long-Term and Complex Needs PLEASE COMPLETE THE PLACEMENT EVALUATION WITHIN 2 WEEKS OF COMPLETION Student Details NAME : REGISTRATION NUMBER : COHORT : PERSONAL TEACHER :

2 PRE REGISTRATION POSTGRADUATE DIPLOMA IN NURSING (ADULT) ASSESSMENT OF PRACTICE RECORD PART 2 UNIT 3 Student Details NAME: COHORT: I understand that this booklet may be reviewed by my mentor, the programme leader, my personal teacher, the UoS Tutor, the learning environment manager, the external examiner and all subsequent mentors. Signature of Student Competence Evidence of attainment of competence is required for entry to the NMC register. Competence is regarded by the Nursing and Midwifery Council as a holistic concept that they define as The combination of skills, knowledge and attitudes, values and technical abilities that underpin safe and effective nursing practice and interventions (Adapted from Queensland Nursing Council 2009)] Primary Mentor The allocated mentor must be a first level registered nurse whose name appears on the Live Register of Mentors. This mentor is required to assess and sign the record of assessment for each outcome/standard of proficiency and to indicate on the assessment form the result i.e. Progressing /Not Progressing, Pass/Fail for each competency statement. The mentor should be available for the student for at least 40% of the duration of the practice learning experience. Associate Mentors An associate mentor is an appropriately qualified practitioner who accepts delegated responsibility for the supervision and support of the student in the absence of the student s primary mentor. UoS Tutor The named university contact that provides support to mentors and students in the practice setting Learning Environment Manager The person responsible for the quality of the learning environment and for liaison with the UoS Tutor. 2

3 SIGNATURES AND ASSESSMENT OF PRACTICE BOOKLETS. All students intending to join the health professions must be aware of the importance of accurate record-keeping and the need for ethical conduct in connection with signatures. Please ensure that attendance and performance during a practice learning experience is confirmed in the Assessment of Practice Record by the signature of each of your mentors and by submission of the Booklet, when required, for signature by your Personal Tutor. Any difficulty in obtaining the signature of a mentor must be discussed with your UoS Tutor or personal teacher prior to the submission date. Please be aware that the forgery of a signature is a very serious disciplinary matter. It is likely to lead to the student being charged under the Discipline Regulations of the University. Because you are undertaking a programme leading to professional registration this may involve the Fitness to Practice Committee. The University Discipline Committee will take a serious view when deciding the penalty for such misconduct. The School of Nursing and Midwifery may, in addition, be obliged to advise the Nursing and Midwifery Council that a student found to have forged a signature, is not of good character. The student could then be refused registration as a nurse or midwife. WANT TO KNOW MORE? The Code (NMC 2008) Guide for students of Nursing and Midwifery (NMC 2008) Fitness to practice guidelines at PLEASE DO NOT USE CORRECTION FLUID ON THIS BOOKLET Any errors should be crossed with a single line and signed by both the student and the mentor. 3

4 INSTRUCTIONS FOR MENTORS, STUDENTS AND LECTURERS INSTRUCTIONS FOR MENTORS, STUDENTS AND LECTURERS This Practice Assessment Record contains the specific competence-based outcomes by which the student s practice is assessed. When the Mentor is satisfied that a student has achieved a specific competency statement safely, effectively and consistently to the required standard, that statement should be accredited with a PASS. If the student has not achieved the competence statement to the Mentor s satisfaction, the Mentor should mark a FAIL grade against that competency statement. If an opportunity to demonstrate the competency has not been available, simulation may be used to facilitate acquisition. Assessment of the student s level of achievement should draw on a variety of evidence : 1. Direct observation by a first level registered nurse who is eligible to have his/her name recorded on the ward/placement s Live Register of Mentors 2. Question and answer session to assess underpinning knowledge. 3. Reflective discussions between student and Mentor regarding their progress. 4. Testimony from registered nurse or other member of the multi disciplinary/ multi agency team. 5. Simulation. 6. Clinical Skills Passport A final report on the student s conduct, attitude and motivation as a potential future member of the profession must also be completed. Mentors and/or students should contact the Learning Environment Manager, UoS Tutor and/or the student s Personal Teacher for any advice and support required. The Nursing and Midwifery Council requires pre-registration students to maintain an evidence-based portfolio during clinical practice and record practice experience relevant to achievement of the EU directives. These should be used to provide supplementary evidence substantiating the claim to proficiency along with the clinical skills passport and will be reviewed by Personal Teacher at the end of Units 1, 2, 3 & 4. IN ALL PRACTICE LEARNING EXPERIENCES THE STUDENT: Day 1 Completes documentation for ORIENTATION - PART 1 Day 1 Organises an appointment for the initial interview. Week 1 Completes documentation for ORIENTATION - PART 2 PRACTICE LEARNING EXPERIENCE SUPPORT PROCESS: This practice learning experience is in 2 parts one is in primary care and the other in secondary care. Each of these experiences should have the following: INITIAL INTERVIEW: The mentor and the student identify and discuss the student s personal learning 4

5 objectives and document action plans to enable the student to achieve the competencies, utilising any specific practice learning opportunities. SUBSEQUENT WEEKS: The student works with the mentor (and/or other first level nurses/appropriate health care professionals) to develop the requisite knowledge, skills and attitudes necessary to demonstrate the achievement of the competencies. INTERMEDIATE FORMATIVE ASSESSMENT: The student and mentor should arrange an assessment interview at the mid-point of the practice learning experience. The student should then complete the selfassessment immediately preceding the interview. Following discussion, the results of the assessment must then be entered, progressing/not progressing by initialling each competency, under the intermediate column by the mentor. Supplementary evidence should be reviewed at the intermediate formative assessment interview. If the student is not considered to be progressing the Learning Environment Manager and UoS Tutor must be notified. Following discussion between the mentor, the student and the UoS Tutor a joint plan of action must be identified offering specific guidance and support to the student whilst they attempt to meet the required competency based outcomes. FINAL SUMMATIVE ASSESSMENT: The student and mentor should arrange an assessment interview in the final weeks of the practice learning experience. The results of the assessment must be entered, Pass/Fail by initialling each competency statement, under the Final column by the mentor. All documentation must be completed before the student s final working day on the placement. Supplementary evidence: PORTFOLIO EU DIRECTIVES CLINICAL SKILLS PASSPORT Should be reviewed at the final summative assessment interview and verification of this should be recorded. The Learning Environment Manager/UoS Tutor should be informed of any student failing to achieve the required competencies. REFLECTIVE PROGRESS REVIEWS: Meetings should be arranged between the student and the mentor as appropriate, action plans developed and documented. Reflective progress reviews may also be undertaken in partnership with the UoS Tutor as deemed appropriate and the Learning Environment Manager advised of any student deemed not to be progressing. ON COMPLETION OF THE PRACTICE LEARNING EXPERIENCE: All students must submit their Assessment of Practice Record on the date identified on the assessment calendar. Failure to do so may constitute a FAIL. All students must make arrangements to see their Personal Tutor to discuss the outcome of their clinical assessment as soon after their practice learning experience as is reasonably practicable. 5

6 STUDENTS AND UNTOWARD INCIDENTS In the event that the students is involved in or witness to an untoward incident the mentor should: Keep the student informed of how the incident is to be managed Keep the student informed of the progress of management procedures Ensure the student is de-briefed Inform the UoS Tutor who will ensure any required university procedures are instigated Keep a record of this in the reflective progress interview section of THIS BOOKLET 6

7 ORIENTATION - PART 1 To be completed by the student and verified by their mentor on their first working day NAME:... COHORT:... ACADEMIC BASE... PLACEMENT(S):... DATES FROM:...TO:... LEARNING ENVIRONMENT MANAGER:... UNIVERSITY OF SHEFFIELD TUTOR:... Contact Number.... PERSONAL TEACHER:...Contact Number. PLACEMENT MENTOR :... Contact Number. Mentor s Signature (and PRINT) of last update of last Triennial Review Mentor s Signature (and PRINT) of last update of last Triennial Review Mentor s Signature (and PRINT) of last update of last Triennial Review Mentor s Signature (and PRINT) of last update of last Triennial Review 1) I know my responsibilities in the event of a fire, cardiac arrest or an emergency. 2) I have been shown the layout of the ward/area (including fire and resuscitation equipment). 3) I know my responsibilities with regard to health and safety at work. 4) I have been instructed in moving and handling patients in this area. 5) I know my responsibilities in respect of data protection and confidentiality. Signature of Student Signature of Mentor

8 ORIENTATION - PART 2 To be completed during the first week I have been shown the following: 1) The procedure for receiving and referring messages and enquiries. 2) Practice area policy /procedure for the administration of medicines. 3) Practice area policies and procedures. 4) Practice area profile and learning opportunities. Signature of Student

9 INITIAL INTERVIEW: PART 1 Please record the student s personal learning objectives for this placement, the learning objectives expected/suggested by the mentor, and action plans to achieve these personal objectives and the required outcomes/competencies. Student s personal learning objectives Student s action plan (Refer to Clinical Skills Passport and Personal Development Plan) : Mentor s expectations/suggestions: Mentor s action plan Signature of Mentor Signature of Student Comments of UoS tutor Signature 9

10 INTERMEDIATE REVIEW: PART1 Please record your Intermediate meeting with the student, identifying the student s strengths and limitations with regard to the standards of proficiency. The initial action plan should be carefully reviewed and a new action plan developed and demonstrated. Student review of own progress and achievement of learning objectives Mentor s review of student s progress and achievement of learning objectives Learning objectives for student from this point forward Student s action plan In the event that the student is assessed as not progressing an action plan must be written by the Mentor/UoS Tutor and documented in the reflective progress interviews noting : Issues of concern Action plan Review date If the student is assessed as not progressing due to a lack of opportunity please contact the UoS Tutor. Clinical Skills Passport reviewed Reflective Entries discussed Mentor s Initials Mentor s Initials Signature of Mentor Signature of Student: Comments of UoS tutor Signature 10

11 FINAL REVIEW: PART1 This interview should be completed prior to the student starting the part 2 placement. Please record your Intermediate meeting with the student, identifying the student s strengths and limitations. Student review of own progress and achievement of learning objectives Mentor s review of student s progress and achievement of learning objectives Points to be considered for part 2 placement Student s action plan In the event that the student is assessed as not progressing an action plan must be written by the Mentor part for part 2/UoS Tutor and documented in the reflective progress interviews noting : Issues of concern Action plan Review date If the student is assessed as not progressing due to a lack of opportunity please contact the UoS Tutor. Clinical Skills Passport reviewed Reflective Entries discussed Mentor s Initials Mentor s Initials Signature of Mentor Signature of Student: Comments of UoS tutor Signature 11

12 Pre-Registration Postgraduate Diploma in Nursing (Adult) Professional Behaviours: Final Review - part 1 1. Observation of punctuality/timekeeping Excellent Good Poor 2. Reliability in carrying out care within expected capability 3. Reception of feedback 4. Respect for colleagues and their professional experience and opinions 5. Verbal and non-verbal inter-active skills within the context of care situations 6. Attending to client needs and requests within expected capability 7. Recognition of own limitations within expected capability 8. Observation of dress code 9. Consistency of efforts to achieve the requisite standards of care 10. Communication with clients and their significant others within expected capability 11. Ability in relating with colleagues and working as a member of the team 12. Observation of anti-discriminatory, antioppressive and ethical practices There is an expectation that students demonstrate a high standard in professional behaviours throughout this programme. Any professional behaviours marked as poor should be related to relevant competencies which should be identified as not progressing and an action plan developed with the assistance of the UoS Tutor. 12

13 INITIAL INTERVIEW: PART 2 Please record the student s personal learning objectives for this placement, the learning objectives expected/suggested by the mentor, and action plans to achieve these personal objectives and the required outcomes/competencies. Student s personal learning objectives (Refer to Clinical Skills Passport, part 1 placement review and Personal Development Plan) : Student s action plan Mentor s expectations/suggestions: Mentor s action plan Signature of Mentor Signature of Student: 13

14 Comments of UoS tutor Signature 14

15 INTERMEDIATE REVIEW: PART 2 Please record your Intermediate meeting with the student, identifying the student s strengths and limitations with regard to the standards of proficiency. The initial action plan should be carefully reviewed and a new action plan developed and demonstrated. Student review of own progress and achievement of learning objectives Mentor s review of student s progress and achievement of learning objectives Learning objectives for student from this point forward Student s action plan In the event that the student is assessed as not progressing an action plan must be written by the Mentor/Uos Tutor and documented in the reflective progress interviews noting : Issues of concern Action plan Review date If the student is assessed as not progressing due to a lack of opportunity please contact the UoS Tutor. Clinical Skills Passport reviewed Reflective Entries discussed Mentor s Initials Mentor s Initials Signature of Mentor Signature of Student: Comments of UoS tutor Signature 15

16 REFLECTIVE PROGRESS REVIEWS Please record your reflective progress reviews clearly identifying your personal learning and document action plans for further development. You may find it helpful to use a reflective model to provide structure to your account Signatures of Mentor and Student 16

17 Competencies Results Unit 3: SNM619 Patients with Long Term and Complex Needs PART 2 Unit 3 Competencies are to be achieved within the context of the care delivery setting and under the guidance of a First Level Registered Nurse. Initial these columns following direct observation question and answer technique and review of evidence with the student. 1. PROFESSIONAL AND ETHICAL PRACTICE Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency Forms appropriate and constructive professional relationships with families and other carers Uses professional support structures to learn from experience and make appropriate adjustments Determines people s preferences to maximise comfort & dignity Provides personalised care, or makes provisions for those who are unable to maintain their own activities of living maintaining dignity at all times Applies principles of consent in relation to restrictions relating to specific client groups and seeks consent for care Ensures that the meaning of consent to treatment and care is understood by the people or service users. 1.1 CARE COMPASSION AND COMMUNICATION P NP P NP PASS FAIL 17

18 1. PROFESSIONAL AND ETHICAL PRACTICE (Cont.) Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency 1.2 ORGANISATIONAL ASPECTS OF CARE Documents concerns and information about people who are in vulnerable situations Adheres to safety policies when working in the community and in people s homes, for example, lone worker policy Adheres to safety policies when working in the community and in people s homes, for example, lone worker policy. PRIMARY CARE PART ONLY 1.3 INFECTION PREVENTION AND CONTROL Adheres to health and safety at work legislation and infection control policies regarding the safe disposal of all waste, soiled linen, blood and other body fluids and disposing of sharps including in the home setting Ensures dignity is preserved when collecting and disposing of bodily fluids and soiled linen Acts to address potential risks within a timely manner including in the home setting. 1.4 NUTRITION AND FLUID MANAGEMENT Maintains independence and dignity wherever possible and provides assistance as required MEDICINES MANAGEMENT Demonstrates understanding of legal and ethical frameworks relating to safe administration of medicines in practice Demonstrates an understanding of types of prescribing, types of prescribers and methods of supply Demonstrates understanding of legal and ethical frameworks for prescribing Aware of all methods of supplying medicines, for example, Medicines Act exemptions, patient group directions (PGDs), clinical management plans and other forms of prescribing. P NP P NP PASS FAIL 18

19 1. PROFESSIONAL AND ETHICAL PRACTICE (Cont.) Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency 1.5. MEDICINES MANAGEMENT (Cont.) Aware the different types of prescribing including supplementary prescribing, community practitioner nurse prescribing and independent nurse prescribing P NP P NP PASS FAIL Comments: 19

20 Competencies Results Unit 3: SNM619 Patients with Long Term and Complex Needs PART 2 Unit 3 Competencies are to be achieved within the context of the care delivery setting and under the guidance of a First Level Registered Nurse. Initial these columns following direct observation question and answer technique and review of evidence with the student. 2. CARE DELIVERY Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency P NP P NP PASS FAIL 2.1. CARE COMPASSION AND COMMUNICATION Actively empowers people to be involved in the assessment and care planning process Actively supports people in their own care and self care Considers with the person and their carers their capability for self care Assists people with their care where necessary. 2.2 ORGANISATIONAL ASPECTS OF CARE Accurately undertakes and records a baseline assessment of weight, height, temperature, pulse, respiration and blood pressure using manual and electronic devices Measures and documents vital signs under supervision and responds appropriately to findings outside the normal range Performs routine, diagnostic tests for example urinalysis under supervision as part of assessment process (near client testing) Collects and interprets routine data, under supervision, related to the assessment and planning of care from a variety of sources Undertakes the assessment of physical, emotional, psychological, social, cultural and spiritual needs, including risk factors by working with the person and records, shares and responds to clear indicators and signs. 20

21 2. CARE DELIVERY (Cont.) Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency P NP P NP PASS FAIL 2.2 ORGANISATIONAL ASPECTS OF CARE (Cont.) With the person and under supervision, plans safe and effective care by recording and sharing information based on the assessment Where relevant, applies knowledge of age and condition-related anatomy, physiology and development when interacting with people Works within the limitations of own knowledge and skills to question and provide safe and holistic care Detects, records, reports and responds appropriately to signs of deterioration or improvement Contributes to promote safety and positive risk taking Under supervision works safely within the community setting taking account of local policies, for example, lone worker policy Participates in assessing and planning care appropriate to the risk of infection thus promoting the safety of service users INFECTION PREVENTION AND CONTROL Participates in completing care documentation and evaluation of interventions to prevent and control infection Recognises potential signs of infection and reports to relevant senior member of staff Applies knowledge of transmission routes in describing, recognising and reporting situations where there is a need for standard infection control precautions Participates in the cleaning of multi-use equipment between each person Uses multi-use equipment and follows the appropriate procedures Safely uses and disposes of, or decontaminates, items in accordance with local policy and manufacturers guidance and instructions. 21

22 2. CARE DELIVERY (Cont.) Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency P NP P NP PASS FAIL 2.3. INFECTION PREVENTION AND CONTROL (Cont.) Adheres to requirements for cleaning, disinfecting, decontaminating of shared nursing equipment, including single or multiuse equipment, before and after every use as appropriate, according to recognised risk, in accordance with manufacturers and organisational policies Safely delivers care under supervision to people who require to be nursed in isolation or in protective isolation settings Applies knowledge of an exposure prone procedure and takes appropriate precautions and actions Demonstrates understanding of the principles of wound management, healing and asepsis Safely performs basic wound care using clean and aseptic techniques in a variety of settings NUTRITION AND FLUID MANAGEMENT Under supervision helps people to choose healthy food and fluid in keeping with their personal preferences and cultural needs Accurately monitors dietary and fluid intake and completes relevant documentation Supports people who need to adhere to specific dietary and fluid regimens and informs them of the reasons Identifies people who are unable to or have difficulty in eating or drinking and reports this to others to ensure adequate nutrition and fluid intake is provided Takes and records accurate measurements of weight, height, length, body mass index and other appropriate measures of nutritional status. 22

23 2. CARE DELIVERY (Cont.) Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency 23 P NP P NP PASS FAIL 2.4. NUTRITION AND FLUID MANAGEMENT (Cont.) Contributes to formulating a care plan through assessment of dietary preferences, including local availability of foods and cooking facilities Assesses baseline nutritional requirements for healthy people related to factors such as age and mobility Applies knowledge of fluid requirements needed for health and during illness and recovery so that appropriate fluids can be provided Accurately monitors and records fluid intake and output Recognises and reports reasons for poor fluid intake and output Understands and applies knowledge of intravenous fluids and how they are prescribed and administered within local administration of medicines policy Monitors and assesses people receiving intravenous fluids Documents progress against prescription and markers of hydration Monitors infusion site for signs of abnormality, and takes the required action reporting and documenting signs and actions taken Follows local procedures in relation to mealtimes, for example, protected mealtimes, indicators of people who need additional support Recognises, responds appropriately and reports when people have difficulty eating or swallowing Adheres to an agreed plan of care that provides for individual difference, for example, cultural considerations, psychosocial aspects and provides adequate nutrition and hydration when eating or swallowing is difficult.

24 2. CARE DELIVERY (Cont.) Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency 2.5. MEDICINES MANAGEMENT Demonstrates awareness of a range of commonly recognised approaches to managing symptoms, for example, relaxation, distraction and lifestyle advice Is competent in the process of medication-related calculation in nursing field involving: tablets and capsules liquid medicines injections IV infusions unit dose sub and multiple unit dose complex calculations SI unit conversion All calculations must be 100% correct Understands basic pharmacology, how medicines act and interact in the systems of the body, and their therapeutic action Aware of common routes and techniques of medicine administration including absorption, metabolism, adverse reactions and interactions Safely undertakes drug administration and monitors effects under supervision Uses prescription charts correctly and maintains accurate records Utilises and safely disposes of equipment needed to draw up and administer medication, for example, needles, syringes, gloves Administers and, where necessary, prepares medication safely under direct supervision, including orally and by injection Under supervision involves people and carers in administration and selfadministration of medicines Accesses commonly used evidence based sources relating to the safe and effective management of medicine. 24 P NP P NP PASS FAIL

25 2. CARE DELIVERY (Cont.) Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency Demonstrates knowledge of what a patient group direction is and who can use them. Comments: 2.5. MEDICINES MANAGEMENT (Cont.) P NP P NP PASS FAIL 25

26 Competencies Results Unit 3: SNM619 Patients with Long Term and Complex Needs PART 2 UNIT 3 Competencies are to be achieved within the context of the care delivery setting and under the guidance of a First Level Registered Nurse. Initial these columns following direct observation question and answer technique and review of evidence with the student. 3. CARE MANAGEMENT Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency P NP P NP PASS FAIL 3.1. CARE COMPASSION AND COMMUNICATION Uses strategies to enhance communication and remove barriers to effective communication minimising risk to people from lack of or poor communication Distinguishes between information that is relevant to care planning and information that is not ORGANISATIONAL ASPECTS OF CARE Understands the concept of public health and the benefits of healthy lifestyles and the potential risks involved with various lifestyles or behaviours, for example, substance misuse, smoking, obesity Recognises indicators of unhealthy lifestyles Contributes to care based on an understanding of how the different stages of an illness or disability can impact on people and carers Acts collaboratively with people and their carers enabling and empowering them to take a shared and active role in the delivery and evaluation of nursing interventions Responds appropriately when people want to complain, providing assistance and support. 26

27 3. CARE MANAGEMENT (Cont.) Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency Takes feedback from colleagues, managers and other departments seriously and shares the messages and learning with other members of the team Assists in preparing people and carers for transfer and transition through effective dialogue and accurate information Reports issues and people s concerns regarding transfer and transition Assists in the preparation of records and reports to facilitate safe and effective transfer Supports and assists others appropriately Values others roles and responsibilities within the team and interacts appropriately Communicates with colleagues verbally, face-to-face and by telephone, and in writing and electronically in a way that the meaning is clear, and checks that the communication has been fully understood Demonstrates professional commitment by working flexibly to meet service needs to enable quality care to be delivered Aware of the role of the Infection Control Team and Infection Control Nurse Specialist, and local guidelines for referral Discusses the benefits of health promotion within the concept of public health in the prevention and control of infection for improving and maintaining the health of the population. P NP P NP PASS FAIL 3.2. ORGANISATIONAL ASPECTS OF CARE (Cont.) 27

28 3. CARE MANAGEMENT (Cont.) Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency 3.3. INFECTION PREVENTION AND CONTROL Takes appropriate actions in any environment including the home care setting, should exposure to infection occur, for example, chicken pox, diarrhoea and vomiting, needle stick injury Assists in providing accurate information to people and their carers on the management of a device, site or wound to prevent and control infection and to promote healing wherever that person might be, for example, in hospital, in the home care setting, in an unplanned situation NUTRITION AND FLUID MANAGEMENT Reports to other members of the team when agreed nutritional plan is not achieved Reports to other members of the team when intake and output falls below requirements MEDICINES MANAGEMENT Discusses referral options Uses knowledge of commonly administered medicines in order to act promptly in cases where side effects and adverse reactions occur Demonstrates ability to safely store medicines under supervision Demonstrates awareness of roles and responsibilities within the multi disciplinary team for medicines management, including how and in what ways information is shared within a variety of settings Reports adverse incidents and near misses Understands procedures for management of anaphylaxis Comments: P NP P NP PASS FAIL 28

29 Competencies Results Unit 3: SNM619 Patients with Long Term and Complex Needs PART 2 UNIT 3 Competencies are to be achieved within the context of the care delivery setting and under the guidance of a First Level Registered Nurse. Initial these columns following direct observation question and answer technique and review of evidence with the student. 4. PERSONAL/PROFESSIONAL DEVELOPMENT Final review Part 1 P Progressing NP Not Progressing Final Review Part 2 Self Mentor Please sign and date each proficiency P NP P NP PASS FAIL 4.1. Actively seeks to extend knowledge and skills using a variety of methods in order to enhance care delivery Uses supervision and other forms of reflective learning to make effective use of feedback Reflects on own practice and discusses issues with other members of the team to enhance learning Uses supervision as a means of developing strategies for managing own stress and for working safely and effectively Contributes as a team member Comments: 29

30 TESTIMONIES USER/CARER TESTIMONY As part of nurse training students are required to obtain at least one testimony each unit from a user and/or carer. It is important that students have this perspective as well as that of their mentor and that this feeds into their overall assessment by their mentor. To the user/carer: Please comment on the manner in which care is delivered by the student looking after you. You may comment on both strengths and weakness. The student does Signature of Patient/carer, student and mentor The HCP s writing the testimony should identify the number of hours contact they have had with the student and comment on the learning that took place. 30

31 TESTIMONIES This allows the opportunity for any registered nurse or Health Care Practitioner who has worked with a student to comment on the student s progress towards achieving the outcomes/competencies. Testimonies may be obtained from carers under the direct supervision of the mentor/associate mentor. The HCP s writing the testimony should identify the number of hours contact they have had with the student and comment on the learning that took place. Signature of HCP and role 31

32 TESTIMONIES This allows the opportunity for any registered nurse or Health Care Practitioner who has worked with a student to comment on the student s progress towards achieving the outcomes/competencies. Testimonies may be obtained from carers under the direct supervision of the mentor/associate mentor. The HCP s writing the testimony should identify the number of hours contact they have had with the student and comment on the learning that took place. Signature of HCP and role 32

33 TESTIMONIES This allows the opportunity for any registered nurse or Health Care Practitioner who has worked with a student to comment on the student s progress towards achieving the outcomes/competencies. Testimonies may be obtained from carers under the direct supervision of the mentor/associate mentor The HCP s writing the testimony should identify the number of hours contact they have had with the student and comment on the learning that took place. Signature of HCP and role 33

34 RECORD OF COMPETENCIES FAILED Domain (i.e. 1-4) Competency Failed Please state why the student failed to achieve: Signature of Mentor Signature of Student: Signature of UoS Tutor 34

35 RECORD OF COMPETENCIES NOT ACHIEVED DUE TO THE LACK OF OPPORTUNITY (and where simulation is inappropriate) Domain (i.e. 1-4) Competency not achieved Mentor s signature RECORD OF COMPETENCIES ACHIEVED THROUGH SIMULATION Domain (i.e. 1-4) Outcome/Standard Mentor s signature 35

36 RECORD OF ATTENDANCE DURING PRACTICE LEARNING EXPERIENCE Name of Student: Practice Location(s): Intake Full attendance on placement: Yes No (Please tick) Please record hours of attendance e.g , study days (SD), and any sickness (S), absence (A), authorised special leave (SP), compassionate leave (CL) or bank holidays (BH). 5 days annual leave (AL) are permitted during this placement. The student is entitle to a total of 10 study days during this placement. Weekly Total Week com M T W T F S S and Mentor Init Start End Total Start End Total Start End Total Start End Total Start End Total Start End Total Start End Total Start End Total Start End Total Start End Total Start End Total Start End Total 36

37 Start End Total Total number of hours Night Duty undertaken during this practice learning experience The hours worked as identified in the record of attendance and the night duty as listed above is an accurate record of attendance on this practice learning experience. Signature of Student: : Verified by Mentor: : Recorded on Database by: : PLEASE COMPLETE THE PLACEMENT EVALUATION AND SUBMITTED WITH THIS DOCUMENT 37

38 Pre-Registration Postgraduate Diploma in Nursing (Adult) Professional Behaviours 1. Observation of punctuality/timekeeping 2. Reliability in carrying out care within expected capability 3. Reception of feedback 4. Respect for colleagues and their professional experience and opinions 5. Verbal and non-verbal inter-active skills within the context of care situations 6. Attending to client needs and requests within expected capability 7. Recognition of own limitations within expected capability 8. Observation of dress code 9. Consistency of efforts to achieve the requisite standards of care 10. Communication with clients and their significant others within expected capability 11. Ability in relating with colleagues and working as a member of the team 12. Observation of anti-discriminatory, antioppressive and ethical practices Excellent Good Poor Any professional behaviours marked as poor/very poor should be related to relevant proficiency statements which should be identified as failed. Record of discussion between student, mentor Signature of student Signature of mentor Comments of UoS tutor Signature 38

39 UNIT 3 NAME: COHORT: REGISTRATION NUMBER: PROGRAMME CODE: PRACTICE AREA: FROM: TO: Mentor: FINAL INTERVIEW WITH MENTOR All competencies achieved: YES...(Pass) NO...(Fail) If the student has failed please complete the Record of competencies or the Record of competencies not achieved due to the lack of opportunity as applicable and inform the Learning Environment Manager. Please verify the Record of Attendance. Clinical Skills Passport reviewed Reflective Entries discussed Mentor s Initials Mentor s Initials I certify that. has/has not demonstrated the required knowledge, skills, attitudes and professional behaviours to warrant a pass grade as a potential future member of the profession based on the evidence herein. Signature of Mentor: Signature of Student: Verified by Personal Teacher Recorded on Database by: : : : : 39

40 REVIEW OF ACHIEVEMENT WITH PERSONAL TUTOR Please review the student s progress and document action plans for future development. If the student has failed to achieve any outcomes/standards of proficiency please make these explicit and document proposed action plan for achievement. Student Name.Cohort.... Signature of Personal Teacher: Signature of Student: REVIEW OF SUPPLEMENTARY EVIDENCE (Portfolio and Clinical Skills Passport) Comments: Signature of Personal Teacher: : 40

41 University of Sheffield School of Nursing and Midwifery Recorded on Database by: Signature PRPGDip - 2 ND ATTEMPT AT PRACTICE ASSESSMENT DOCUMENTATION Name. Intake.. of assessment.. Registration Number. Practice area. Name of Assessor Attempt 2 Unit 3 Assessment must be completed at the end of the 4 th week following the start date of the attempt. Domain/number Competency to be achieved PASS FAIL Comments Signature of Assessor. Signature of Student. Signature of Personal Teacher /UoS Tutor..... Within one week of completion by the assessor this form must be submitted to your Personal Teacher. Once signed by the Personal Teacher this form should be sent to the Programme Secretary for recording and a photocopy retained in the students file. 41

42 Professional Behaviours Inventory M Level 1. Observation of Punctuality/Timekeeping Poor Good Excellent Poor punctuality/ timekeeping most of the time Good punctuality/ timekeeping most of the time time Minimal communication if unable to be on time Good level of communication if unable to be on time 2. Reliability in Carrying Out Care within Expected Capability 42 Excellent punctuality/ timekeeping most of the Excellent level of communication if unable to be on time Poor Good Excellent Poor level of reliability Good level of reliability most of Excellent level of reliability most of the time the time most of the time 3. Reception of Feedback Poor Satisfactory Very Good Very reluctant to accept Some reluctance to accept Responds positively to constructive feedback constructive feedback constructive feedback most Difficulties in using feedback to develop practice Some difficulties in using feedback to develop practice of the time Considers feedback to develop practice most of the time 4. Respect for Colleagues and their Professional Experience and Opinion Poor Good Excellent Poor level of respect most of the time Good level of respect most of the time Excellent level of respect most of the time Obvious difficulty with listening to differences in professional experience and opinions most of the time Listens and acknowledges differences in professional experience and opinions most of the time Listens, acknowledges and openly discusses differences in professional experience and opinions most of the time Tends to dominate by voicing own opinions vociferously Good ability to contain and voice own opinions appropriately Excellent ability to contain and voice own opinions appropriately 5. Verbal and non-verbal Interactive Skills within the Context of Care Situations Poor Good Excellent Shows little interest in Demonstrates interest in others Demonstrates concern and others most of the time interest in others at all Frequently gives mixed messages Verbal and non-verbal communication is congruent and clear most of the time times Verbal and non-verbal communication is congruent, clear and appropriate at all times

43 6. Attending to Client Needs and Requests within Expected Capability Poor Good Excellent Usually not conscientious in attending to client needs and requests most of the time Is conscientious in attending to client needs and requests most of the time Frequently delayed in attending to client needs and requests Very occasional delay in attending to client needs and requests 7. Recognition of own Limitation within Expected Capability Poor Good Excellent Demonstrates a limited level of self-awareness and ability to recognise own limitations most of the time Demonstrates a good level of self-awareness and ability to recognise own limitations most of the time Infrequently takes action for personal and professional development most of the time. Client safety is occasionally compromised. 8. Observation of Dress Code Takes some action for personal and professional development most of the time. Client safety is always safeguarded. Is attentive and conscientious when attending to client needs and requests at all times Very prompt in attending to client needs and requests at all times Demonstrates an excellent level of self-awareness and ability to recognise own limitations most of the time Constantly seeks personal and professional development. Client safety is always safeguarded. Poor Good Excellent Poor compliance with professional dress code most of the time Good compliance with professional dress code most of the time Excellent compliance with professional dress code most of the time 9. Consistency of Efforts to Achieve the Requisite Standard of Care Poor Good Excellent Few attempts at making efforts to achieve the requisite standards of care most of the time Makes good efforts to achieve the requisite standards of care most of the time Constantly makes best efforts to achieve the requisite standards of care most of the time 10. Communication with Clients and their Significant Others within Expected Capability Poor Good Excellent Does not attach much importance to involving clients and their significant others as partners in care Good efforts made in involving clients and their significant others as partners in care most of the time Poor efforts to be supportive and reassuring Good efforts to be supportive and reassuring 43 Excellent efforts made in involving clients and their significant others as partners in care at all times Excellent efforts to be supportive and reassuring

44 11. Ability in Relating with Colleagues and Working as a Member of the Team Poor Good Excellent Exhibits difficulty in establishing rapport with Has good rapport with colleagues most of the time Has excellent rapport with colleagues most of the time colleagues Uncooperative in the team Good ability to work as a Excellent ability to work as a Rarely contributes to the team member of the team Contributes to the team most of the time member of the team Contributes very actively to the team most of the time 12. Observation of Anti-Discriminatory, Anti-Oppressive and Ethical Practices Poor Good Excellent Poor level of respect for clients and their significant others most of the time Good level of respect for clients and their significant others most of the time the time Poor ability in providing sensitive care that meets each client s situation and needs most of the time Poor ability and efforts made in upholding and promoting the client s rights most of the time Does not recognise instances when clients experience inequality, disadvantage and discrimination during care provision Good ability in providing sensitive care that meets each client s situation and needs most of the time Good ability and efforts made in upholding and promoting the client s rights most of the time Recognises instances when clients experience inequality, disadvantage and discrimination during care provision most of the time Excellent level of respect for clients and their significant others most of Excellent ability in providing sensitive care that meets each client s situation and needs most of the time Excellent ability and efforts made in upholding and promoting the client s rights most of the time Recognises instances when clients experience inequality, disadvantage and discrimination during care provision at all times. Occasionally challenges 44