NHS Practice Placement Interim Assessment Form To be completed by NHS Practice Placement coordinator (informed by practice placement supervisors).

Transcription

1 NHS Practice Placement Interim Assessment Form To be completed by NHS Practice Placement coordinator (informed by practice placement supervisors). Clinical Practice 5 Module PP335 and Clinical Practice 6 Module PP336 are the two clinical modules where this placement sits. Student s name Practice Placement coordinator Name of NHS Trust University Visiting Tutor Formative assessment feedback outcome (Coordinator to complete) Key take home message to student Introduction This assessment form contains 10 tables each depicting one placement domain in which a student is assessed. Each domain is mapped to the learning outcomes (LO) 1 4 which are detailed below. Please highlight or circle the most appropriate descriptor and make any comments within the free text area. If you wish to make any additional comments around any area that is not covered within the tables or wish to expand on anything, please use the final free text area at the bottom. The placement domain tables are designed to assist in both the clinical educator and student in the minimum standards and expectations of knowledge, skills and behaviour. The tables are designed to support your decision making and allow constructive feedback and clear communication throughout placement. It is expected that all clinical educators working with the students are able to use these tables and feedback to the coordinator at the end of placement. If it appears that any particular student performing poorly, contact with the university should be made as promptly as possible so that a placement visit can be arranged. 1

2 Learning outcomes for the NHS Practice Placement By the end of the module students should be able to: LO 1 LO 2 LO3 Demonstrate skills and attitudes such as; professionalism, Infection prevention, trust policies and procedures which meet the demands of the work place Meet the demands of the varied clinical caseload management as encountered in everyday clinical practice Demonstrate the ability to interact with and work alongside members of the podiatry and multi-disciplinary healthcare team LO 4 Reflect on their own interpersonal and professional skill in clinical practice and demonstrate critical self-awareness to bring about change in identified areas Learning outcomes mapped to placement domains Domain Learning outcome to which domain is mapped Professionalism X X X 2. Infection prevention and control X X X 3. Policies and procedures of the host provider X 4. Safe and effective use of instruments X X X 5. Patient education, empowerment and health promotion X X 6. Time and caseload management X X X 7. Assessment and diagnosis X X X 8. Treatment intervention X X X X 9. Justify diagnosis and appropriate management plan X X X 10. Dignity and respect for patients and colleagues self X X X X 2

3 The placement domain tables The placement domain tables below detail 10 placement domains that a clinical educator and student can use to assess the students performance, knowledge and skills. The scale is qualitative in nature and provides an indication of where the student is in relation to dependence vs. independence. The majority of areas at the independent end of the scale suggest that the student is working independently and that there is little or no scope for improvement. Conversely the majority of areas at the dependent end of the scale suggest that the minimum standards have not been met and that the student cannot work without continuous supervision. Obviously there may be a mix of the two. It is envisaged that this is likely to be the case for the majority of students. Therefore detailed verbal feedback with the coordinator would be essential to help the student fully understand where they are required to demonstrate improvement and progression between one block of placement and the next. The educator will use the feedback information from both blocks of placement to make a decision on whether the student has achieved sufficient for a pass of the four weeks of placement. The placement is summatively assessed as pass/fail at the end of the second block of placement (Clinical practice 6 PP336). Interim formative feedback is provided at the end of the first block in September (clinical practice 5 PP335). 3

4 Professionalism LO: 1, 2 & 3 Independent practitioner Dependant practitioner Domain 1 Well presented Well presented. Well presented. On time / early. On time. On time. Organise. Uses own initiative Shows initiative Requires some direction/. guidance Poorly presented Arrived late. Un-prepared Requires constant direction/guidance Inappropriate professional behaviour and appearance. Poor time keeping/lack of communication Unable to work to direction. Highly professional behaviour exhibited. Professional behaviour exhibited. Behaves professionals at times Inappropriate professional behaviour. Inappropriate professional behaviour 4

5 Infection Prevention and control LO: 1, 2 & 4 Domain 2 Please circle the descriptors below to indicate student achievement for this domain Understands fully the principles of infection prevention and control and applies these principles in all clinical good of the principles of infection prevention and control and applies these in most clinical situations some of the principles of infection prevention and control and applies the basics to most clinical situations superficial of the principles of infection prevention and control; is barely able to meet minimum standards in clinical situations. Does not demonstrate any of the principles of infection prevention and control. Does not meet minimum standards in clinical situations Is able to reflect on own infection prevention and control practice and has self awareness of own Is mostly able to reflect on own infection prevention and control practice and has some self awareness of own Is sometimes able to reflect on own infection prevention and control practice and has some self awareness of own Limited ability to reflect on own infection prevention and control practice and has little self awareness of own Does not reflect on own infection prevention and control practice and has no self awareness of own practice 5

6 Policies and Procedures of host provider. LO: 1 Please circle the descriptors below to indicate student achievement for this Domain 3 domain Followed policies and procedure as stated. Had good of information provided and was prepared and organise. Followed policies and procedure as stated. Prepared and organise for placement Followed policies and procedure as stated. Some preparation for placement demonstrated. Enough appreciation of policies and procedures to ensure safe Further preparation for placement needed No appreciation of policies and procedures. Unprepared for placement Questioned approach and had sound rationale which showed further reading. Asked for clarification on procedures and showed and appreciated the need for these in Need to do further reading and preparation prior to placement but showed some of the information provided by the host. At times required guidance from supervisor to the information provided by the host. Did not follow policies and procedures thus indicating unsafe 6

7 Safe and effective use of instruments. LO: 1, 2, & 4 Domain 4 excellent clinical and psychomotor skills. good clinical and psychomotor skills. acceptable clinical and psychomotor skills. poor clinical and psychomotor skills unsafe clinical and psychomotor skills. Refined debridement techniques. Consistently demonstrates appropriate use of instrumentation and blade selection Debridement techniques almost refined Mostly demonstrates appropriate use of instrumentation and blade selection. Debridement skills require some refinement however they can evaluate their technique and identify where more work is required Sometimes requires guidance when choosing appropriate use of instrumentation and blade selection. Debridement skills insufficient for clinical presentation e.g. ulcer debridement Rarely able to select the most appropriate instrumentation and blade. Poor debridement, poor clinical reasoning leading to poor decision making. Fails to select appropriate instrumentation and blades Thorough clinical requiring no further input from clinical supervisor and is able to identify the at risk foot and alter accordingly Clinical reasoning leading to decision making. Developing decision making independently. At times may require some guidance from supervisor with more complex foot pathologies and is able to identify the at risk foot and alter accordingly Requires assistance or prompts from supervisor in order to ensure appropriate and is able to identify the at risk foot and alter accordingly Requires regular input from supervisor for simple pathologies but is able to identify the at risk foot and alter accordingly. Requires ongoing input from supervisor for simple pathologies; unable to work independently. Cannot identify the at risk foot and alter accordingly. 7

8 Patient education, empowerment and health promotion. LO:1 & 2 Domain 5 Identifies the importance of health education and and demonstrates evidence based practice Identifies the importance of health education and has sound rationale; includes education in patient management plans and in their discussion. Provides patient basic health education and includes this in patient management plans. Can identify requirement for health education; requires reinforcement from supervisor to include health education in patient management plans. Cannot identify the need for health education. Health education and patient empowerment not identified in management plans or discussion. Exploring patients expectations and and uses communication style appropriate to patients level of for all patient groups Explores patients expectations and ; attempts to adapt communication styles to align with patients for most patient groups. Makes attempts to explore patient expectation and although is only able to adapt communication style with certain patient groups, e.g. children. Struggles to engage with patients to explore expectations and. Unable to adapt communication style appropriately for most patient groups No attempt to explore patient expectations and. Unable to adapt communication style for any patient groups. 8

9 Time and caseload management LO: 2,3 & 4 Domain 6 Indentifies discharge and interval changes where appropriate without prompting and in line with local discharge policy/plans/access criteria Sometimes requires guidance from supervisor in identifying discharge / interval changes and in line with local discharge policy/plans/access criteria. With guidance can identify patients requiring discharge/ interval changes and in line with local discharge policy/plans/access criteria. Has difficultyidentifying patients requiring discharge/ interval changes and in line with local discharge policy/plans/access criteria. Makes no attempt to align management with local discharge plans/policy/ access criteria. Outstanding level of organisation of caseload activities Justifies the activities that are most important. Very good level of organisation of caseload. Shows some justification of activities that individual has prioritized. Good level of organisation of caseload. Shows a reasonable ability in justifying the order of prioritization of activities. Adequate level of organisation. At times struggles to manage caseload and requires assistance and struggles to prioritise tasks. Very poor level of organisation. Spending time on unnecessary tasks. Unable to justify tasks essential to workload completion. Successfully analyses the risk associated with the task. Mostly able to analyse the risk associated with the task. Able to analyse the risk associated with the task, but lacks detail. Has a superficial approach to analyzing the risk associated with the task and lacks details Does not engage with risk analysis and is unable to relate risk to task. 9

10 Assessment and diagnosis. LO: 2, 3 &4 Domain 7 Excellent level of of the assessment process, together with the ability to evaluate information. A very good of the assessment process. A good of the assessment process. a basic of the assessment process. Did not establish and identify sufficient basic clinical information to base plan on. an analytical and justified approach to clinical reasoning linked to evidence from literature. Shows an ability to integrate and evaluate information with some clarity as well as evidence of analysis to justify their approach. an ability to evaluate information and justify their approach to the management of the patient but may lack detailed reasoning. Does not demonstrate a fully comprehensive of clinical risk, superficial interpretation in some areas. An unstructured disorganise approach; could not identify the at risk foot. Sound application of theory to practice which is used to inform differential diagnosis. Mostly able to apply theory to practice which is used to inform differential diagnosis Can apply some theory to practice which is sometimes used to inform differential diagnosis Struggles to apply theory to practice and make connections to inform differential diagnosis Does not apply theory to practice and is therefore unable make linked differential diagnosis. 10

11 Treatment intervention LO: 1,2,3 & 4 Domain 8 Produces the outcomes that are required for evidence based Produces with reasoning the outcomes that are required for evidence based Limited ability to clinically reason the selection of plans that are required for evidence-based Poor rationale of selection, but with prompting can demonstrate some. Unable to demonstrate any clinical reasoning for s. Unable to base practice on any evidence. Very poor level of knowledge or. sound knowledge of the principles of informed consent and applies these to all aspects of patients in line with their management plan. some knowledge of the principles of informed consent and applies these to most aspects of the patients in line with their management plan. partial knowledge of the principles of informed consent and applies these to most aspects of the patients in line with their management plan. Has an awareness of knowledge gaps in this area. partial knowledge of the principles of informed consent although does not always apply these to the patients in line with their management plan. Has limited awareness of knowledge gaps in this area. Does not demonstrate any knowledge or of the principles of informed consent therefore is unable to apply these principles to patient management plans. 11

12 Justify diagnosis and appropriate management plan LO:1,2 & 3 Domain 9 Able to draw on a wide knowledge base to justify plans. Able to draw on a sound knowledge base to justify plans. Able to utilize a sound knowledge base to justify plans. Is able to draw on some knowledge to aid the formulation and justification of simple short-term plans. Shows evidence of minimal knowledge base on which to justify plans. Can integrate and evaluate to a high level all patient information into their plans and provide a full rationale. Can integrate and evaluate all patient information into their plan and provide a rationale for it. Can integrate and evaluate all patient information into plan and provide a rational although it may lack clarity and complexity. Can mostly integrate and evaluate patient information into the plan. Unable to integrate or evaluate any patient information into a plan and provide a rationale. Can evaluate and evidence their approach and confidently set more medium and long-term objectives where necessary. Can evaluate and evidence their approach and confidently provide more medium term plans if required. Able to start looking more medium/ long term if short term plans are unsuccessful but may not be clear on what they want. Can provide a rational for the plan and return times. Unable to justify return times. 12

13 Dignity and respect for patients and colleagues and self LO: 1,2,3 & 4 Domain 10 Excellent team approach. Good team approach. Adequate team approach will assist when requested. Can appreciate the need for team work but at times may not fulfill their role. Works in isolation to the team and does not engage with colleagues when required. Has a thorough and holistic approach to care without being too patient led. Has a thorough and holistic approach to care but occasionally can be too patient led. Is mindful of patient needs but at times is too patient led. Is mindful of patient needs but due to lack of evaluative approach is too patient led. Has no awareness of patient needs. Excellent of health and safety issues to ensure safe practice for both patients and colleagues. Good of health and safety issues to ensure safe practice for both patients and colleagues. Has an of health and safety issues to ensure safe practice for both patients and colleagues. Basic of health and safety issues to ensure safe practice for both patients and colleagues. Minimal of health and safety issues affecting safe 13

14 Free Text Please use this text box to elaborate on any specific areas highlighted from the criteria above. Additionally, other comments may address specific examples of clinical practice pertinent to effective caseload management ie: appropriate patient assessment, interpreting information obtained, diagnosis/differential diagnosis, selection of appropriate management, identifying short and long term goals, when to refer patients. As well as interpersonal and manual skills ie: establishing patient rapport, understand and respond to patient needs, provide patient education, manual dexterity, implement skills, safe and effective use of equipment Learning outcome 4-Self evaluation - to be completed by the student Student s feedback on practice placement experience and their own perception of their achievement and progress to date: You should use this section to: reflect on your own clinical Critically analyse what you feel you have learnt. Identification of own boundaries, recognition of appropriate standards of performance, comparison of own performance. Identification of areas for self development, strategies adopted to achieve development. 14

15 Summary to be completed by the coordinator and the student Any other overall comments about the practice placement experience so far and any elements of clinical practice which need to be prioritised in the future Coordinator: Student: Record of Attendance *additional days will be arranged for students with absence without evidence. Number of days absence* Signatures I have had the opportunity to discuss the comments on this form with a member of the practice placement NHS podiatry team and know that I can discuss these or any specific issues or learning needs for the forthcoming placement with my placement coordinator or university tutor. Student NHS Practice Placement Coordinator University Placement Tutor Date Date Date 15