BSc (Hons) Nursing Studies / Registered Nurse All Fields PRACTICE ASSESSMENT DOCUMENT Student Name: Personal Tutor (PT): PT Tel No: PT Email: Submission Date: PT Group Number: Base Trust: Practice Placement Facilitator: Y1
VERIFICATION PAGE to be completed by anyone who signs this document 1 SURNAME (please print) FIRST NAME (please print) 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 assessing any of the progression criteria should have undergone training and development that has enabled them to be competent to support and assess students.
Programme placement plan illustrating practice assessments P1 2 Yr 1 Placement 1 Placement 2 Placement 3 Spokes Formative Assessment REPORT Formative Assessment REPORT Summative Assessment PASS/FAIL P2 Spoke reports Yr 2 Placement 1 Placement 2 Placement 3 Spokes Summative Assessment PASS/FAIL Summative Assessment PASS/FAIL Formative Assessment REPORT Spoke reports Yr 3 Placement 1 Spokes Placement 2 P3 Summative Assessment PASS/FAIL Spoke reports Summative Assessment SIGN OFF PASS/FAIL
EVIDENCE DEVELOPMENT OPPORTUNITIES PRIOR TO 1ST PROGRESSION POINT 3 Total Client Care (TCC) assessments to be completed twice during the final 4 weeks prior to summative assessment The Service User Feedback must be obtained at least once prior to summative assessment. This can be obtained through completion of SUE questionnaires. The students should discuss this with the mentor at the initial interview (normally x3 completed questionnaires). Where completion of SUE questionnaires is inappropriate or not possible an alternative is to collect service user completed witness testimony. Service User Feedback obtained at least once before summative assessment Formative assessment end of placement Formative assessment end of placement TCC Assessments X2 Summative assessment end of placement PASS/FAIL P1 Spoke reports SUMMATIVE PLACEMENT FORMATIVE PLACEMENT RETURN TO SUMMATIVE PLACEMENT SPOKES PPDF* Depending on your programme plan or stream, these placements may be in a different order Updated PPDF** Safe Medicate Report** Practice Module Workbook** Additional evidence in practice can be gathered throughout all placements. The student should make use of blank templates within the PPDF to record this evidence. * Evidence from University and available at the beginning of the indicated placement
ASSESSMENT GUIDANCE 4 Any individual who signs within this document must complete the verification section on page 1. 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 Personal Tutor for additional support or clarification. An initial interview between mentor and student should be conducted within the first week of any placement 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. In the final week of each placement the student and mentor should complete the relevant formative or summative assessment and associated documentation. 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 Personal Tutor, member of the PLT or PPF. The student must be made aware of any concerns as soon as possible. Summative assessment - specific guidance: During the final week of the summative placement (see page 2 for further guidance) the assessment of the students overall performance throughout the first progression point should occur. This will involve the completion of the appropriate assessment form - SPA 1. For a student to PASS and progress successfully they must achieve ALL 18 progression criteria listed in this document. 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 P 1 5 The students overall performance and progress will be assessed on a pass/fail basis by the students mentor at the end of the relevant clinical placement (placement 3). The initial placements are formatively assessed. Mentors within these placements should complete the appropriate 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. Mentors should triangulate evidence from a variety of tools and sources to aid and inform the assessment of progression criteria and the students overall performance. The final decision to pass or fail a student prior to progression point one remains with the students identified mentor. BY THE END OF PROGRESSION POINT ONE (THE END OF PLACEMENT THREE) THE STUDENT MUST ACHIEVE ALL 18 PROGRESSION CRITERIA IN THIS DOCUMENT. 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 the first progression point. The student fails to provide appropriate evidence.
6 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 place where 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): TAPP - Team Assessment of Performance in Practice report (usually year two) SUE-Q - Service User Evaluation Questionnaire TCC - Total Client Care assessment OSCE - Objective, Structured, Clinical Assessment feedback Safe Medicate - report Evidence of session attendance - housed in the PPDF 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 Other appropriate forms of relevant evidence may be identified by mentor or student
YEARLY PLACEMENT ATTENDANCE RECORD ( Page 1 of 2) 7 The chart below must be completed weekly and signed by the student and mentor or another member of the nursing staff( Please remind anyone who signs in the document to complete the verification page, pg1). Please record the number of HOURS worked each day and then total up the hours worked at the end of each week before getting the document signed by the mentor. Please enter ZERO or DO for a day off (do not leave blank) and also document sickness and absence. This record must be completed prior to submission, failure to do so could cause disruption to registration. Please note although shift patterns vary across departments, the university considers a standard/ traditional shift as 8 hours. This is 7.5 hours in practice and a further 0.5 hours for the student to make notes, reflect on the days learning, document evidence and prepare for the next day. During placements the student is therefore expected to complete 37.5hrs per week in practice when they are not attending university for 1 day. In weeks where the student is scheduled to attend university they will complete 30hrs in practice. * You do not need to add in the 0.5 hours of reflection time, per 7.5 hrs, to the total at the end of each week, this will be automatically calculated at a later date. Student Name Please Print) Week Commencing: Location (eg Ward 5, RVI) Mon Tues Wed Thur Fri Sat Sun Total clinical hours per week * Student Signature Mentor Signature THE ATTENDANCE SHEET MUST BE WRITTEN IN INK AND MUST NOT BE ALTERED. TIPPEX SHOULD NOT BE USED.
YEARLY PLACEMENT ATTENDANCE RECORD (Page 2 of 2) 8 Student Name Please Print) Week Commencing: Location (eg Ward 5, RVI) Mon Tues Wed Thur Fri Sat Sun Total clinical hours per week * Student Signature Mentor Signature THE ATTENDANCE SHEET MUST BE WRITTEN IN INK AND MUST NOT BE ALTERED. TIPPEX SHOULD NOT BE USED.
9 MENTOR / STUDENT CHECK LIST Placement One 1. Pre placement contact 2. Orientation to practice area 3. Initial interview Clinical area: 4. Discussion of reasonable adjustments, if necessary Mentor: 5. Formative assessment end of placement Dates: From: To: 6. SUE Questionnaire(s) if appropriate
PLACEMENT ONE INITIAL INTERVIEW 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 placement and complete the formative assessment 10 Learning plan & goals: Mentor signature: Student signature: Date:
FORMATIVE ASSESSMENT 11 Student s Name: Intake: Placement: 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 Personal Tutor, PLT and/or the PPF should be contacted for support.
12 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 PT/PLT/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 (See the practice placements website for the action plan template) 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. Arrange a tripartite meeting with PT/PLT 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 Personal Tutor/PLT (See the practice placements website for the action plan template)
13 MENTOR / STUDENT CHECK LIST Placement Two 1. Pre placement contact 2. Orientation to practice area 3. Initial interview Clinical area: 4. Discussion of reasonable adjustments, if necessary Mentor: 5. Formative assessment end of placement Dates: From: To: 6. SUE Questionnaire(s) if appropriate
PLACEMENT TWO INITIAL INTERVIEW 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 placement and complete the formative assessment 14 Learning plan & goals: Mentor signature: Student signature: Date:
FORMATIVE ASSESSMENT 15 Student s Name: Intake: Placement: 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 Personal Tutor, PLT and/or the PPF should be contacted for support.
16 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 PT/PLT/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 (See the practice placements website for the action plan template) 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. Arrange a tripartite meeting with PT/PLT 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 Personal Tutor/PLT (See the practice placements website for the action plan template)
17 MENTOR / STUDENT CHECK LIST Placement Three 1. Pre visit contact 2. Orientation to practice area 3. Initial interview 4. Discussion of reasonable adjustments, if necessary Clinical area: 5. TCC assessments completed Mentor: 6. Service User Feedback obtained Dates: From: To: 7. Summative assessment
PLACEMENT THREE, INITIAL INTERVIEW This interview should be completed within the first week of placement.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 The student and mentor should set goals. 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 and identify a suitable date for formative review and GT visit 18 Learning plan & goals: Mentor signature: Student signature: Date:
SPA 1 19 SUMMATIVE PRACTICE ASSESSMENT Student s Name: Intake: Placement: Strengths demonstrated: 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 Areas for development: Has achieved all 18 progression criteria and has provided appropriate evidence Summative assessment: (any No indicates a fail) Yes No PASS FAIL Mentor/Educator signature: If student has failed please provide additional comments over the page Development plan (to be completed with the student): Student signature: Date: 2nd copy (PINK) to go in the students file
20 RECORD OF STUDENT FAILURE To be completed by the mentor if the student has failed Please indicate areas for concern and the associated progression criteria RECORD OF VARIANCE Please record a detailed rationale where a decision has been made to mark a progression criteria 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:
Additional Placement Comments 21 This page can be used by the student, mentor or other member of the Practice Learning Team to make additional comments or for the Guidance Tutor to record details of a clinical visit. Date Comment Outcome/Action Signature Designation
Additional Placement Comments 22 This page can be used by the student, mentor or other member of the Practice Learning Team to make additional comments or for the Guidance Tutor to record details of a clinical visit. Date Comment Outcome/Action Signature Designation
23 Progression Criteria All must be achieved for students to PASS (Spoke documentation and can be found after the progression criteria)
24 Progression Criteria P1-P18 refer to the 18 Progression criteria that can be assessed from page 26 onwards Tick the box below when the progression criteria has been ACHIEVED Professional Values P1 PROGRESS YEAR 1 Patient Safety Professionalism Communication and Interpersonal Skills Nursing Practice and Decision Making Professional Values Communication and Interpersonal Skills Leadership,Management and Team Working P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 INSTRUCTIONS FOR USE This progress chart can be completed by the mentor, guidance tutor or student at any time but should be kept up to date. It is a summary of what has been achieved and what is still to be assessed. P1 P18 refer to the 18 Progression criteria that must be achieved by the end of progression point 1 (this is the end of placement block 3). Some of these have been grouped together within the identified domains in sections on patient safety and professionalism. Each progression criteria has an associated competency (which will be assessed in year 2). The students are encouraged to self assess themselves against these criteria at the end of the year.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY PROFESSIONAL VALUES * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P1. 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. 25 Student documentation of evidence for review
26 P1 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Discussion with mentor Structured reflection RELATED ESSENTIAL SKILLS 11.1 Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations Witness testimony Spoke report Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression criteria and associated competency 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. Students can self assess themselves against this competency at the end of the document.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY PROFESSIONAL VALUES 27 * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. Progression Criteria * Achieved * Not Achieved P2. 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
P2 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance RELATED ESSENTIAL SKILLS 1.2 Works within limitations of the role and recognises own level of competence 28 Total Client Care Assessment (TCC) Structured Reflection Witness testimony 15.1 Accepts delegated activities within limitations of own role, knowledge and skill 18.6 Knows and accepts own responsibilities and takes appropriate action Spoke report Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression criteria and associated competency 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. Students can self assess themselves against this competency at the end of the document.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY COMMUNICATION AND INTERPROFESSIONAL SKILLS * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor 29 P3. Demonstrates the ability to listen, seek clarity, and carry out instructions safely P4. Recognises signs of aggression and takes appropriate action to keep themselves and other safe Student documentation of evidence for review
30 P3 & P4 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance RELATED ESSENTIAL SKILLS 6.3 Always seeks to confirm understanding. 11.2 Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty. Session attendance, practice module workbook/ppdf Witness testimony Total Client Care Assessment (TCC) 18.4 Follows instructions and takes appropriate action, sharing information to minimise risk 19.1 Recognises signs of aggression and responds appropriately to keep self and others safe Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression criteria and associated competency 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. Students can self assess themselves against this competency at the end of the document.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY COMMUNICATION AND INTERPROFESSIONAL SKILLS 31 * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P5. 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
P5 ROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) SUE Questionnaire Witness testimony RELATED ESSENTIAL SKILLS 2.1 Takes a person-centred, personalised approach to care 5.4 Provides person centred care that addresses both physical and emotional needs and preferences 32 Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression criteria and associated competency 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. Students can self assess themselves against this competency at the end of the document.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY COMMUNICATION AND INTERPROFESSIONAL SKILLS 33 * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P6. Demonstrates safe and effective communication skills, both orally and in writing Student documentation of evidence for review
P6 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Patient completed witness testimony/ SUE questionnaire Total Client Care Assessment (TCC) Placement report RELATED 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 34 Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression criteria and associated competency COMPETENCY: B7 All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language. Students can self assess themselves against this competency at the end of the document.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY NURSING PRACTICE AND DECISION MAKING 35 * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P7. Uses and disposes of medical devices safely under supervision according to local and national policy, reporting any incidents or near misses P8. 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 P9. Safely and accurately carries out basic medicines calculations Student documentation of evidence for review
P7, P8 & P9 ROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Witness testimony safemedicate report RELATED 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 22.1 Demonstrates effective hand hygiene and the appropriate use of standard infection control precautions when caring for all people 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 24.2 Maintains a high standard of personal hygiene 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 36 Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression c riteria and associated competency 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.
37 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY NURSING PRACTICE AND DECISION MAKING * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P10. Is able to recognise when a person s physical or psychological condition is deteriorating, demonstrating how to act in an emergency and administer essential first aid Student documentation of evidence for review
P10 PROGRESSION CRITERIA ASSESSMENT GUIDANCE 38 Potential evidence for triangulation with observed student performance Placement module workbook OSCA feedback / score sheet Spoke report Witness testimony RELATED 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 Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression criteria and associated competency 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. Students can self assess themselves against this competency at the end of the document.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY NURSING PRACTICE AND DECISION MAKING 39 * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P11. 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
P 11 PROGRESSION CRITERIA ASSESSMENT GUIDANCE RELATED ESSENTIAL SKILLS 40 Potential evidence for triangulation with observed student performance Total Client Care assessment (TCC) Previous placement report Witness testimony 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 Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression criteria and associated competency 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. Students can self assess themselves against this competency at the end of the document.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY NURSING PRACTICE AND DECISION MAKING 41 * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P12. Seeks help where people s needs are not being met, or they are at risk Student documentation of evidence for review
42 RELATED ESSENTIAL SKILLS P12 ROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Previous placement report Documented discussion with mentor Witness testimony 11.1 Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations 17.1 Recognises when situation are becoming unsafe and reports appropriately 19.2 Assists others or obtains assistance when help is required 30.1 Reports to an appropriate person where there is a risk of meals being missed Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression criteria and associated competency COMPETENCY: C9 All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse Students can self assess themselves against this competency at the end of the document.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PROFESSIONALISM - PROFESSIONAL VALUES 43 * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. 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 P14. Practises honestly and with integrity, applying the principles of The Code: Professional Standards of practice and behaviour for nurses and midwives (NMC 2015) Student documentation of evidence for review
44 P13 & 14 ROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Previous placement report Witness testimony Structured Reflection RELATED ESSENTIAL SKILLS 1.1 Articulates the underpinning values of The Code: 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, 2015) 11.3 Uses support systems to recognise manage and deal with own emotions 12.1 Responds appropriately to compliments and comments 14.1 Works within The Code (NMC, 2015) 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 24.3 Wears appropriate clothing for the care delivered in all environments Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression c riteria and associated competency COMPETENCY: A1 All nurses must practise with confidence according to The Code: Professional Standards of practice and behaviour for nurses and midwives (NMC 2015), 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.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PROFESSIONALISM - PROFESSIONAL VALUES 45 * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P15. Demonstrates respect for people s rights and choices P16. 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
46 P15 & 16 ROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance TCC SUE Questionnaire Patient completed witness testimony Previous placement report 1.4 Shows respect for others RELATED 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 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 Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression criteria and associated competency 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. Students can self assess themselves against this competency at the end of the document.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PROFESSIONALISM - COMMUNICATION AND INTERPERSONAL SKILLS 47 * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P17. 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
48 P17 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Spoke report Discussion with mentor Witness testimony 7.1 Applies the principles of confidentiality RELATED ESSENTIAL SKILLS 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. Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression criteria and associated competency 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 Students can self assess themselves against this competency at the end of the document.
49 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PROFESSIONALISM - LEADERSHIP, MANAGEMENT AND TEAMWORKING * The mentor should sign in the appropriate box when the progression criteria has been achieved or not achieved, leave blank if not addressed. They should also indicate that they have reviewed the evidence by signing the appropriate box. On the back of this page is additional guidance, including examples of the type of evidence that may be used to triangulate with observed student performance and the related essential skills. 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
50 P18 PROGRESSION CRITERIA ASSESSMENT GUID- ANCE Potential evidence for triangulation with observed student performance Previous placement report Practice module workbook 1.4 Shows respect for others RELATED ESSENTIAL SKILLS 6.5 Effectively communicates people s stated needs and wishes to other professionals 11.2 Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty. Witness testimony Notes: (this is a space for students to reflect, write notes and reminders of activities undertaken that relate to the progression criteria and associated competency 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. Students can self assess themselves against this competency at the end of the document.
51 MENTOR / STUDENT CHECK LIST SPOKE EXPERIENCE ONE 1. Pre placement contact 2. Orientation to practice area Clinical area: 3. Initial interview Mentor: 4. Discussion of reasonable adjustments, if necessary Dates: From: To: 5. Spoke feedback completed
SPOKE INITIAL INTERVIEW 52 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:
53 SPOKE ONE, REPORT 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: * Please provide more detailed comments on specific achievements and progress towards progression criteria on the following page
SPOKE ONE, REPORT 54 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 Mentor signature: Date:
55 MENTOR / STUDENT CHECK LIST SPOKE EXPERIENCE TWO 1. Pre placement contact 2. Orientation to practice area Clinical area: 3. Initial interview Mentor: 4. Discussion of reasonable adjustments, if necessary Dates: From: To: 5. Spoke feedback completed
SPOKE INITIAL INTERVIEW 56 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:
57 SPOKE TWO, REPORT 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: * Please provide more detailed comments on specific achievements and progress towards progression criteria on the following page
SPOKE TWO, REPORT 58 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 Mentor signature: Date:
Additional Placement Comments 59 This page can be used by the student, mentor or other member of the Practice Learning Team to make additional comments or for the Guidance Tutor to record details of a clinical visit. Date Comment Outcome/Action Signature Designation
Student End of Year Formative Assessment COMPETENCY SCALE Levels of Practice 60 The following pages allow you to self assess yourself against some of the competencies you will be formally assessed on at the start of the second year. All the competencies are linked to the progression criteria you have been striving to achieve this year. Competencies in year two and three will be assessed on the scale of competency you can see on the right of this page. 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) In year two you will need to get to a minimum level of supported and in year three you need to reach the level of skilled, demonstrating that you are capable of independent practice. BORDERLINE FOR REGISTRATION Supported Needs occasional direct supervision or support Some of the evidence you have collected at the end of this year can be used at the beginning of next year. 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