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

Transcription

1 Profile of Learning Opportunities (PoLO) for nursing and midwifery students in practice Practice Placement: Katherine Monk (ASU)

2 Introduction to the Ward Welcome to: Katherine Monk, a 24 bedded unit, with 4 trolleys which together form the surgical assessment unit (SAU). The unit was named after Katherine Henrietta Monk ( ) who was appointed as Matron at Kings in Kings College Hospital is one of four major trauma centres and covers the south east of London. Therefore patients may be transferred to the ward from Accident and Emergency for either acute surgery or following major trauma, and receive care and treatment during the first 72 hours of the acute stage. Patients have to meet strict criteria for admission to the SAU which includes: under 65 years of age, a National Early Warning Score (NEWS) <1, no seriously complex past medical history, and be deemed appropriate to receive care whilst on a trolley for up to 48 hours. These patients are typically admitted with appendicitis, an abscess that requires draining, and abdominal pain for investigation. Patients who have suffered major trauma often have multiple injuries and therefore require care from a variety of specialist teams for example: Trauma Acute Surgical Orthopaedics Maxillofacial Plastics Neurosurgery Cardiothoracic Urology Clinical nurse specialists In following the patient s surgical or trauma care pathway, from admission and pre-op assessment to post op care within the first 72 hours, you will experience and participate in caring for patients for a variety of reasons for example: Appendicitis Pancreatitis Cholecystitis Bowel obstruction Urosepsis Road traffic collisions (RTA) Stabbing Shooting Falls from height

3 Location We are located: 2 nd floor Golden Jubilee Wing, Kings College Hospital, Denmark Hill, London SE5 9RS Ward / Unit telephone: Welcome to the team Ward / Unit Manager is: Matron Josephine Betts Josephine.betts@nhs.net Modern Matron is: Josephine Betts Student co-ordinator is: Eleanor Cadigan ecadigan@nhs.net Practice Development Nurse is: Sylvie Leung Sylvie.leung@nhs.net and Dhawali Ogletree dhawaliogletree@nhs.net The ward team consists of: Registered Nurses including 6 x Band 6s Health Care Assistants Volunteers Chaplaincy Domestic / Housekeeper Specialist surgical teams Trauma team Physiotherapists Occupational therapists Pharmacist Dieticians Red Thread (youth team) Social workers Speech and language therapists Clinical nurse specialists for example: Pain team Tissue viability Safeguarding (for younger adults)

4 Katherine Monk Ward Philosophy Our ward culture encompasses the Kings values ; we work as a team to ensure that professional, compassionate, and patient centred care is given at all times. We believe that every person is an individual, and should be treated with respect and dignity at all times. The patient s right to privacy will be respected and we will ensure every effort will be made to maintain this throughout their stay on our ward. We aim to provide compassionate, holistic care to our patients by providing a safe and secure working environment where care needs are assessed, planned and implemented in partnership with the multidisciplinary team, the patient and their family. Education is a fundamental part of our care delivery. Our aim is to always maintain evidence based practice in order to offer the highest standard of care. We strive to support all learners to acquire the necessary skills, knowledge and competencies in order to deliver the highest quality patient care possible.

5 Shift pattern students may follow 5 day week 7 day week Weekends 12 hour shift: Early start: to 20.15hrs Night shift: to 08.15hrs Staffing establishment Registered Nurses Day shift = 8 Night shift = 6 Health Care Assistants Day shift = 4 Night shift = 3 Meal breaks You are permitted an hour break on a 12 hour shift plus a 30 minute concessionary tea/coffee break To contact colleagues: Bleeping: Dial 736 followed by the bleep number and the extension you wish to be called back on. Wait for the long tone and replace the receiver Air calling and Paging: Dial *737 and the operator will ask for your call sign (i.e. page number e.g. KH 6789) and your message. This is then sent to the person you are trying to contact Useful numbers Cardiac arrest 2222 Fire 2222 Security 2444 Bed Manager Surgical Site Practitioner Bleep 390 (surgery) Bleep 143 (surgery)

6 Hub and Spokes for Katherine Monk ward wound assessment and managment care management of spinal injury Patient centred care management of complex needs e.g. multi organ injury surgical assessment unit within ward pre and post op emergency care management of complex discharge and discharge planning moving and handling patients multi-disciplinary team working management of patient with traumatic orthopaedic injury Katherine Monk 'hub' patient repatriation to local hospital management of end of life care assessment & management of acute pain enhancing communication skills assessment, planning and management of patient need e.g. prioritisation medication management care and management of delirium e.g. post op/ sepsis risk assessment and management e.g. falls implementing monitoring and evaluating care care of the acutely ill patient

7 Hub and Spokes following the patient journey Endoscopy e.g. ERCP Operating theatres e.g. orthopaedics, neuro CNS Pain Following the patient pathway : pre-op to Theatre, to recovery and return to the ward Patient I-mobile Radiology e.g. X- ray, CT scan, MRI Trauma specialist nurse CNS Tissue viability

8 Core Learning Opportunities for Surgery (Under Supervision): ward based Participate in the assessment of individuals with acute surgical conditions or with poly trauma pre and post op for example: Laparoscopic cholecystectomy Orthopaedic injury e.g. fractures You may participate in, observe/ identify (with context related examples): Applying / measuring and interpreting clinical observations e.g. pain, neuro observations, baseline pre-op Neurovascular observations Pain assessment e.g. monitoring prescribed analgesia effect, pain assessment tool Recognising the deteriorating patient and escalation procedure e.g. NEWS, pyrexia, abnormal respiratory rate, sepsis, shock Developing skills in the use of related equipment under supervision e.g. dynamap Observing diagnostic procedures e.g. X-ray, MRI, CT scan, bladder scan Developing / enhancing communication skills e.g. questioning skills, listening skills, non-verbal cues (pain) Obtaining specific specimens as required e.g. MSU, stool, wound swabs, MRSA screening Risk assessment e.g. venous thromboembolism (VTE) prevention, pressure ulcer prevention and limited mobility Documentation e.g. admission procedure Identifying the patient s health and social care needs for discharge The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and Part 1, 2 or 3 PLPAD Outcome Number 1, 2, 4, 5, 6, 8-10, 12, , 6-9, 12, 13, 19, 20, 21, 22, 25-27, 30 Part 1 Practice Assessment Episode of Care BSc Part 3 and PGDip Part 3 1, 2, 4, 5, 6, 8, 9, 11, 12, 13 1, 2, 4, 6, 7, 9, 10, 13, 14 1, 3, 4, 5, 7, 9, 10, 11, 18, 22, and Part 2 Practice Assessment Episode of Care 1, 2, 13, 16, 17, 18, 23, 24, 27, 29, 43, 49, 52, 53, 54, 55, 62, 66, 69 Part 3 Practice Assessment Episode of Care and Medicines Management

9 Core Learning Opportunities (Under Supervision): ward based Participate in the assessment of patients with complex needs pre-and post op for example: Patients with co-morbidities e.g. diabetes, cardiovascular disease Patients with Delirium e.g. post op Patients with anxiety e.g. post ITU stepdown Patients with Dementia You may participate/ observe/identify (with context related examples): Developing / enhancing observational skills e.g. agitation, non-verbal cues Psychological needs e.g. referral to psychiatrist Psychological assessment e.g. change of body image (trauma), end of life care, ability to cope with surgery and post op care Applying / measuring and interpreting clinical observations e.g. blood glucose monitoring Developing / enhancing communication skills Analysing situations e.g. mental capacity for informed consent Prioritising patient need Decision making Risk assessment e.g. change to risk level post op/surgical intervention Identifying the patient s health and social care needs The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and part 1, 2 or 3 PLPAD Outcome Number BSc Part 3 and PGDip part 3 1, 2, 4, 5, 6, 8-10, 12, , 6-9, 12, 13, 19, 20, 21, 22, 25-27, 30 1, 2, 4, 5, 6, 8, 9, 11, 12, 13 1, 3, 4, 5, 7, 9, 10, 11, 18, 22, and Part 2 Practice Assessment Episode of Care and medicines Management 1, 2, 4, 6, 7, 9, 10, 13, 14 1, 2, 13, 16, 17, 18, 23, 24, 27, 29, 43, 49, 52, 53, 54, 55, 62, 66, 69 and Part 3 Practice Assessment Episode of Care and Medicines Management

10 Core learning Opportunities (Under Supervision): ward based Participate in the planning of individualised patient centred care: Pre-operative e.g. pre-op procedure, anticipate patient need post op Post-operative e.g. changes to anticipated plan of care due to patient s immediate needs You may participate in/ observe/identify (with context related examples) Prioritisation of patient need e.g. deteriorating patient, escalating concern, pain management, pressure ulcer prevention Decision making e.g. MDT working/involving patient and family Patient inclusion e.g. informed consent / capacity Patient centred care e.g. determine patient s priorities / preferences / specialist equipment Patient risk e.g. unstable spine/pelvic fracture Deteriorating patient e.g. escalation and action to take Documentation e.g. confidentiality, pre-op checklist Multi-disciplinary working e.g. discussion during ward rounds Communication e.g. cultural / ethnic diversity, listening to patient / family Discharge / care transfer planning The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and Part 1, 2 or 3 PLPAD Outcome Number 1, 2, 4, 5, 6, 8-10, 12, 13 1, 2, 3, 4, 6, 7, 8, 9, 11, 12 and Part 1 Practice Assessment Episode of Care 1, 2, 4, 5, 6, 8, 9, 11, 12, 13 1, 3, 4, 5, 16, 17, 18, 22, 43, and Part 2 practice Assessment Episode of Care BSc Part 3 and PGDip Part 3 1, 2, 4, 6, 7, 9, 10, 13, 14 2, 8, 11, 13, 16, 17, 23, 24, 28, 41, 53, 67, 70 and Part 3 Practice Assessment Episode of Care

11 Core learning Opportunities: (Under Supervision) ward based Participate in implementing planned patient centred care pre-op and post-op. Pre-operative: preparing for bowel surgery, orthopaedic surgery Post trauma e.g. spinal injury, forensic injury, fall from height Post- surgery e.g. cholecystectomy You may participate in/ observe/identify (with context related examples) Measuring and recording observations e.g. deteriorating patient and escalating concern appropriately Preparation of patient for theatre and pre-op check list (WHO) Functional needs e.g. positioning post op following fracture stabilisation, spinal care Meeting hygiene needs e.g. mouth care, post toilet care Meeting elimination needs e.g. indwelling urethral /suprapubic catheter, bowel care pre-op and management post op/prevention of constipation, stoma care Meeting mobility needs e.g. pre and post op pressure ulcer prevention, stable/unstable spinal injury, external fixation of fractures Meeting psychological needs e.g. anxiety pre-op and preparation for theatre, post trauma, change of body image, actively listening Maintaining privacy and dignity Meeting nutritional needs e.g. NJ, NG, TPN feeds, assisting at mealtimes Maintaining fluid balance e.g. IV infusion, fluid measuring and recording Care specific to identified risk e.g. falls, preventing pressure ulcer, manual handling/specific equipment Care evaluation, re-assessment and review e.g. with patients / family Liaison, communication with MDT e.g. referral to dietician Documentation and record keeping e.g. confidentiality End of life care e.g. symptom control Infection prevention and control e.g. PIC lines, Personal Protective Equipment (PPE) Pain management and review e.g. medication administration and monitoring effect, epidural, nerve blocks, PCA, pain team liaison Wound care and management

12 The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and Part 1, 2 or 3 PLPAD Outcome Number BSc Part 3 and PGDip Part 3 1, 2, 4, 5, 6, 8-10, 12, 13 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 13, 21, 22, 23, 25, 26-33, 35, 37, Part 1 Practice Assessment Episode of Care 1, 2, 4, 5, 6, 8, 9, 11, 12, 13 1, 3, 5-7, 9, 10, 12, 13, 16-18, 22, 27, 28, 32-36, 38, 41, 42-43, 49, 50, 51 and Part 2 Practice Assessment Episode of Care and medicines Management 1, 2, 4, 6, 7, 9, 10, 13, 14 1, 2, 3, 7, 8, 13, 14, 16-18, 20-22, 24, 25, 27, 29, 43, 46, 47, 49, 52, 53, 56, 59, 60, 62, 67, 70, 71, 76-78, 84, 82, 84, and Part 3 Practice Assessment Episode of Care and Medicines Management

13 Core Learning Opportunities (Under Supervision) ward based: Under supervision, participating in the administration of prescribed medication using a variety of routes. You may participate in the administration of (with context related examples) Oral Injections subcutaneous and intra-muscular e.g. VTE prophylaxis Medication dose calculations Observation only of IV drug administration Observation of blood and blood products procedure Syringe drivers Pre-operative e.g. bowel preparation (enema) Post-op medication e.g. analgesia, patient controlled analgesia (PCA) Oxygen administration Access British National Formulary (BNF) The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and Part 1, 2 or 3 PLPAD Outcome Number BSc Part 3 and PGDip Part 3 1, 2, 5-10, 12, 13 35, 36, 37 1, 2, 4, 5, 6, 8, 9, 12, 13 49, 50, 51 and Practice Assessment Part 2 Medicines Management 1, 2, 4, , 79, 82, 83, 84, 87, 88 and Practice Assessment Part 3 Medicines Management

14 Core Learning Opportunities (Under Supervision) ward based: Participate in the assessment of patient risk: Pre-operatively Post operatively Poly trauma Unstable spinal injury You may participate in/ observe/identify (with context related examples) Tissue viability e.g. preventing pressure ulcer, skin assessment Deteriorating patient e.g. NEWS score and escalation procedure Falls e.g. neurological impairment, post op delirium Nutrition / Hydration e.g. nil by mouth status Mobility e.g. walking with crutches/non weight bearing, Venous Thromboembolism (VTE), unstable spinal fracture Continence e.g. restricted mobility Manual Handling e.g. equipment, hoist, log rolling patient Infection control e.g. MRSA screening, intravenous access, indwelling urethral catheter Disability e.g. learning disability and specific needs Safe guarding Health & Safety Medicine management e.g. allergies The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and Part 1, 2 or 3 PLPAD Outcome Number 1, 2, 4, 5, 6, 8-10, 12, 13 1, 6, 12, 13, 14, 17, 19, 20, 21, 24, 31, 34 1, 2, 4, 5, 6, 8, 9, 11, 12, 13 4, 7, 10, 13, 22, 37, 41, 44, 48 BSc Part 3 and PGDip Part 3 1, 2, 4, 6, 7, 9, 10, 13, 14 5, 23, 29, 42, 43, 46, 47, 53, 55, 62, 66, 69, 73, 76, 90

15 Specific Learning Opportunities (Under Supervision) ward based: Skills / strategies to communicate with patients with cognitive, and / or sensory impairment for example You may participate in /observe/identify (with context related examples): Capacity assessment Mini mental score evaluation (MMSE) Patients with macular degeneration Patients with a hearing impairment/wearing hearing aid Patient with specific learning disability Patient living with Dementia Advocacy team role Safeguarding team role Enhance non-verbal communication skills The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and Part 1, 2 or 3 PLPAD Outcome Number BSc Part 3 and PGDip Part 3 1, 2, 5, 6, 8, 9, 12, 13 1, 2, 3, 4, 7, 8 1, 2, 5, 6, 8, 9, 12, 13 1, 5 1, 2, 6, 7, 9, 10, 13, 14 1, 2, 3, 13, 14, 16, 18, 19, 24

16 Core Learning Opportunities (Under Supervision) ward / unit based Participate in preparing for patient discharge /care transfer /handover for example: Admission to the ward Pre and Post -surgery Preparation for patient discharge home You may participate in/ observe/identify (with context related examples) management of complex discharge effective handover at shift change transfer to and from another clinical area e.g. Theatres/ED documentation process discharge process MDT and other agencies working Discharge co-ordinator Patient / Family support and involvement Social services liaison Repatriation to local Trust The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and part 1, 2 or 3 PLPAD Outcome Number BSc Part 3 and PGDip Part 3 1, 2, 5, 8, 9, 12,13, 1, 2, 4, 6, 8, 9, 19, 1,8, 9, 12, 13 1, 3, 4, 5, 16, 17, 18, and Part 2 Practice Assessment Episode of Care 1, 2, 6, 9, 10, 13, 14 1, 2, 3, 7, 8, 9, 10, 11, 13, 16, 17, 24 and Part 3 Practice Assessment Episode of Care

17 Core Learning Opportunities (Under Supervision) ward based Participate in working within a multi-disciplinary team for example You may participate in/ observe/identify (with context related examples) Working alongside colleagues during patient interventions e.g. physiotherapist, I- mobile Multidisciplinary Team (MDT) board round Ward rounds MDT Trauma meetings (weekly) The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and Part 1, 2 or 3 PLPAD Outcome Number 1, 2, 5, 4, 6, 12, 13 1, 8, 14 1, 2, 4, 5, 6, 12, 13 1, 5, 18, BSc Part 3 and PG Dip Part 3 1, 2, 4, 5, 6, 7, 9, 11, 13, 14 1, 2, 3, 16, 17, 20, 24, 35, 43

18 Specific Learning Opportunities (Under Supervision) ward based Care and management of a patient s wound for example: Abdominal laparotomy e.g. bowel surgery for obstruction Orthopaedic surgery e.g. stabilisation of fractures/internal fixation Traumatic wound e.g. maxillo-facial Chronic wound healing Stoma formation You may participate in / observe /recognise (with context related examples): Post op wounds (surgical wound) Pressure ulcer e.g. assessment/prevention Aseptic Non Touch Technique (ANNT) VAC therapy PICO treatment Wound drains e.g. Readivac (abdominal) Chest drains e.g. monitoring and removal Pain assessment / management Suture/clip removal Wound assessment e.g. stage of healing/infection Patient psychological support Contributory factors for wound healing e.g. nutrition/hydration Tissue Viability Nurse (TVN) liaison as required The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and Part 1, 2 or 3 PLPAD Outcome Number BSc Part 3 and PGDip Part 3 1, 2, , 4, 6, , 2, , 9, 10, 11, 12, 27, 32, 33 1, 2, , 2, 13, 52, 59, 60, 62, 78, 82, 84

19 Specific Learning Opportunities (Under Supervision) ward based: Participate in the care of patient with unstable spinal injury for example: Fall from height Road vehicle related trauma You may participate in / observe (with context related examples): assessment ABC action pressure area management specialist advice for pressure relief e.g. TVN/Manual Handling Team correct techniques for positioning patient e.g. log rolling immobilisation e.g. mobilisation regime, physiotherapist, supportive neck collar specific observations e.g. sensation, circulation, temperature control elimination needs e.g. indwelling urethral catheter management psychological support e.g. loss of independence/reliance on healthcare team assisting with nutritional needs meeting personal care needs/maintaining privacy and dignity The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and Part 1, 2 or 3 PLPAD Outcome BSc Part 3 and PGDip Part 3 1, 2, 5, 8, 9, 12, , 11-13, 17, 19, 20-29, 31, 32, 34, 35 1, 8, 9, 12, , 7, 10-13, 16-18, 24 1, 2, 6, 9, 10, 13, 14 1, 7, 10, 13, 16-21, 23-25, 28, 29, 43, 46, 47, 49, 52, 66-71, 73, 75-77

20 Specific Learning Opportunities (Under Supervision): ward based Participate in the assessment of the deteriorating patient for example: Managing haemorrhage Hypovolemic shock Septic shock You may participate in/ observe (with context related examples): Developing / enhancing observational skills e.g. visual recognition of change in patient s condition Applying / measuring and interpreting vital signs, Glasgow Coma Score (GCS), cardiac monitoring (level 1 patient) Identifying the need for and observing invasive monitoring e.g. CVP line Developing / enhancing communication skills e.g. urgent situations (SBAR) Analysing situations Prioritising patient need Decision making e.g. escalation to I-mobile/Hospital at Night/ITU Risk assessment e.g. manual handling Monitoring patient response to treatment Maintaining patient safety Psychological patient support Family support e.g. understanding, providing information The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and Part 1, 2 or 3 N/A PLPAD Outcome Number N/A for part 1 students BSc Part 3 and PGDip Part 3 1, 2, 4, 5, 6, 8, 9, 11, 12, 13 1, 3, 4, 5, 7, 9, 10, 11, 18, 22, and Part 2 Practice Assessment Episode of Care and medicines Management 1, 2, 4, 6, 7, 9, 10, 13, 14 1, 2, 13, 16, 17, 18, 23, 24, 27, 29, 43, 49, 52, 53, 54, 55, 62, 66, 69 and Part 3 Practice Assessment Episode of Care and Medicines Management

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

22 Specific Learning Opportunities ward based: Shadowing to observe the role of other health and social care professionals within the context of individual patient need: You may participate in / observe activities undertaken by (with context related examples): Trauma team I-mobile Pain CNS Tissue Viability CNS Speech and language therapist (SALT) Physiotherapist Occupational Therapist Dietician Substance misuse nurse The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and Part 1, 2 or 3 PLPAD Outcome Number N/A N/A for part 1 students BSc Part 3 and PGDip Part 3 1, 2, 4, 5, 6, 8, 9, 12, 13 1, 18 1, 2, 4, 5, 6, 7, 9, 10, 12, 14 1, 2, 16, 24

23 Specific Learning Opportunities (Under Supervision): ward based Participate in the care of the patient to prevent, manage and treat pressure ulcers for example: Patient with spinal injury Cognitive impairment Post- operative period Patient admitted with existing pressure ulcer You may participate in/ observe/identify (with context related examples): Meeting patient s personal hygiene needs e.g. manage perspiration Risk assessment e.g. Waterlow score, MUST (nutrition), body map tool Observing skin integrity, skin moisture balance, checking pressure points/areas High risk patient group e.g. peripheral vascular disease, medication effect Fluid balance e.g. adequate intake, record intake/output Continence management e.g. stool/urine Continence Specialist team for advice Physiotherapist/Occupational Therapist assessment for patient positioning Tissue viability team referral/liaison as appropriate for specialist advice Dietician referral e.g. high risk patient following MUST score Mobility needs e.g. pain management, pain team Manual handling e.g. equipment, techniques, patient positioning Manual handling advisors e.g. spinal patient Equipment e.g. Prevalon boots, AURA cushion Pressure relieving equipment e.g. profiling beds/autologic 200/ Nimbus 3 (higher risk) NOT for unstable spinal patients/ pelvic fracture Mental capacity Information transfer between care settings Audit monitoring e.g. pressure ulcer incidence Patient education/information Access Pressure Ulcer Prevention, Management and Treatment policy via KING S docs Access Safeguarding Adult and Skin Damage Protocol via KING S docs Pressure ulcer wound care e.g. assessment/grading, choice of dressing/treatment Documentation and reporting (escalation)

24 The learning opportunities above are mapped against the, Essential Skills and Practice Assessments in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve. and Part 1, 2 or 3 PLPAD Outcome Number 1, 2, 5, 8, 9, 10, 11, 12, 13 1, 4, 6, 9, 12, 17, 23, 25, 31, 33, 34, 1, 5, 8, 9, 10, 11, 12, 13 6, 8, 9, 10, 11, 13, 18, 22, 31, 32, 34, 35, 36, 37, 38, 39, 40, 41, 44, 48, and Part 2 Episode of Care BSc Part 3 and PGDip Part 3 1, 2, 6, 7, 9, 10, 11, 12, 13, 14 1, 2, 5, 7, 23, 24, 29, 45, 46, 49, 53, 63, 64, 66, 67, 68, 69, 70, 76,

25 Specific Learning Opportunities (Under Supervision) ward based: Management of a group of patients under supervision: including assessing, planning, implementing and evaluating care. Relevant to complexity of patient need and student competence Part 2 students the opportunity to develop/enhance skills and Part 2 Practice Assessment Episode of Care Part 3 students the opportunity to enhance skills and contribute to Part 3 Practice Assessment Episode of Care You may participate in and develop/enhance skills in (with context related examples): Prioritisation of patient needs e.g. as patient advocate Problem solving e.g. discharge planning Decision making e.g. MDT ward round Communicating e.g. handover at each shift, trauma meeting, MDT handover Team working e.g. role limitation Leadership e.g. raising concerns, escalation Delegating appropriately Supervising others The learning opportunities above are mapped against the and in your PLPAD and presented in the box below. This will assist you to identify and plan for what you could achieve and Part 1, 2 or 3 PLPAD Outcome Number N/A N/A BSc Part 3 and PGDip Part , 3, 4-13, 16-19, 22, 26, 27, 28, 33, 34-37, 38-44, , 2, 7-14, 16-25, 27, 31, 34, 35, 39-41, 53, 56-59, 63, 64, 66-73, 75-78, 81, 82-84, 88, 89

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

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

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

29 Suggested reading: Blackhall, A., Hawkes, D., Hingley, D. and Wood, S. (2011) VERA framework: communicating with people who have dementia. Nursing Standard. 26, 10, Lapham, R. and Agar, H. (2009) Drug Calculations For Nurses (3 rd Edition). Hodder and Arnold: London NICE (2014) Pressure Ulcers: Prevention and Management of Pressure Ulcers Clinical Guideline 179, London. NICE. NICE (2015) Pressure Ulcers: Quality Standard QS89, London. NICE. NHS England (2015) Serious Incident Framework accessed November 2015 Royal College of Nursing & National Institute of Health and Clinical Excellence (2005). The management of pressure ulcers in primary and secondary care: A Clinical Practice Guideline. London: RCN. Royal College of Nursing (2007) Helping students get the best from their practice placements. Online available from The National Institute for Health and Care Excellence (NICE) (2010) Venous thromboembolism in adults admitted to hospital: reducing the risk. Online available from Yates S. (2012) Differentiating between pressure Ulcers and Moisture Lesions. Wound Essentials Vol Useful sites: Discharge Planning Guidelines for NICE 2013 Falls: assessment and prevention of falls in older people London Clinical Network Major Trauma MUST score The International Emergency Nursing Journal The National Institute for Health and Care Excellence (NICE)

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