PRACTICE ASSESSMENT DOCUMENT - PDF Free Download

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 Number: Base Trust: Practice Placement Facilitator: 1 1

VERIFICATION PAGE to be completed by anyone who signs this document SURNAME FIRST NAME DESIGNATION LOCATION SIGNATURE MENTOR ID (if applicable Year one: Any assessment should only be completed by a registered nurse, or where appropriate a registered professional competent in the skill or aspect of competency in which the student is being assessed. Any professional completing any aspect of the documentation should have undergone training and development that has enabled them to be competent to support and assess students. 2

EVIDENCE DEVELOPMENT OPPORTUNITIES YEAR 1 Spoke report Spoke report Team Assessment of Performance in Practice (TAPP) Total Client Care Assessments (TCC) Patient Assessment Questionnaire (PAQ) HUB EXPERIENCE ONE SPOKE ONE SPOKE TWO HUB EXPERIENCE TWO Skills Passport OSCE Skills Passport Safe Medicate Formative 3

ASSESSMENT GUIDANCE Any individual who signs within this document must complete the verification section on page 2. At the start of any practice learning experience the student and mentor should carefully study the content of this document. This should include a review of the students overall progress and any previous practice assessment and development plans. At any point the mentor or student may contact the Guidance Tutor for additional support or clarification. An initial interview between mentor and student should be conducted within the first week of any hub or spoke learning opportunity and documented in the appropriate section. This interview should consider learning opportunities (including the collection of evidence), goals and expectations. Evaluation of progression criteria can take place throughout the practice experience. Prior to the evaluation the student should collect and identify relevant evidence. Evaluation of student performance in individual competencies is formative and should take place towards the end of the final hub experience in year one. In the final week of the first hub experience and the spokes the student and mentor should complete the relevant formative report. If the student is failing to make the required progress or any other areas of concern are identified at any point during the practice experience, contact MUST be made with the Guidance Tutor or PPF. The student must be made aware of any concerns as soon as possible. Glossary of terms & evidence (year one): PAD - Practice Assessment Document. All associated evidence should be documented within your PAD and stored within your PPDF. PPDF - Personal and Professional Development File. The PPDF is the file in which you store your record of learning, development and achievements in university and in practice. Potential evidence for triangulation with observed student Performance (examples are given for each progression criteria/competency on their associated page): PAQ - Patient Assessment Questionnaire TAPP - Team Assessment of Performance in Practice report TCC - Total Client Care assessment OSCE - Objective, Structured, Clinical Examination report Safe Medicate - report Skills Passport - evidence of session attendance Structured reflection - template available in the PPDF Documented discussion with mentor - template available in the PPDF Witness Testimony report - template available in the PPDF Module assessments Final hub experience - specific guidance: During the final week the summative assessment of the students overall performance should occur. This will involve the completion of the appropriate summative assessment form Other forms of relevant evidence that may be identified by mentor or student 4 By the end of the year student ability in ALL progression criteria listed within this document must be evaluated. See pass/fail criteria on the following page and the student and mentor guides for year one for additional information and guidance.

PASS FAIL CRITERIA YEAR 1 COMPETENCY SCALE Levels of Practice The students overall performance in the main hub clinical setting will be assessed on a pass/fail basis by the students mentor at the end of the final hub visit. The initial visit to the hub and both spokes are formatively assessed. Mentors within the spoke areas should complete the appropriate spoke reports and aid the student to develop evidence to illustrate they are achieving progression criteria. They may, if they wish, assess individual progression criteria providing the student is in agreement and appropriate evidence can be provided. MEETS EXPECTATIONS FOR REGISTRATION Accomplished Skilled Demonstrates capability for independent practice and often exceeds expectations Demonstrates capability for independent practice ACHIEVED (year 2/3 only) Mentors should triangulate evidence from a variety of tools and sources to aid and inform the assessment of progression criteria, competency and the students overall performance. The final decision to pass or fail a student at the end of the second visit to the hub remains with the students identified mentor. BORDERLINE FOR REGISTRATION Supported Needs occasional direct supervision or support BY THE END OF THE YEAR THE STUDENT MUST ACHIEVE ALL YEAR ONE PROGRESSION CRITERIA. The student may be identified as failing for the following reasons : The student fails to act with professionalism, integrity and/or within recognised ethical and legal frameworks. The student is unable to practise safely or demonstrate an awareness of their own limitations. The student fails to achieve the identified progression criteria by the end of year one. The student fails to provide appropriate evidence. NEEDS DEVELOPMENT FOR REGISTRATION Assisted Dependent Needs regular direct supervision or support Needs constant direct supervision or support Criteria for Appraisal of Competence Adapted from Bondy, K. N. (1983) Criterion-referenced definitions for rating scales in clinical evaluation. Journal of Nursing Education, 22(9); 376-382 5

Patient Safety PROGRESS YEAR 1 Professionalism Progression Criteria Tick box when Achieved Professional Values P5 A3 Associated Competency Tick when Evaluated Communication and Interpersonal Skills P6 P7 P10 A7 B1 P1 B2 P12 B7 Nursing Practice and Decision Making P8 P9 C6 P11 P4 C7 P2 C8 P3 C9 Professional Values P13 P17 A1 P14 P15 A2 Communication and Interpersonal Skills P16 B8 Leadership,Management and Team Working P18 D4 6

7 YEARLY ATTENDANCE RECORD

MENTOR / STUDENT CHECK LIST HUB EXPERIENCE 1ST VISIT 1. Pre placement contact 2. Orientation to practice area 3. Initial interview 4. Mid point formative assessment Clinical area: 5. Summative assessment Mentor: Dates: From: To: 8

HUB INITIAL INTERVIEW 1ST VISIT This interview should be completed within the first week. A learning plan should be developed and documented below The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence. The student and mentor should set goals. Please summarise details of this interview below. The student should review progress towards the end of the experience and before the formative assessment Learning plan & goals: Mentor signature: Student signature: Date: 9

FORMATIVE ASSESSMENT END OF 1ST HUB VISIT Student s Name: Intake: Student reflection on progress and self assessment Mentor / Educator signature: Mentor comments on progress and areas for development Student signature: Date: Additional Action Plan required? (please circle): No Yes For further guidance on Action Planning see the reverse of this sheet. If an additional Action Plan is required the students Guidance Tutor and/or the PPF should be contacted for support. 11

Criteria Actions / Resources No additional Action Plan required Is identified as working successfully towards all of the agreed learning outcomes /progression criteria/ competencies. No remedial action is necessary; to continue as per original learning plan Is working successfully towards most of the agreed learning outcomes /progression criteria/ competencies in the practice setting. However needs development in the identified area listed on the action plan. Inform GT/PPF of action plan status and arrange meeting as required Identify the specific learning outcome /progression criteria/ competency that needs development in an agreed action plan Identify how opportunities and evidence will be provided. Regularly review the action plan Additional Action Plan required Is not progressing as required to meet the agreed learning outcomes/ progression criteria/competencies. Failure to reach the appropriate level in these areas by the end of the identified practice experience will result in the student failing the placement and the associated module to which this period of practice is attached. (See the practice placements website for the action plan template) Arrange a tripartite meeting with GT and seek support from practice learning team Identify specific learning outcomes/progression criteria/ competencies that need development in an agreed action plan Identify criteria for success and identify how opportunities and evidence will be provided Instigate regular meetings between the mentor and student and provide regular feedback to the Guidance Tutor (See the practice placements website for the action plan template) 12

MENTOR / STUDENT CHECK LIST 1. Pre experience contact with clinical area SPOKE EXPERIENCE ONE 2. Orientation to practice area 3. Initial interview 4. Spoke Feedback Clinical area: Mentor: Dates: From: To: 13

SPOKE VISIT INITIAL INTERVIEW This interview should be completed within the first few days. A learning plan should be developed and documented below The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence The student and mentor should set goals. Please summarise details of this interview below The student should review progress towards the end of the spoke experience and before the formative assessment Spoke learning plan & goals: Mentor signature: Student signature: Date: 14

SPOKE REPORT: PART 1 Student s Name: Intake: Student reflection on progress and self assessment Mentor comments on overall progress and areas for development * Mentor signature: Student signature: Date: 15 * Please provide more detailed comments on specific achievements and progress towards progression criteria on the following page

SPOKE REPORT: PART 2 Student s Name: Intake: Please provide additional comments on student performance, progress, achievements in the following two areas, for further guidance look at the progression criteria and related competencies at the end of this document. Patient Safety Professionalism 16 Mentor signature: Date:

MENTOR / STUDENT CHECK LIST SPOKE EXPERIENCE TWO 1. Pre experience contact with clinical area 2. Orientation to practice area 3. Initial interview 4. Spoke Feedback Clinical area: Mentor: Dates: From: To: 17

SPOKE REPORT: PART 1 Student s Name: Intake: Student reflection on progress and self assessment Mentor comments on overall progress and areas for development * Mentor signature: Student signature: Date: 19 * Please provide more detailed comments on specific achievements and progress towards progression criteria on the following page

MENTOR / STUDENT CHECK LIST HUB EXPERIENCE 2ND VISIT 1. Pre visit contact 2. Orientation to practice area 3. Initial interview 4. Mid point formative assessment Clinical area: 5. Summative assessment Mentor: Dates: From: To: 21

HUB INITIAL INTERVIEW 2ND VISIT This interview should be completed within the first week of returning to the hub. A learning plan should be developed and documented below The aims of the interview are to discuss any new expectations and identify further learning opportunities including the collection of evidence Consideration should be given to the students mid point assessment at the end of the first hub visit, the spoke placement reports and overall progress The student and mentor should set goals. Any progression criteria that still need achieving should be the focus of the learning plan. consideration should be given to what learning strategies and resources will be utilised to achieve these targets Please summarise details of this interview below Learning plan & goals: Mentor signature: Student signature: Date: 22

SUMMATIVE ASSESSMENT 2ND HUB VISIT Student s Name: Intake: Strengths demonstrated: Areas for development: Shows professionalism, integrity and works within recognised ethical and legal frameworks Delete as appropriate Yes No Is able to practise safely and has an awareness of own limitations Yes No Has achieved all progression criteria and has provided appropriate evidence Yes No Summative assessment: (any NO indicates a fail) PASS FAIL If student has failed please provide additional comments over the page Mentor / Educator signature: Development plan (to be completed with the student): Student signature: Date: 23

RECORD OF STUDENT FAILURE To be completed by the mentor if the student has failed Please indicate areas for concern and the associated competencies RECORD OF VARIANCE Please record a detailed rationale where a decision has been made to mark a competency as achieved when the available evidence would suggest non-achievement. Or the student has not achieved a competency despite evidence to the contrary. Mentor / Educator signature: Student signature: Mentor / Educator signature: Student signature: Date: Date: 24

SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY PROFESSIONAL VALUES * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P5. Demonstrates an understanding of how to work within legal and professional frameworks and local policies to safeguard and protect people, particularly children, young people and vulnerable adults. Student documentation of evidence for review Associated Competency: A3 All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health. 25

PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Discussion with mentor Structured reflection FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: A3 All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health. Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 11.1 Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations Accomplished Skilled Supported and often exceeds expectations Needs occasional direct Assisted Needs regular direct Dependent Needs constant direct Evidence Reviewed: 26

SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY PROFESSIONAL VALUES * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P6. Is able to recognise, and work within, the limitations of their own knowledge and skills and professional boundaries, understanding that they are responsible for their own actions. Student documentation of evidence for review Associated Competency: A7 All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal. 27

SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY COMMUNICATION AND INTERPROFESSIONAL SKILLS * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P7. Demonstrates the ability to listen, seek clarity, and carry out instructions safely P10. Recognises signs of aggression and takes appropriate action to keep themselves and other safe Student documentation of evidence for review Associated Competency: B1 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. 29

SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY COMMUNICATION AND INTERPROFESSIONAL SKILLS * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P1. Demonstrate safe, basic, person-centred care, under supervision, for people who are unable to meet their own physical and emotional needs Student documentation of evidence for review 31 Associated Competency: B2 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.

PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Patient Assessment Questionnaire (PAQ) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: B7 All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language. Total Client Care Assessment (TCC) Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 3.3 Uses ways to maximise communication where hearing, vision or speech is compromised 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 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 Accomplished Skilled Supported Assisted Dependent and often exceeds expectations Needs occasional direct Needs regular direct Needs constant direct Evidence Reviewed: 34

SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY NURSING PRACTICE AND DECISION MAKING * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P8. Uses and disposes of medical devices safely under supervision according to local and national policy, reporting any incidents or near misses P9. Understands and works within the laws governing health and safety at work. Demonstrates safe manual handling techniques, and understands how nurses can help reduce the risk of infection, including effective hand washing P11. Safely and accurately carries out basic medicines calculations Student documentation of evidence for review 35 Associated Competency: C6 All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, 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.

PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Team Assessment of Performance in Practice (TAPP) Safe medicate / Authentic World FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: C6 All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, 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. Level of practice Level of support Signature & Date: 36 ESSENTIAL SKILLS 18.2 Reports safety incidents regarding service users to senior colleagues 18.3 Under supervision assesses risk within current sphere of knowledge and competence 18.4 Follows instructions and takes appropriate action, sharing information to minimise risk 18.5 Under supervision works within legal frameworks to protect self and others 20.1 Safely uses and disposes of medical devices under supervision and in keeping with local and national policy and understands reporting mechanisms relating to adverse incidents 21.1 Follows local and national guidelines and adheres to standard infection control precautions 24.1 Adheres to local and national guidelines on dress code for prevention and control of infection, including footwear, hair, piercing and nails 24.3 Wears appropriate clothing for the care delivered in all environments 30.2 Follows food hygiene procedures in accordance with policy 33.1 Is competent in basic medicines calculations relation to tablets, capsules, liquids, injections including unit dose, sub and multiple unit dose and SI unit conversion Accomplished Skilled Supported Assisted Dependent and often exceeds expectations Needs occasional direct Needs regular direct Needs constant direct Evidence Reviewed:

PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance OSCE feedback / score sheet FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: C7 All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe. Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 9.1 Responds appropriately when faced with an emergency or a sudden deterioration in a person s physical or psychological condition including seeking help from an appropriate person Accomplished Skilled Supported and often exceeds expectations Needs occasional direct Assisted Needs regular direct Dependent Needs constant direct Evidence Reviewed: 38

SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY NURSING PRACTICE AND DECISION MAKING * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P2 Meets people s essential needs in relation to safety and security, wellbeing, comfort, bowel and bladder care, nutrition and fluid maintenance and person hygiene, maintaining dignity at all times. Student documentation of evidence for review Associated Competency: C8 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. 39

PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: C8 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. Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 5.4 Provides person centred care that addresses both physical and emotional needs and preferences 30.1 Reports to an appropriate person where there is a risk of meals being missed Accomplished Skilled Supported and often exceeds expectations Needs occasional direct Assisted Needs regular direct Dependent Needs constant direct Evidence Reviewed: 40

SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PROFESSIONALISM - PROFESSIONAL VALUES * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P13 Displays a professional image in their behaviour and appearance, showing respect for diversity and individual preferences P17 Practises honestly and with integrity, applying the principles of The code: Standards for conduct, performance and ethics for nurses and midwives (2008) and the Guidance on professional conduct for nursing and midwifery students (2009) Student documentation of evidence for review 43 Associated Competency: A1 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.

PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: A1 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. Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 1.1 Articulates the underpinning values of The code: Standards for conduct, performance and ethics for nurses and midwives (2008) 1.3 Promotes a professional image 3.1 Demonstrates respect for diversity and individual preference, valuing differences, regardless of person view 4.3 Adopts a principled approach to care underpinned by the code (NMC, 2008) 11.3 Uses support systems to recognise manage and deal with own emotions 14.1 Works within the Code (NMC, 2008) and adheres to Guidance on professional conduct for nursing and midwifery students. (NMC, 2010) 17.2 Understands and applies the importance of rest for effective practice 18.1 Under supervision, works within clinical governance frameworks Accomplished Skilled Supported Assisted Dependent and often exceeds expectations Needs occasional direct Needs regular direct Needs constant direct 44 24.3 Wears appropriate clothing for the care delivered in all environments Evidence Reviewed:

SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PROFESSIONALISM - PROFESSIONAL VALUES * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P14. Demonstrates respect for people s rights and choices P15. Acts in a manner that is attentive, kind, sensitive, compassionate and non-discriminatory, that values diversity and acts within professional boundaries Student documentation of evidence for review Associated Competency: A2 All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care. 45

PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Patient Assessment Questionnaire (PAQ) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: A2 All nurses must practise in a holistic, nonjudgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care. Level of practice Level of support Signature & Date: 1.4 Shows respect for others ESSENTIAL SKILLS 1.5 Is able to engage with people and build caring professional relationships 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 4.1 Demonstrates an understanding of how culture, religion, spiritual beliefs, gender and sexuality can impact on illness and disability 4.2 Respects people s rights 5.1 Is attentive and acts with kindness and sensitivity 5.2 Takes into account people s physical and emotional responses when engaging with them Accomplished Skilled Supported Assisted Dependent and often exceeds expectations Needs occasional direct Needs regular direct Needs constant direct 46 5.3 Interacts with the person in a manner that is interpreted as warm, sensitive, kind and compassionate, making appropriate use of touch 5.5 Evaluates ways in which own interactions affect relationship to ensure that they do not impact inappropriately on others Evidence Reviewed:

SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PROFESSIONALISM - COMMUNICATION AND INTERPERSONAL SKILLS * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P16 Understands the principles of confidentiality and data protection. Treats information as confidential, except where sharing is required to safeguard and protect people Student documentation of evidence for review Associated Competency: B8 All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality 47

PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Total Client Care Assessment (TCC) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: B8 All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality Level of practice Level of support Signature & Date: Accomplished and often exceeds expectations ESSENTIAL SKILLS 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 8.1 Seeks consent prior to sharing confidential information outside of the professional care team, subject to agreed safeguarding and protection procedures 11.2 Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty. Skilled Supported Assisted Dependent Needs occasional direct Needs regular direct Needs constant direct Evidence Reviewed: 48

SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PROFESSIONALISM - LEADERSHIP, MANAGEMENT AND TEAMWORKING * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P18 Acts in a way that values the roles and responsibilities of others in the team and interacts appropriately Student documentation of evidence for review Associated Competency: D4 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. 49