Canterbury Christ Church University IPL Programme Mental Health Pathway Practice Assessment

Transcription

1 Canterbury Christ Church University IPL Programme Mental Health Pathway Practice Assessment Canterbury Christ Church University Faculty of Health & Wellbeing Mental Health Nursing Pathway On-going Achievement Record [OAR] Part 2 of 4 Assessment of Practice Year 2 Student Name ID Number Cohort Personal tutor

2 Welcome to the On-going Achievement Record [OAR] Part 2. You will need this document from before you start your first placement until after you register as a nurse. So please keep it safe. It will need to be seen and used by everyone involved in your education in placements and in the university. You can t pass your modules, progress from year to year, or qualify as a nurse without it. This document is designed to be read by students, mentors, service users, lecturers, placement facilitators and anyone who contributes to the on-going development of the Mental Health Nursing Student. There are four documents which together comprise your OAR 1. Year 1 Assessment of Practice, record of attendance & mandatory training 2. Year 2 Assessment of Practice, record of attendance & mandatory training 3. Year 3 Assessment of Practice, record of attendance & mandatory training 4. Clinical Skills Acquisition Document Dear Student, Welcome to year 2. In year 2 there are two placements. These placements will enable you to experience working with adults with mental health problems. The services with whom these placements occur are largely organised around two principles. The first principle is to organise services around whether service users are in a phase of their illness when they are becoming acutely ill, accessing services and being assessed or whether they are in a phase where they are recovering from an acute illness. The second principle is that in either of these phases a service user might benefit most from being at home or they might benefit most from being an in-patient. The placements you will experience will offer you the opportunity to engage with service users who are acutely ill and those who are recovering and one of your placements will be in an inpatient service and one in a community service. Each student s journey through this combination of services might be different. The main assessments APTs -are the same but can be adapted to the service in which you are practising at that time. You will, however, need to complete a Medicines Management assessment which is best undertaken and planned for in your inpatient placement. It is therefore positioned between the placement 1 APT and the placement 2 APT Similarly there is a Service User Assessment called the Buddy Scheme which can be undertaken at any point through the year and is located between the APTs. Your Skills Acquisition Book is to be used across both placements and your Mandatory Training will be updated before you start the first placement.finally you will need to pass the online medicines calculation assessment SafeMedicate at 90% and be signed off against the Year 2 progression Criteria When all assessments and hours are complete you will need to submit your OAR, as you did in year one. As in year one there will be placement preparation sessions before each placement which will orientate you to the documentation and assessment processes. You mentors will also be prepared and you will have access to support from Link Tutors, Practice Placement Facilitators and Clinical Supervision groups. Enjoy your placements! Ongoing Achievement Record Year 2

3 Contents Section 1 Introduction and Overview Page 2...Introducing the On-going Achievement Record(OAR) 4...The Structure of the Programme & Modules Assessment guidance and principles 19 Year 2 Mandatory Training Records Section 2 - Practice Assessment Placement 1 Practice Assessment Documentation [inc Timesheets] Placement 1 Assessment of Practice Tool [week5] 73...Placement 1 Assessment of Practice Tool [week10] The Buddy Scheme Medicines Management Assessment 119,... Placement 2 Practice Assessment Documentation Placement 2 Assessment of Practice Tool [week5] Placment 2 Assessment of Practice Tool [Summative, week 10] Section 3 Progression 195 End of year progression criteria Year 2 OAR

4 Welcome to your practice assessment documentation, this Document consists of; Placement Guidance the structure and rules of the programme explained for students and mentors Placement Assessment Documentation there is one set for each placement and it consists of three main elements Learning outcomes what the student has to achieve in that placement. These outcomes are assessed by your mentor in placement using an Assessment of Practice Tool [APT] Records of attendance you need to show that you have completed the required number of practice hours Learning process records - Contracts, agreements, plans and feedback The Assessment of Practice Documentation for each year is used alongside the Clinical Skills Acquisition Document so that the student maintains a record of skills achieved that demonstrate readiness to progress to the next year. Year 1 OAR Year 2 OAR Year 3 OAR Placement Assessment Docs Placement Assessment Docs Placement Assessment Docs Placement 1 Learning Agreements Placement 1 [Formative Learning Agreements Placement 1 [Formative Learning Agreements [Formative & Timesheets Assessment at & Timesheets Assessment at & Assessment weeks 5 & 10] weeks 5 & 10] Timesheets at week 5] Assessment of Practice Tool [APT] Placement Feedback Assessment of Practice Tool [APT] Placement Feedback Assessment of Practice Tool [APT] Placement Feedback Placement 2 As Above Medicines Assessment Placement 2 [Formative As Above [Formative Buddy Scheme Assessment at Assessment week 5, at week 5] Summative Placement Placement 2 Assessment at Sign-off 3 As Above [Formative As Above week 10] page [Summative Assessment at week 5] Assessment at week 5, Summative Assessment at week 10] Progression Progression Criteria Reflections on Practice Criteria Service User/Carer Testimony [See Buddy Scheme above] Service User/Carer Testimony Records of Mandatory Training Records of Mandatory Training Records of Mandatory Training Clinical Skills Acquisition Document Progression Point 1 Progression Point 2 Progression Point 3 Year 2 OAR

5 These are the 18 modules in the Mental Health Nursing pathway Year One Modules Year Two Modules Year Three Modules Professional Development 1 Professional Development 2 Professional Development 3 Collaborative Practice 1 Collaborative Practice 2 Collaborative Practice 3 Biology for Mental Health Practice 1 Developing Recognition of Common Mental Health Problems Principles of Nursing Practice Promoting health through Interpersonal Relationships Biology for Mental Health Practice 2 Service User Experience of Serious Mental Illness Law and Ethics in Mental Health Psychosocial Skills for Assessment & Recovery Biology for Mental Health Practice 3 Nursing Care of People with Complex Mental Health Problems Policy, Leadership & Management Application of Therapeutic Interventions across the Lifespan Your learning and application of knowledge and skills through these modules is delivered and assessed in University and in Practice Placements. You will spend half the programme in University and half in Practice. Here are the categories of placement you will attend over three years. In each category you may experience services delivered to patients in their own homes, in Community Health Centres and Hospitals and across the three years you will certainly experience all of these; Year One Placements Year Two Placements Year Three Placements Older People with Mental Health Needs Working Age Adult Mental Health Services for Clients in the Acute stage of their Illness in the Community Care of people with Complex & Special Needs a semi elective placement with choices including Child & Adolescent Mental Health Learning Disabilities and in In-Patient Services Services, Addictions services, Forensic Services Services focusing on promoting physical Well Being Working Age Adult Mental Health Services for Clients in the Recovery stage of their Illness in the Community and in In- Patient Services Supported Practice working alongside a mentor who will signoff your completed OAR...if you achieve the competencies Year 2 OAR

6 Year Two Modules Law and Ethics in Mental Health [LEMH] Module Aims The module aims to develop students, knowledge, understanding and application of law and ethics in mental health nursing. Learning Outcomes By the end of the module students should be able to: 1. Demonstrate knowledge and understanding of the Mental Health Act (1983 amended in 2007), with particular attention to sections of the Act that they are most likely to encounter; 2. Demonstrate knowledge and understanding of legal and ethical theory and frameworks that affect nursing practice with people who have mental health problems. 3. Analyse and justify legal and ethical clinical decisions likely to arise in mental health nursing practice. 1. Work with service users, carers and mental health professionals to resolve problems arising in an ethically and legally justifiable manner. Psychosocial Skills for Assessment & Recovery [PSAR] Module Aims The aim of the module is to increase student s knowledge, understanding and skills in using psychosocial approaches to assess, plan and intervene to meet mental health needs, manage acute illness and promote recovery. This may be in community and in patient teams across the range of settings wherever care is delivered. Students will develop their understanding of the relationship between physical and mental well- being, the relationship between minimising loss of social functioning in acute illness and optimising recovery and social inclusion. Learning Outcomes By the end of the module students should be able to: 1. Demonstrate knowledge of social and psychological theories and health determinants in relation to acute and enduring mental health problems and the process of recovery. 2. Analyse the processes and demonstrate skills required to promote the therapeutic optimism necessary to engage and maintain collaborative therapeutic relationships with service users and carers through rehabilitation and recovery. 3. Examine and explore the aetiological models, psychological theories and health determinants in relation to common mental health problems. Year 2 OAR

7 4. Demonstrate and apply knowledge and understanding of aetiological models, psychological theories and health determinants, in relation to common mental health problems. The Service User Experience of Serious Mental Illness [SUESMI] Module Aims This module aims to facilitate space in which students can listen to the lived experiences of service users with a diagnosis of serious mental illness, from a variety of paradigms. This module builds upon the theory and practice learned in year one module Common Mental Health Problems and aims to support students in the further development of enquiry based learning skills. It aims to promote an approach whereby students are enabled to examine, compare and debate the philosophical framing of serious mental illness as a dynamic adaptation on a continuum with the traditional medical and pathological approach. Learning Outcomes At the end of the module the student should be able to: 1. Compare and contrast knowledge of the ideologically constructed norms and structures of health, illness, disability, recovery and self-actualization with the lived experience of service users with a diagnosis of serious mental illness 2. Use clinical supervision to discuss and debate their identity as a nurse and critically reflect on the impact of this on service users who experience severe mental illness, carers, services, society as a whole and other professionals 3. Discuss with a service user, their experience of illness and diagnosis [Buddy Scheme] and present these to others without recourse to medical terminology or institutional descriptors 4. Demonstrate an awareness of current mental health policy and its antecedents and its place within contemporary society and discuss the impact of dissenting voices within the mental illness discourse Biology for Mental Health Practice 2 Mental Disorders and Their Physical Treatment [BMHP2] Module Aims The aim of the module is to increase the students knowledge, understanding and skills in relation to the pathophysiology of mental illness, its diagnosis and physical treatment. This will help them to apply biological sciences in characterising and managing the most common mental disorders that arise during the developmental lifespan. Learning Outcomes By the end of the module students should be able to: 1. Apply the essential knowledge of biology in characterising the commonly presenting mental disorders at different stages of the life span; 2. Apply the essential knowledge of biology in managing the commonly presenting mental disorders at different stages of the lifespan; 3. Analyse the core principles of pharmacokinetics, pharmacodynamics and therapeutics used in the treatment of commonly presenting mental disorders; 4. Apply the core principles of pharmacokinetics, pharmacodynamics and therapeutics to relevant clinical skills and biometric tests. Year 2 OAR

8 Assessing Nursing Skills, Knowledge and Proficiency The Nursing and Midwifery Council [NMC] is the regulatory body for Mental Health Nurses in the U.K. The NMC has specified, through its Standards for pre-registration Nurse Education [2010], the skills and knowledge that a student Mental Health Nurse must demonstrate in practice to register as a nurse at the end of a three year degree programme. It has also specified the standard required of the student at the end of years 1 and 2 in order that they progress to the next stage of the programme. The assessment of practice is therefore referenced to key NMC documents, so that it provides evidence that the student is capable of practicing at a standard which is suitable for entry to the NMC register at the end of year three. These key documents are referenced throughout your On-going Assessment Record [OAR] and can be accessed from the NMC Library of Standards as folllows; Standards for pre-registration Nurse Education [2010] [SPNE], Competency Framework The Standards are assessed in terms of Generic Competencies which apply to all nursing pathways and Field Competencies which are specific to the Mental Health Nursing Pathway. These are assessed progressively in yrs 1 & 2 and fully in Year 3 and refererenced alongside each outcome in the OARs Progression criteria These are assessed in Year 1 APT 3 and Year 2 APT 2 and if met show that the student is ready to progress to the next year of the programme Essential skills clusters Practice outcomes are also mapped against core skills which the NMC has specified must be attained in each year of the programme Year 2 OAR

9 Principles of Practice assessment Principles of Practice assessment The Mental Health Nursing Programme is a full-time three year degree programme. To be awarded a degree means that the student is ready to register with the Nursing and Midwifery Council [NMC] as a professional nurse. To demonstrate readiness, the student has to pass assessments that are set throughout the three years. The NMC has ruled that every student nurse must spend half of their degree programme in practice settings [placements] and this is the document that contains the assessments for those practice placements. The OAR assesses the student s ability to demonstrate understanding, skills and values commensurate with their stage of education. It also outlines the standards / proficiencies they are required to meet by the end of the placement. Students are assessed by healthcare professionals who have trained for this purpose. In the mental health nursing pathway, these mentors are mostly mental health nurses. They will assess the students by observing the student s performance against a set of criteria and giving them feedback [formative assessment] or deciding whether the student has passed or failed [summative assessment]. This document is your record of your assessment in placement. When it is complete it will be evidence that your practice is of a standard that the regulatory body for Nurses and Midwives the NMC state must be attained in order to progress to year two. You will be undertaking six modules toward your degree each year. Assessment of these modules is 50% in Practice and 50% in placement. The practice assessments that decide whether you have passed a module are called Assessment of Practice Tools [APTs]. Each assessment must be completed by the end of the year in order to pass the modules and move on to the next year. In each placement you will be allocated to work alongside a Practice Learning Facilitator, or Mentor, who will help you to complete these assessments. Each time you begin a placement you will write a Learning Contract with your Mentor. The Learning Contract is an agreement about how you will use the learning opportunities on that placement to bring your practice up to the standard required by the APT. Assessment against the learning outcomes in your APTs takes place every five weeks, so students and mentors will need to agree in advance a meeting in the first, fifth and, where applicable, tenth week of the placement for assessment to take place. This assessment event will take the form of a synthesis of the available evidence from all the sources in the assessment documentation. Students will need to have all this documentation available to the mentor or they will not be able to assess you. The process of learning, practising, and gathering feedback on your practice is called Formative Assessment. Formative Assessment signatures and feedback can be gathered on all your APTS throughout your placements each year, but the Formative Assessment process must be complete with each outcome attaining a in the Formative Assessment column before you begin the final five weeks of placement in that year. This is to allow time for you to complete a mandatory 150 hours of practice between Formative and Summative Assessment. Year 2 OAR

10 The formative assessment should provide you with a clear picture of your strengths and areas for development. It may also help identify areas of concern. Areas of concern may relate to either aspects of practice in which you are not achieving in the anticipated time frame or elements of your conduct in practice that does is not considered professional. If concerns are identified mechanisms will be initiated to work with you and your mentor. The summative assessment will provide you with a summary of your achievements along with constructive feedback to inform your future practice. Summative assessment is either Pass or Fail If you fail a summative assessment you must retake the assessment and your placement can be extended to make this possible. The processes involved are described at the end of the OAR. In the interest of maintaining continuity of assessment, your practice mentors, link lecturers and personal tutors will need to see this document in its entirety. This means that you will have to transport it between various locations and therefore it is strongly recommended that you make and keep photocopies as each new section is completed. You and your mentor, are entitled to support and supervision from the University and the placement provider. Where this support takes the form of a meeting in which amendments are made to the assessment process they must be recorded in this document. Bipartite and tripartite meetings that occur whilst the student is on placement and are between the Lecturer/Tutor, the student and/or a representative of the placement [and that have a bearing on that students learning contract] are the most likely to fall within this category. A document for recording such meetings is included. Some meetings, for instance those which originate from a complaint by or about a student will be documented in a more formal manner through fitness to Practice procedures The words service user client and patient have been used in this document to denote the users of health and social care services who are encountered in this capacity by students in practice placement. The choice of words prioritises the need for concision and clarity in the documentation over the articulation of a value base. Students should adopt the preferred mode of address of the service user themselves and/or the terminology of the service in which placement occurs. Mentors Dear Mentor Early in the placement, students are required to negotiate and formulate a learning contract relevant to the placement setting to identify how they intend to meet their outcomes. Students are expected to be proactive in the assessment process and use all of the opportunities available to them in order to provide evidence of their learning (formatively) and achievement (summatively). You are entitled to contact your student s previous mentors and to review their comments in the OAR in order to support your assessment decision. All of the competencies within each domain detailed in this document must be passed before a student can progress to the next stage of the programme and are also mapped to theoretical modules. Each competency within each domain should be initialled [formative] Year 2 OAR

11 and signed [summative] NOT TICKED by the named mentor. If a student does not achieve a pass in one or more of the competencies within any domain they will be deemed to have failed their assessment and the module attached to it. Placement Hours As well as meeting the assessment criteria, the NMC have also stipulated that any student who has not completed a minimum of 2300 hours of placement hours in three years cannot register as a nurse. It is vital therefore that you maintain an accurate record of your placement hours and timesheets have been provided in order for you to do this. Mentors are under no obligation to sign student timesheets unless they are certain that you were in placement during the hours stated. Correcting Errors - Students Please prioritise making the validity and provenance of alterations a priority over neatness. When errors are made by the people using it, simply ask them to put a line through the mistake and initial and date the alteration. Attempts to remove pages, use correction fluid or obscure alterations may be seen as fraudulent and lead to your removal from the programme. Submission Arrangements On completion of Summative assessment each year your OAR will need to be checked by your personal tutor. They will be checking that all your competencies within each domain have been passed, that your skills book, service user/carer assessments, progression criteria and records of Mandatory Training are complete. They will also total up the hours that you have attended placement for to ensure these meet the requirements of the programme. When you, your mentor and your personal tutor are agreed that all elements are complete you will be able to submit your OAR as you would a written assignment. You will be notified in advance of the specific date and arrangements. Year 2 OAR

12 Brief Description of Roles Student : Works with the mentor in the placement to demonstrate skills and knowledge to a standard that satisfies the mentor that the learning outcomes in the APT have been attained. Ensures that this is documented and maintains these records. Practice Learning Facilitator [PLF] or Mentor These are interchangeable terms for an experienced practitioner with a mentorship qualification that has been maintained to the standard required by their professional body [e.g. the NMC]. A mentor will be identified for each student before they start on placement and student and mentor must be in the placement together for 40% of that placement. The mentor will agree your learning contract, sign the summative assessments when complete and write feedback. In some placements mentorship of a student wild be shared by two mentors Associate Any professional colleague of the mentor can act as an associate by supporting the students learning and recording this as formative feedback. Sign off Mentor At the end of the programme, in your last placement, a specially trained mentor will review all your practice assessments and, together with their observations of the standard of practice you are attaining at that time, will decide whether your conduct, skills and knowledge are consistent with the standards expected of a professional mental health nurse Placements Office Part of the University, where students are matched to available mentors and placements. They work in conjunction with your personal tutor and the PPFs to make these decisions. Students should not contact the placements office to request or change a particular placement, but should approach their personal tutor. Placements will meet your placement needs better the more accurate is the information about your home address, transport, learning needs or personal circumstances that they hold. Personal Tutor In placement you should contact your personal tutor about any changes in your circumstances that may affect your learning. They may then decide to involve others such as the Link Lecturer or PPF Link Lecturer Each placement has a Lecturer identified as their first point of contact with the University. You should contact your link lecturer if you feel that your learning in placement might benefit from additional input from the University. The Link lecturer will contact your mentor while you are on placement to offer support. Practice Placements Facilitator [PPF] Services that provide placements and the mentors in those placements may be supported by a PPF who also maintains the records of mentorship qualifications and the auditing of the learning experience in those placements. PPFs have an overview of the types of learning opportunities their placements offer, train mentors and act in a specific capacity in relation to students who are seconded by a placement provider. Year 2 OAR

13 At the end of the 3-year programme (nursing and midwifery only) a Sign-off mentor will review all elements of the On-going Record of Achievement and all students will be required to provide evidence of meeting their practice standards. For this reason, students are strongly advised to photocopy assessment documentation after each placement and keep it in a safe place. This will ensure that a complete copy of your documentation can be produced, if for any reason your working copy is mislaid. Any student who is unable to produce their documentation is at risk of being unable to have their competence confirmed. STUDENT CONSENT I...(full name) understand that I will be expected to share the records of my achievement held in this document with mentors, academic links and my personal tutor and that at progression points (midwifery students) and during my final placement (nursing & midwifery students) a sign-off mentor will review all of my year / programme documentation and use this to inform my end of year assessment or final sign off of my proficiency. I am aware that this document is my responsibility and that I will need to maintain a photocopy of each completed section to ensure that I am able to produce a complete set of documentation prior to my final summative assessment. I understand that I must seek the permission of all service users I am to work with, for their permission to receive care from me. Service users have the right to withdraw this consent at any time. Signed: Print name:. Date:.. Year 2 OAR

14 Guidance on completion of the APT The shaded boxes together show where the Competency to which this group of skills and knowledge apply can be found in the NMC Standards Module ref ESC Principles of nursing NMC Field Comp. Domain 1: Professional values Placement 1 (Week 5) Initial & date Not met Mentor please provide constructive formative feedback regarding individual aspects of competence These columns are allocated to mapping which is the linking together of the standards against which nursing practice is measured such as Degree module learning outcomes, the Principles of Nursing Practice [PNP] and Essential Skills Clusters [ESC] 5 Understand how senior nursing students or support workers can develop their competence, using professional and personal development skills. Examples of the skills and knowledge that the student will need to demonstrate in order to progress towards the competence, based on the Essential Skills Cluster associated with this Competency The mentor s intial and date can be referenced against the record of signatories earlier in the document In this section the mentor can describe the progress the student has made, identify where evidence to support the assessment can be found and comment on why they have assessed the student as meeting or not meeting the standard required. Progression is expected toward a standard to be met by the end of the year [progression point] Please use in conjunction with the levels of performance table and negotiate equivalent examples of skills in the learning contract where the specific example given is not appropriate to your practice area Year 2 OAR

15 Levels of performance these indicate the standards the mentor can expect from their student for each outcome Performance Year 1 (participation) Year 2 (identification) Year 3 (Management) When involved in the care of 2-3 patients (under direct supervision) When involved in the care of 4-6 people (Under supervision) When managing a case load (under indirect supervision) The student: The student: The student: Knowledge and understanding Through discussion with their MENTOR is able to demonstrate a working understanding of the principles underpinning essential care and routine monitoring. Through discussion with their MENTOR demonstrates a working understanding of the wider factors that underpin and impact on effective nursing practice Applies relevant knowledge and skills to more complex and unexpected situations Problem-solving skills Under guidance of their MENTOR can apply a problem-solving process to simple and straightforward situations Applies a problem-solving approach to their practice and can identify for their MENTORs possible solutions to more demanding clinical problems Demonstrates sound problemsolving skills and clinical judgement. Values and attitudes Demonstrates an interest in learning about practice. In routine situations can interact appropriately with patients and their carers and friends and work well within the team. Acknowledges and works within the boundaries of their knowledge, skills and level of education Takes an active role in leading own learning experience. Can interact effectively with patients, families and colleagues in more demanding situations. Acknowledges and works within the boundaries of their knowledge, skills and level of education Manages and develops their own practice and that of others in accordance with the NMC (2008) Code of conduct. Clinical skills Applies safe principles to core essential skills under the supervision of their mentor Can undertake core skills safely with minimal supervision and can perform more complex skills under the guidance of their MENTOR Performs more complex skills with minimal supervision and is able to guide a junior nurse to undertake essential core skills Year 2 OAR

16 The Principles of Nursing Practice The Principles of Nursing Practice tell us what all people can expect from nursing practice. Members of the public who, as service users, carers, relatives or visitors, encounter student nurses may not fully understand the distinction between student nurses and other staff it is important therefore that students adhere to these principles and work towards them. Principle A Nurses and nursing staff treat everyone in their care with dignity and humanity they understand their individual needs, show compassion and sensitivity, and provide care in a way that respects all people equally. Principle B Nurses and nursing staff take responsibility for the care they provide and answer for their own judgments and actions they carry out these actions in a way that is agreed with their patients, and the families and carers of their patients, and in a way that meets the requirements of their professional bodies and the law. Principle C Nurses and nursing staff manage risk, are vigilant about risk, and help to keep everyone safe in the places they receive health care. Principle D Nurses and nursing staff provide and promote care that puts people at the centre, involves patients, service users, their families and their carers in decisions and helps them make informed choices about their treatment and care. Principle E Nurses and nursing staff are at the heart of the communication process: they assess, record and report on treatment and care, handle information sensitively and confidentially, deal with complaints effectively, and are conscientious in reporting the things they are concerned about. Principle F Nurses and nursing staff have up-to-date knowledge and skills, and use these with intelligence, insight and understanding in line with the needs of each individual in their care. Principle G Nurses and nursing staff work closely with their own team and with other professionals, making sure patients care and treatment is co-ordinated, is of a high standard and has the best possible outcome. Principle H Nurses and nursing staff lead by example, develop themselves and other staff, and influence the way care is given in a manner that is open and responds to individual needs. Year 2 OAR

17 The Competency Framework The NMC competency framework [2010] sets out the standards for competence and the related competencies that every nursing student must acquire before applying to be registered at first level on the nurses part of the register. These have been interpreted in their OAR so that students can progress towards these standards over three years There are separate sets of competency requirements for each of the four fields of adult nursing, mental health nursing, learning disabilities nursing or children s nursing. Each set is laid out under four domains: Each domain is comprised of a generic standard for competence that all nurses must achieve and the field competencies to be achieved in each specific field Domain 1: Professional Values All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and accountable for safe, compassionate, person-centred, evidence-based nursing that respects and maintains dignity and human rights. They must show professionalism and integrity and work within recognised professional, ethical and legal frameworks. They must work in partnership with other health and social care professionals and agencies, service users, their carers and families in all settings, including the community, ensuring that decisions about care are shared. Mental health nurses must work with people of all ages using values-based mental health frameworks. They must use different methods of engaging people, and work in a way that promotes positive relationships focused on social inclusion, human rights and recovery, that is, a person s ability to live a selfdirected life, with or without symptoms, that they believe is meaningful and satisfying. Domain 2: Communication and interpersonal skills All nurses must use excellent communication and interpersonal skills. Their communications must always be safe, effective, compassionate and respectful. They must communicate effectively using a wide range of strategies and interventions including the effective use of communication technologies. Where people have a disability, nurses must be able to work with service users and others to obtain the information needed to make reasonable adjustments that promote optimum health and enable equal access to services. Mental health nurses must practise in a way that focuses on the therapeutic use of self. They must draw on a range of methods of engaging with people of all ages experiencing mental health problems, and those important to them, to develop and maintain therapeutic relationships. They must work alongside people, using a range of interpersonal approaches and skills to help them explore and make sense of their experiences in a way that promotes recovery. Year 2 OAR

18 Domain 3: Nursing practice and decision-making All nurses must practise autonomously, compassionately, skilfully and safely, and must maintain dignity and promote health and wellbeing. They must assess and meet the full range of essential physical and mental health needs of people of all ages who come into their care. Where necessary they must be able to provide safe and effective immediate care to all people prior to accessing or referring to specialist services irrespective of their field of practice. All nurses must also meet more complex and coexisting needs for people in their own nursing field of practice, in any setting including hospital, community and at home. All practice should be informed by the best available evidence and comply with local and national guidelines. Decision-making must be shared with service users, carers and families and informed by critical analysis of a full range of possible interventions, including the use of up-to-date technology. All nurses must also understand how behaviour, culture, socioeconomic and other factors, in the care environment and its location, can affect health, illness, health outcomes and public health priorities and take this into account in planning and delivering care. Mental health nurses must draw on a range of evidence-based psychological, psychosocial and other complex therapeutic skills and interventions to provide person-centred support and care across all ages, in a way that supports self-determination and aids recovery. They must also promote improvements in physical and mental health and wellbeing and provide direct care to meet both the essential and complex physical and mental health needs of people with mental health problems Domain 4: Leadership, management and team working All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills during their period of preceptorship and beyond. Mental health nurses must contribute to the leadership, management and design of mental health services. They must work with service users, carers, other professionals and agencies to shape future services, aid recovery and challenge discrimination and inequality Year 2 OAR

19 Year 2 OAR 2 Mandatory Training All aspects of practice for which Mandatory Training is a pre-requisite of safe practice contain a significant element of collaboration in and amongst other professions and agencies. For this reason the Practice Assessment in the Mental Health Pathway is recorded in the form of successful completion of an annual mandatory training programme. 1 Record Keeping Year 2 Training Session Facilitator Signed Date when training completed Location Learning Outcomes Understand and be able to use current Record Keeping frameworks Identify the statutory, legal and ethical base of current Record Keeping frameworks Have an understanding of the roles and responsibilities within care management structures. Develop knowledge and skills in implementing Care Plans that involve multiple agencies Student please identify where separate certificates have been issued and can be located; OAR 2 Year 2 Progression Criteria Mandatory Training

20 2 Personal Safety & Breakaway Year 2 RMT 2 Training Session Facilitator Signed Date when training completed Location Learning Outcomes Exhibit a good working knowledge of breakaway techniques Deal with isolated incidents safely before summoning assistance Identify hazards and potential injury Reporting incidents and protecting other professionals from risk Student please identify where separate certificates have been issued and can be located; 3 Equality & Diversity Year 2 RMT 3 Training Session Facilitator Signed Date when training completed Location Learning Outcomes Examine knowledge, views and attitude about diversity Define the terms used around equality and diversity Be aware of how current legislation supports equality and promotes diversity Identify and link current legislation to different types of documentation Identify examples of unlawful discrimination practice within the work environment Explain rights and responsibilities in relation to diversity and equality Identify positive action to challenge discrimination Student please identify where separate certificates have been issued and can be located; 4 Fire Training Year 2 RMT 4 OAR 2 Year 2 Progression Criteria Mandatory Training

21 Training Session Facilitator Signed Date when training completed Location Learning Outcomes Outline the employers and employees responsibilities specific to fire safety Understand the discharge of their statutory duties relating to fire Understand the roles of the Trust fire safety officer Identifying and reporting fire hazards and risks Demonstrate an understanding of the evacuation procedure Initiating and Co-ordinating the response of other agencies Student please identify where separate certificates have been issued and can be located; 5 Infection Control Year 2 RMT 5 Training Session Facilitator Signed Date when training completed Location Learning Outcomes at the end of the training the student will have demonstrated in simulation that they can Assess and plan care appropriate to the risk of infection thus promoting the safety of service users. Participate in completing care documentation and evaluation of interventions to prevent and control infection. Describe the role of the Infection Control Team and Infection Control Nurse Specialist, and local guidelines for referral. Recognise potential signs of infection and reports to relevant senior member of staff. Discuss the benefits of health promotion within the concept of public health in the prevention and control of infection for improving and maintaining the health of the population. Safely deliver care under supervision to people who require to be nursed in isolation or in protective isolation settings Take appropriate actions in any environment including the home care setting, should exposure to infection occur, for example, chicken pox, diarrhoea and vomiting, needle stick injury. Apply knowledge of an exposure prone procedure and takes appropriate precautions and actions. Student please identify where separate certificates have been issued and can be located; 6 Clinical Risk Assessment Year 2 RMT 6 OAR 2 Year 2 Progression Criteria Mandatory Training

22 Training Session Facilitator Signed Date when training completed Location Learning Outcomes Review and update awareness of the different types of risks associated with working with people with mental health problems. Review understanding of principles of risk assessment and management. Demonstrate skills of assessing clinical risk. Describe and record a summary of clinical risk using probability and consequences. Student please identify where separate certificates have been issued and can be located; 7 Basic Life Support Year 2 RMT 7 Training Session Facilitator Signed Date when training completed Location Learning Outcomes Undertake adult single rescuer CPR Use of face shields Recovery position First treatment of choking. Initiating, Co-ordinating response of other agencies Student please identify where separate certificates have been issued and can be located; OAR 2 Year 2 Progression Criteria Mandatory Training

23 9 Moving & Handling Year 2 RMT 8 Training Session Facilitator Signed Date when training completed Location Learning Outcomes Outline moral, economic and legal reasons for manual handling Discuss how and why back injuries occur State the principles of safer manual handling Understand the principles of manual handing risk assessment Demonstrate safer handling practices Condemn unsafe handling practice Identify strategies to help reduce the risks in the workplace Referring and assessing for assistance & support from other agencies Student please identify where separate certificates have been issued and can be located; 10 Safeguarding Vulnerable Children and Adults Year 2 RMT 8 Training Session Facilitator Signed Date when training completed Location Learning Outcomes Financial Sexual Physical Psychological abuse Verbal & non-verbal indicators Referral to, reporting, recording and information sharing Student please identify where separate certificates have been issued and can be located; OAR 2 Year 2 Progression Criteria Mandatory Training

24 Record of Mandatory Training Health and Social Care Law Year 2 RMT 9 Training Session Facilitator Signed Date when training completed Location Learning Outcomes Be aware of and be able to autonomously apply The contents of the NMC Code [2008] Local Policies for Lone Working Basic Principles of Common Law, Mental Capacity Act & Mental Health Act Guidance on Escorting & Chaperoning Duty of Care Seeking Consent Student please identify where separate certificates have been issued and can be located; OAR 2 Year 2 Progression Criteria Mandatory Training

25 Mandatory pre-placement training & readiness for practice placement Preparation for Placement Moving and Handling Date Signature Moving and Handling Theory Pre-placement Moving and Handling practice Safety in Therapeutic Settings [Hospital or Community] Life Support Date Signature Personal safety Infection Control Food Hygiene Professional issues Date Signature Professional Code Safeguarding Responding to concerns in Practice Rights of individual services users in relation to students. Observation & Lone working policy Record Keeping Student Name [please print] Personal Tutor [print, sign & date] The student has completed their mandatory training and their conduct to date has been consistent with the expectations of the placement providers; Ongoing Assessment Record Year 2 Placement 1APT 1

26 Record of Signatures [Nurse Mentors] This page should contain a record of the signatures and contact details of all registered nurse mentors who initial and sign documentation within this Assessment of Practice Tool. First Name Surname Initials Status Mentor / sign off mentor Date of last mentor update Signature Work contact number Ongoing Assessment Record Year 2 Placement 1APT 1

27 Record of Signatures [ Others ] This page should contain a record of the signatures and contact details of [for example, PPFs, service users, lecturers] who sign documentation within this Assessment of Practice Tool. First Name Surname Status Job title and preparation for role Signature Work contact number Ongoing Assessment Record Year 2 Placement 1APT 1

28 Year 2 Placement 1 Name and Description of placement Student Name Mentor Name Ongoing Assessment Record Year 2 Placement 1APT 1

29 Preparation for placement (Student please complete this page before attending your first day of placement). Special or particular support needs: Practice Learning and Support Plan Comments Action plan Yes No Previous placement experiences: What are your personal aims for this placement? Strengths identified from previous placements: (What experiences did you enjoy?) Areas for development/improvement identified from previous placements: (What experiences did you find difficult?) What deadlines do you have for your academic studies? Hand-in dates for assignment/oar) Student Name (please print)... Ongoing Assessment Record Year 2 Placement 1APT 1

30 Orientation to practice placements (to be completed in each placement area on the first day) Placement 1 Placement name Layout of the clinical area Procedure in the event of an emergency Moving and handling of people and equipment Awareness of placement policies e.g. taking messages, lone worker, accident procedure, Health and Safety, Infection Control guidelines General information, shift / meal times/ who to contact in case of sickness Exchange of contact details , mobile phone. Student, Mentor and Next of Kin Other (please specify Mentor please initial and date Student please initial and date Ongoing Assessment Record Year 2 Placement 1APT 1

31 Practice Learning & Assessment Agreement Student: Mentor: In the absence of the Mentor the student will be supported and supervised by: Academic Link: Dates and Duration of Placement: From: To:.. If any difficulties arise, in the first instance the student and mentor should try to resolve these together. In the event that this is not successful please contact the academic link. In exceptional circumstances it may be necessary to withdraw the student from the placement immediately. The academic link will be involved in this process and keep you fully informed of the process and any action required in line with University guidelines. Roles and responsibilities: The STUDENT will: Review and utilise feedback from previous placements to inform their learning and development needs Take advantage of learning opportunities and review their Learning Contract regularly Provide evidence of competence in relation to the OAR Disclose any special needs or disability in order that reasonable adjustment can be made by the placement provider Comply with placement policies and procedures Use University procedures to inform of absence The MENTOR will: Verify the evidence demonstrated through the OAR Facilitate learning opportunities and provide constructive feedback on progress Ensure the student is made aware of the placement policies, procedures and expectations Identify a colleague who will take responsibility for the student in his / her absence and ensure that he / she is aware of the students learning needs and that there are effective feedback mechanisms in place The PERSONAL TUTOR will: Provide on-going support to the student The ACADEMIC LINK for practice will: Be the contact point for the MENTOR and student is there are concerns about the assessment of practice Monitor student progression Attend formal meetings with student and MENTOR (as per flow chart) and Offer advice in writing developmental action plans when concerns are raised Liaise with personal tutor. The Sign-off mentor will: Contribute to the assessment process for students who are not meeting the required level of achievement. Review progression at the end of each year for midwifery students and complete the summative assessment Review all nursing and midwifery students practice documentation prior to making a decision as to whether the final sign off of proficiency can be undertaken The placement manager will: Support the mentor to manage workloads to promote a supportive learning environment Oversee the allocation of mentorship roles within the placement Where applicable oversee the involvement of mentors in student fitness to practice procedures Date of agreement: Student signature: Mentor signature: Manager signature Ongoing Assessment Record Year 2 Placement 1