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

32 Timesheets Signatures should be collected contemporaneously from the Staff member in charge of the shift you work, the leader of the group or the teacher of the session. Students Please do not put professionals in a situation where they are reliant solely on your honesty and memory- they are well within their rights to refuse to sign anything they can t be sure of! Your presence at the placement should also be evident from other records in the placement [e.g. signing-in book, mentor s diary, duty rota]. Mentors need only account for the hours the student is in placement- if the student is not present, there need be no obligation on the mentor to sign. Students should aspire to an average of 30hrs per week at the placement. If this is not maintained, the required hours will have to be made up before the placement can be completed. All activities undertaken at the placement or initiated by the mentor in pursuit of piacement learning outcomes may be considered for recording in this section, including all clinical activities, training undertaken in the clinical or practice setting and research using materials present at the placement. Activities undertaken at locations which are not part of the placement provider s organisation and which have been organised by the University need not be recorded in this section. Students are required to work a shift pattern that allows 40% of their placement time to coincide with the presence of the mentor. Unless the student can provide evidence of a specific agreement with the University, study time cannot be included in placement hours. Pre-placement visits are an essential part of the placement and should be around 3-4hrs duration and recorded in the timesheet. Where the student needs to travel between clinical learning activities within the working day this can be included in placement hours. Breaks these can be included where the break is part of the legal entitlement under employment legislation. Normally, breaks in excess of 20 minutes should be subtracted from the placement hours. Where Bank Holidays occur within a placement week, these need not be considered an obstacle to the 30 hour standard being maintained. Ongoing Assessment Record Year 2 Placement 1

33 Date Start Time Year 2, Placement 1, Week 1 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 1, Week 2 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Ongoing Assessment Record Year 2 Placement 1

34 Date Start Time Year 2, Placement 1, Week 3 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 1, Week 4 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Ongoing Assessment Record Year 2 Placement 1

35 Date Start Time Year 2, Placement 1, Week 5 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 1, Week 6 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Ongoing Assessment Record Year 2 Placement 1

36 Date Start Time Year 2, Placement 1, Week 7 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 1, Week 8 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Ongoing Assessment Record Year 2 Placement 1

37 Date Start Time Year 2, Placement 1, Week 9 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 1, Week 10 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Ongoing Assessment Record Year 2 Placement 1

38 Date Start Time Year 2, Placement 1, Week 11 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 1, Week 12 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Ongoing Assessment Record Year 2 Placement 1

39 Date Start Time Year 2, Placement 1, Week 13 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 1, Week 14 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Ongoing Assessment Record Year 2 Placement 1

40 Learning Contract: - Student preparation (To be completed by student prior to placement) My learning needs are: I will meet my learning needs by: Date for completion:

41 Following discussion with my mentor we have agreed that the following learning opportunities will meet my learning needs: Date Learning Contract agreed: Mentor signature: Student signature: Review date:

42 LEMH 10.4 LEMH 10.4 LEMH Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A, B 1 Practise according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. Applies principles of consent in relation to restrictions applying to specific client groups. Ensures that that treatment and care is understood and consented to service users 1 B 1 Recognise 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. Actively seeks to extend knowledge and skills so as to act as a resource to service users and carers Can explain care decisions in terms of balancing choice and risk 2 B 1.1 Understand the application of current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life. Can link a service users needs to the MHA [1983], MCA [2007] and Human Rights Legislation Raises concerns where rights might be compromised 3

43 PSAR 6.6 LEMH 10.1 SSMI 2.3 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A 2 Practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Determines people s preferences to maximise comfort and dignity Where necessary, they must challenge inequality, discrimination and exclusion from access to care 4 B 2.1 Practise in a way that addresses the potential power imbalances between professionals and people experiencing mental health problems. Acts collaboratively enabling active participation in care planning, delivery and evaluation Helps people exercise their rights when compulsory measures are used, upholding safeguards and ensuring minimal restrictions on their lives. 5 B 3 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, inability to engage, ageing or death. Uses strategies to enhance communication and remove barriers to communication and minimise risk that might arise from mis-communication 6

44 SSMI SSMI SSMI Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 2.3 A 3.1 Promote mental health and wellbeing, while challenging the inequalities and discrimination that may arise from or contribute to health problems. Determines people s preferences to maximise comfort and dignity Acts as an advocate in ensuring that these preferences are heard D 4 Work in partnership with service users, carers, groups, communities and organisations. Forming appropriate and constructive professional relationships with families and carers Manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety F 4.1 Work with people in a way that values, respects and explores the meaning of their individual lived experiences of mental health problems, to provide person-centred and recovery-focused practice. Working with clients to develop profiles, timelines, life stories or advance directives Incorporating the service user s perspective in the form of quotes in care plans and records 9

45 SSMI 14.4 CP SSMI 1.7 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence F 5 Understand the nurse s various roles, responsibilities and functions, and adapt their practice to meet the changing needs of people, groups, communities and populations. Uses professional support structures mentorship, supervision, tutorial- to learn from experience and respond to feedback 10 G 6 Understand the roles and responsibilities of other health and social care professionals, and seek to work with them collaboratively for the benefit of all who need care. Offers support and assistance and begins to contribute as part of an established team Values others roles and responsibilities within the team and interacts appropriately 11 H 7 See clinical situations as a trigger to reflect on and develop their skills and knowledge. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal. Reflects on own practice, seeks feedback from colleagues and seeks to enhance learning 12

46 PSAR 6.6 LEMH 10.1 SSMI 2.3 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A 8 Practise under supervision but without prompts, recognising the limits of their competence and knowledge. Reflect on these limits and seek advice from, or refer to, other professionals where necessary. Initiate activities autonomously within these limits B Have and value an awareness of their own mental health and wellbeing. Engage in reflection and supervision to explore the emotional impact on self of working in mental Be aware of their responses to stress B 9 Appreciate the value of evidence in practice, apply relevant theory and research findings to their work, and identify areas for further investigation. Actively seeks to extend knowledge and skills using a variety of methods. Challenges the evidence base for established practices 15

47 PSAR PSAR SSMI Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 1.6 D 1 Build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. Take account of individual differences, capabilities and needs. Forming appropriate and constructive professional relationships with carers Provides information that is clear, accurate and free from jargon B Use skills of relationship-building and communication to engage with and support people distressed by hearing voices, experiencing distressing thoughts or experiencing other perceptual problems. Listens to the needs and concerns of service users Use strategies to reduce barriers to communication and minimise risk F Use skills and knowledge to co-facilitate therapeutic groups with people experiencing mental health problems and their families and carers

48 PSAR PSAR PSAR Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6.6 F 2 Use a range of communication skills and technologies to support person-centred care and enhance quality and safety. Using electronic records, online resources, , mobile phones, landlines as a means to empower and include service users Supporting service user access to online communities & forums A,B 2 Give people information they need in a language and manner that allows them to make informed choices and share decision making. Accessing sources of information on rights, treatments and services that have been developed specifically to enhance service user understanding A,B 2 Recognise when language interpretation or other communication support is needed and know how to obtain it. Also, uses online translation tools and printed resources to support communication 21

49 PSAR PSAR 6.6 SSMI 1.7 PSAR 6.6 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A,B 3 Use a wide range of communication methods, including verbal, non-verbal and written, to acquire, interpret and record their knowledge and understanding of people s needs. Checking service user understanding, involving carers and sharing records [within policy] with service users 22 H 3 Demonstrate awareness of their own values and beliefs and the impact this may have on their communication with others. Uses, mentorship, tutorials and clinical supervision to learn from experience and adjust to feedback 23 B 4 Take account of the many different ways in which people communicate and how these may be influenced by ill health, disability and other factors, and be able to recognise and respond effectively when a person finds it hard to communicate. Creates opportunities for service users to communicate through multiple channels and in varying contexts Can interpret behaviour as a form of communication 24 C 4 Recognise when people are anxious or in distress and respond effectively, reduce this. Demonstrates awareness of a range of recognised approaches to managing symptoms e.g. relaxation techniques, distraction and psycho-education. Discusses referral option at an appropriate moment 25

50 SSMI 1.7 SSMI 1.7 SSMI 1.6 LEMH 12.2 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence B 4 They must know when to consult a third party and how to make referrals for advocacy, mediation or arbitration to help reduce stress of anxiety. Initiates, discusses, implements and records referral processes Responds sensitively and according to policy when service users opt to complain and supports the process 26 C A,B Use therapeutic principles to engage, maintain and, where appropriate, disengage from professional caring relationships, and must always respect professional boundaries. Forms appropriate and constructive relationships with families and carers Is able to explain the parameters of the student role Use their personal qualities, experiences and interpersonal skills to develop and maintain therapeutic, recovery-focused relationships with people and therapeutic groups. Uses tutorials, mentorship and supervision to check the boundaries and therapeutic value of self-disclosure A,B Be aware of their own mental health, and know when to share aspects of their own life to inspire hope while maintaining professional boundaries. Adjusts to feedback so that they become skilled in the therapeutic use of self

51 PSAR SSMI HB2 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 9.4 * H 6 Encourage health-promoting behaviour through education, role modelling and effective communication Recognising indicators of lifestyle choices that may help or hinder recovery [see skill book] * See Skills Book A,B Foster helpful and enabling relationships with families, carers and other people important to the person experiencing mental health problems. Keeps the service user informed of and establishes their consent to these relationships Maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language. Distinguishing between material that is relevant to care planning and that which is not 32

52 LEMH 11.4 LEMH 11.4 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence B 7 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. 33 Documents concerns about people who are in vulnerable situations Shares these concerns with the person and with other professionals C 7 Recognise when to actively share personal information with others when the interests of safety and protection override the need for confidentiality 34 Informing the service user that some information may have to be disclosed beyond the therapeutic relationship Being alert to possible financial, physical, psychological, sexual abuse or neglect in care situations

53 CP WWMI 2.5 PD Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 1 Seek up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings, influence change and promote health and best practice. 35 E Incorporates evidence into care plans Questions care and seeks answers that offer safe and holistic alternatives 1 Make person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to improve the quality of care. 36 B,D Assesses self-care skills with service users and carers Incorporate self-care into recovery plans 1 Recognise when the complexity of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly. 37 G Interacting appropriately with other members if the care team, respecting their decisions and valuing their roles and responsibilities.

54 PSAR 14.5 HB HB Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 1.1 Be able to recognise and respond to the needs of all people who come into their care and the effect on their dependents 38 E E Contributions to care show understanding of how different stages of illness can impact on service users and carers Undertakes holistic assessments, working with the service user and care records Communicates and responds to findings 2 Possess a broad knowledge of the structure and functions of the human body, and other relevant knowledge from the life, behavioural and social sciences as applied to health, ill health, disability, ageing and death. Applies condition-related knowledge of human biology, sociology & psychology in interactions with service users, carers and other professionals 39 D,E 3.1 Record the outcomes of a range of evidence-based individual and group psychological and psychosocial intervention, systematic needs assessments, case formulations and care plans Communicates clearly face-to-face, by phone, in writing and electronically, checking that meaning has been accurately conveyed 40

55 PSAR SSMI SSMI Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence Ascertain and respond to the physical, social and psychological needs of people, groups and communities. 41 A,D Determines service user s preferences to ascertain comfort and dignity Co-ordinates services to deliver greater comfort and dignity D 4 Plan, deliver and evaluate safe, competent, person-centred care in partnership with service users, taking into account changing health needs during different life stages, including progressive illness and death, loss and bereavement. 42 Empowers service users and carers to be involved in the care planning process Assists with care in a way that promotes autonomy and dignity at all times. 2.6 E 4.1 Apply their knowledge and skills in a range of evidencebased psychological and psychosocial individual and group interventions to develop and implement care plans and evaluate outcomes, in partnership with service users and others. 43 Provides personalised care Makes provision for those who are unable to maintain their own activities of living

56 HB HB HB Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence F G 5. Understand public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities Works with people to promote healthy eating, safe smoking cessation and safe substance use Takes a collaborative role in supporting service users and families in these strategies and knows own limitations 5 Work to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion Supports people with culturally sensitive diet plans Supports people who need to adhere to diets for medical reasons Works to promote independence, dignity and informed choice 44 ESC 27.2, 28.1, 29.2 Evidence from Skills Book suggests that the student can safely and accurately calculate, measure and record; Weight Height Waist measurement Body Mass Index Body fat percentage Calorific, fat and salt content of food Fluid intake and Output 45 Units of Alcohol Daily Calorific intake C 5.1 Work to enhance the health and well being of people with mental health problems Reports when people have difficulty meeting own nutrition and fluid needs Assess baseline nutritional requirements Formulate a person-centred diet plan Recognises and reports reasons for poor nutritional and fluid intake 46

57 HB , 23.1, 2, 3, 4, , 4, 36.1, 37.1, 38. 1, 2, 3, 39.1, 42.1 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6 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. Applying knowledge of transmission routes to reporting situations where standard infection control precautions may be required Safely applies precautions Responds appropriately to infection risks e.g. vomiting, diarrhoea, needlestick injury Takes action according to local policy Applies policy and principles in home, residential and acute inpatient setting Applies infection control procedures to the administration of medicines [see also medicines assessment] Applies infection control procedures and policies to the safe disposal of medical equipment 47 See Skills Book for ESCs; 22. 3*, 4*, 5*, 6* 25.1*, 2* 26.2* 33.2*(brought forward from year 3) 36. 4* 38. 4* (38.4 brought forward from year 3) 21.2* 21.3* 21.4* 21.5* 21.6*

58 HB2 10.3, 34.1, 34.2, 34.3, 40.1 HB HB2 2.3 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6 Evaluate the use of common interventions, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. 48 C C Adheres to Health and Safety at Work legislation and local and national infection control policy regarding the safe disposal of all waste, soiled linen, blood, body fluids, sharps, dressings, personal hygiene products Accesses commonly used, evidence based sources relating to the safe and effective management of medicines [see also medicines assessment] 6 Contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes. Use statutory reporting mechanisms for risks, hazards and adverse outcomes in home, residential and acute inpatient settings 49 A 6.1 Help people experiencing mental health problems to make informed choices about pharmacological and physical treatments, by providing education and information on the benefits and unwanted effects, choices and alternatives. 50 Preparing service users for clinical interventions See medicines assessment Under supervision prepares services users and carers for self-administration

59 LEMH 11.4 SSMI 2.2 HB Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6.1 Support people to identify actions that promote health and help to balance benefits and unwanted effects. 51 B Suggests, discusses and makes referrals for interventions to manage symptoms and promote distraction, relaxation or lifestyle change Detects, records, reports and responds to signs of deterioration or improvement HB2 9.2* 9.6* 9.7* 9.8* B 7 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. 52 *See Skills Book 7.1 Provide support and therapeutic interventions for people experiencing critical and acute mental health problems. 53 A Recognise the health and social factors that can contribute to crisis and relapse Use skills in early intervention, crisis resolution and relapse management in a way that ensures safety and security and promotes recovery. Actively empowers service users to be involved in the assessment and care planning process 7.2 Work positively and proactively with people who are at risk of suicide or self-harm 54 B Use evidence-based models of suicide prevention, intervention and harm reduction to minimise risk Documents concerns and information about people who are in vulnerable situations

60 PSAR PSAR PSAR Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 2.4* A 8 Provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. 55 *See Skills Book Promote self-care and management whenever possible 56 B Help people to make choices about their healthcare needs Involving families and carers where appropriate, to maximise their ability to care for themselves. 8.1 B 8.1 Practise in a way that promotes the self-determination and expertise of people with mental health problems 57 Use a range of approaches and tools that aid wellness and recovery and enable self-care and selfmanagement. Actively empower people to be involved in the assessment and care planning process

61 SSMI 10.2 SSMI 18.7 PSAR LEMH 11.4 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence C 9 Recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse. 58 Documents and reports concerns and information about people who are in vulnerable situations 9.1 Use recovery-focused approaches to care in situations that are potentially challenging, such as times of acute distress; when compulsory measures are used 59 A,B Provides personalised care- or makes provision forthose who are unable to maintain their own activities of living under these conditions and seeks to maintain their dignity and determine their preferences at all times A,B, D 9.1 Maximise service user involvement and therapeutic engagement and identify where risk taking might have positive effects. Contribute to a personalised team approach to care within which informed positive risk taking is supported 60 E 10 Evaluate their care to improve clinical decision-making, quality and outcomes, using a range of hods, amending the plan of care, where necessary, and communicating changes to others. 61

62 PD LEMH 12.2 PD Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 1 Act as a change agent and provide leadership to enhance people s wellbeing and experiences of healthcare. 62 H Taking feedback from colleagues, managers and other departments seriously. Sharing messages and guidance and learning from them with other team members 2 Evaluate care and ensure that they and others use the findings to help improve people s experience and care outcomes and to shape future services. 63 A,B, E Responding when people want to complain by providing assistance, information and support in a professional manner 3 Identify priorities and manage time and resources effectively to help ensure the quality of care is maintained or enhanced. 64 G,H Uses supervision and other forms of reflective learning to make effective use of feedback

63 SSMI 17.5 PD SSMI 10.2 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 4 Be self-aware and recognise how their own values, principles and assumptions may affect their practice. 65 H, F Works within own limitations, knowledge and skills to provide safe, holistic and personalised care Reflects critically on both themselves and the care provided 4 Maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation. 66 B, H Responds to feedback on self and care by accessing resources that enhance personal and professional development Shares findings with other team members B,H 4.1 Actively promote and participate in clinical supervision and reflection, within a values-based mental health framework, to explore how their values, beliefs and emotions affect their practice. 67 Values and promotes the roles of others within the team Uses clinical supervision as a means of managing stress and working safely and effectively

64 CP PD PD Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A 5 Facilitate junior nursing students or support workers to develop their competence, using professional and personal development skills. Giving constructive and positive feedback and supporting access to resources Contribute knowledge of mental health care and treatment to members of the multi-professional team and others working in health, social care and other services and settings. 69 B Raise awareness of mental health, promoting a positive image Uses a variety of resources to enhance own knowledge and skills and shares access to these resources with others 6 Contributes safe independent and team work 70 B Contributes to safe co-ordination and management of care by adhering to lone working policy or alarm raising procedures Works flexibly and shows commitment where planned service provision may need to be enhanced

65 CP CP CP Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 1 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6.1 Contribute as a team member to the management of mental health care environments 71 A Giving priority to safety, psychological security and therapeutic outcome Ensuring effective communication and care across service boundaries. B 7 Work effectively across professional and agency boundaries, Actively valuing, involving and respecting others contributions to integrated person-centred care. 72 B Communicate with and refer to other professionals and agencies respecting the choices of service users and others, promoting shared decision making, to deliver positive outcomes. Assists in preparing people and carers for transfer and transition through effective and accurate communication and record keeping Reports, prioritises and records concerns at point of transfer Assists in auditing of records before and after transfers 73

66 Domain 1: Professional Values Learning Tick as appropriate: Learning Outcome Not Not Outcome [LO#] Assessed [LO#] Domain 2: Communication and interpersonal skills Learning Outcome [LO#] Domain 3: Nursing practice and decision-making Tick as appropriate: Not Not Assessed Tick as appropriate: 56 Not Not 57 Assessed Domain 3: Nursing practice and decision-making 22 Tick as appropriate; LO# Not Not Assessed

67 Summary of Feedback from Formative Assessment Please identify students strengths, areas for development and (where applicable) specific concerns in relation to the competencies. If the student has not any of the competencies in this document, this feedback should enable the student to clearly see the reason for your decision. Strengths Development needs Concerns (where applicable) Academic link informed of concerns: Yes No N/A Details of action taken.... Mentor signature Date: OAR 2 APT1 Formative Assessment Summary 67

68 Record of Practice Meeting Student Name: Mentor or Associate Name, Signature & Date: Lecturer Name, Signature & Date: Service User Name, Signature & Date: PPF Name, Signature & Date: Use the spaces below to record the content of meetings between any of the above, where the meeting is not part of the assessment, fitness to practice, or disciplinary process but is informal, supportive or educational in nature Type (Delete as appropriate): Formal/informal Individual/peer Face to face/phone/ Agenda: Content of discussion: (e.g. evidence of achievement, learning objectives, ethical issues, clinical reasoning, workload management, skill development; personal development) Feedback: Actions Agreed: OAR 2 APT1 Formative Assessment Summary 68

69 Additional evidence to support assessment [i.e. when the mentor does not have direct access to or has not observed the student meeting the outcome] Student signature:..date: OAR 2 APT1 Formative Assessment Summary 69

70 Year 2 Placement 1 Formative Assessment Part 2 Learning Contract: - Student preparation (To be completed by student following formative assessment in week 5) My learning needs are: I will meet my learning needs by: Date for completion:

71 Following discussion with my mentor we have agreed that the following learning opportunities will meet my learning needs: Date Learning Contract agreed: Mentor signature: Student signature: Review date:

72 LEMH 10.4 LEMH 10.4 LEMH Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A, B 1 Practise according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. Applies principles of consent in relation to restrictions applying to specific client groups. Ensures that that treatment and care is understood and consented to service users 1 B 1 Recognise 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. Actively seeks to extend knowledge and skills so as to act as a resource to service users and carers Can explain care decisions in terms of balancing choice and risk 2 B 1.1 Understand the application of current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life. Can link a service users needs to the MHA [1983], MCA [2007] and Human Rights Legislation Raises concerns where rights might be compromised 3

73 PSAR 6.6 LEMH 10.1 SSMI 2.3 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A 2 Practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Determines people s preferences to maximise comfort and dignity Where necessary, they must challenge inequality, discrimination and exclusion from access to care 4 B 2.1 Practise in a way that addresses the potential power imbalances between professionals and people experiencing mental health problems. Acts collaboratively enabling active participation in care planning, delivery and evaluation Helps people exercise their rights when compulsory measures are used, upholding safeguards and ensuring minimal restrictions on their lives. 5 B 3 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, inability to engage, ageing or death. Uses strategies to enhance communication and remove barriers to communication and minimise risk that might arise from mis-communication 6

74 SSMI SSMI SSMI Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 2.3 A 3.1 Promote mental health and wellbeing, while challenging the inequalities and discrimination that may arise from or contribute to health problems. Determines people s preferences to maximise comfort and dignity Acts as an advocate in ensuring that these preferences are heard D 4 Work in partnership with service users, carers, groups, communities and organisations. Forming appropriate and constructive professional relationships with families and carers Manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety F 4.1 Work with people in a way that values, respects and explores the meaning of their individual lived experiences of mental health problems, to provide person-centred and recovery-focused practice. Working with clients to develop profiles, timelines, life stories or advance directives Incorporating the service user s perspective in the form of quotes in care plans and records 9

75 SSMI 14.4 CP SSMI 1.7 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence F 5 Understand the nurse s various roles, responsibilities and functions, and adapt their practice to meet the changing needs of people, groups, communities and populations. Uses professional support structures mentorship, supervision, tutorial- to learn from experience and respond to feedback 10 G 6 Understand the roles and responsibilities of other health and social care professionals, and seek to work with them collaboratively for the benefit of all who need care. Offers support and assistance and begins to contribute as part of an established team Values others roles and responsibilities within the team and interacts appropriately 11 H 7 See clinical situations as a trigger to reflect on and develop their skills and knowledge. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal. Reflects on own practice, seeks feedback from colleagues and seeks to enhance learning 12

76 PSAR 6.6 LEMH 10.1 SSMI 2.3 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A 8 Practise under supervision but without prompts, recognising the limits of their competence and knowledge. Reflect on these limits and seek advice from, or refer to, other professionals where necessary. Initiate activities autonomously within these limits B Have and value an awareness of their own mental health and wellbeing. Engage in reflection and supervision to explore the emotional impact on self of working in mental Be aware of their responses to stress B 9 Appreciate the value of evidence in practice, apply relevant theory and research findings to their work, and identify areas for further investigation. Actively seeks to extend knowledge and skills using a variety of hods. Challenges the evidence base for established practices 15

77 PSAR PSAR SSMI Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 1.6 D 1 Build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. Take account of individual differences, capabilities and needs. Forming appropriate and constructive professional relationships with carers Provides information that is clear, accurate and free from jargon B Use skills of relationship-building and communication to engage with and support people distressed by hearing voices, experiencing distressing thoughts or experiencing other perceptual problems. Listens to the needs and concerns of service users Use strategies to reduce barriers to communication and minimise risk F Use skills and knowledge to co-facilitate therapeutic groups with people experiencing mental health problems and their families and carers

78 PSAR PSAR PSAR Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6.6 F 2 Use a range of communication skills and technologies to support person-centred care and enhance quality and safety. Using electronic records, online resources, , mobile phones, landlines as a means to empower and include service users Supporting service user access to online communities & forums A,B 2 Give people information they need in a language and manner that allows them to make informed choices and share decision making. Accessing sources of information on rights, treatments and services that have been developed specifically to enhance service user understanding A,B 2 Recognise when language interpretation or other communication support is needed and know how to obtain it. Also, uses online translation tools and printed resources to support communication 21

79 PSAR PSAR 6.6 SSMI 1.7 PSAR 6.6 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A,B 3 Use a wide range of communication hods, including verbal, non-verbal and written, to acquire, interpret and record their knowledge and understanding of people s needs. Checking service user understanding, involving carers and sharing records [within policy] with service users 22 H 3 Demonstrate awareness of their own values and beliefs and the impact this may have on their communication with others. Uses, mentorship, tutorials and clinical supervision to learn from experience and adjust to feedback 23 B 4 Take account of the many different ways in which people communicate and how these may be influenced by ill health, disability and other factors, and be able to recognise and respond effectively when a person finds it hard to communicate. Creates opportunities for service users to communicate through multiple channels and in varying contexts Can interpret behaviour as a form of communication 24 C 4 Recognise when people are anxious or in distress and respond effectively, reduce this. Demonstrates awareness of a range of recognised approaches to managing symptoms e.g. relaxation techniques, distraction and psycho-education. Discusses referral option at an appropriate moment 25

80 SSMI 1.7 SSMI 1.7 SSMI 1.6 LEMH 12.2 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence B 4 They must know when to consult a third party and how to make referrals for advocacy, mediation or arbitration to help reduce stress of anxiety. Initiates, discusses, implements and records referral processes Responds sensitively and according to policy when service users opt to complain and supports the process 26 C A,B Use therapeutic principles to engage, maintain and, where appropriate, disengage from professional caring relationships, and must always respect professional boundaries. Forms appropriate and constructive relationships with families and carers Is able to explain the paraers of the student role Use their personal qualities, experiences and interpersonal skills to develop and maintain therapeutic, recovery-focused relationships with people and therapeutic groups. Uses tutorials, mentorship and supervision to check the boundaries and therapeutic value of self-disclosure A,B Be aware of their own mental health, and know when to share aspects of their own life to inspire hope while maintaining professional boundaries. Adjusts to feedback so that they become skilled in the therapeutic use of self

81 PSAR SSMI HB2 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 9.4 * H 6 Encourage health-promoting behaviour through education, role modelling and effective communication Recognising indicators of lifestyle choices that may help or hinder recovery [see skill book] * See Skills Book A,B Foster helpful and enabling relationships with families, carers and other people important to the person experiencing mental health problems. Keeps the service user informed of and establishes their consent to these relationships Maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language. Distinguishing between material that is relevant to care planning and that which is not 32

82 LEMH 11.4 LEMH 11.4 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence B 7 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. 33 Documents concerns about people who are in vulnerable situations Shares these concerns with the person and with other professionals C 7 Recognise when to actively share personal information with others when the interests of safety and protection override the need for confidentiality 34 Informing the service user that some information may have to be disclosed beyond the therapeutic relationship Being alert to possible financial, physical, psychological, sexual abuse or neglect in care situations

83 CP WWMI 2.5 PD Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 1 Seek up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings, influence change and promote health and best practice. 35 E Incorporates evidence into care plans Questions care and seeks answers that offer safe and holistic alternatives 1 Make person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to improve the quality of care. 36 B,D Assesses self-care skills with service users and carers Incorporate self-care into recovery plans 1 Recognise when the complexity of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly. 37 G Interacting appropriately with other members if the care team, respecting their decisions and valuing their roles and responsibilities.

84 PSAR 14.5 HB HB Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 1.1 Be able to recognise and respond to the needs of all people who come into their care and the effect on their dependents 38 E E Contributions to care show understanding of how different stages of illness can impact on service users and carers Undertakes holistic assessments, working with the service user and care records Communicates and responds to findings 2 Possess a broad knowledge of the structure and functions of the human body, and other relevant knowledge from the life, behavioural and social sciences as applied to health, ill health, disability, ageing and death. Applies condition-related knowledge of human biology, sociology & psychology in interactions with service users, carers and other professionals 39 D,E 3.1 Record the outcomes of a range of evidence-based individual and group psychological and psychosocial intervention, systematic needs assessments, case formulations and care plans Communicates clearly face-to-face, by phone, in writing and electronically, checking that meaning has been accurately conveyed 40

85 PSAR SSMI SSMI Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence Ascertain and respond to the physical, social and psychological needs of people, groups and communities. 41 A,D Determines service user s preferences to ascertain comfort and dignity Co-ordinates services to deliver greater comfort and dignity D 4 Plan, deliver and evaluate safe, competent, person-centred care in partnership with service users, taking into account changing health needs during different life stages, including progressive illness and death, loss and bereavement. 42 Empowers service users and carers to be involved in the care planning process Assists with care in a way that promotes autonomy and dignity at all times. 2.6 E 4.1 Apply their knowledge and skills in a range of evidencebased psychological and psychosocial individual and group interventions to develop and implement care plans and evaluate outcomes, in partnership with service users and others. 43 Provides personalised care Makes provision for those who are unable to maintain their own activities of living

86 HB HB HB Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence F G 5. Understand public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities Works with people to promote healthy eating, safe smoking cessation and safe substance use Takes a collaborative role in supporting service users and families in these strategies and knows own limitations 5 Work to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion Supports people with culturally sensitive diet plans Supports people who need to adhere to diets for medical reasons Works to promote independence, dignity and informed choice 44 ESC 27.2, 28.1, 29.2 Evidence from Skills Book suggests that the student can safely and accurately calculate, measure and record; Weight Height Waist measurement Body Mass Index Body fat percentage Calorific, fat and salt content of food Fluid intake and Output 45 Units of Alcohol Daily Calorific intake C 5.1 Work to enhance the health and well being of people with mental health problems Reports when people have difficulty meeting own nutrition and fluid needs Assess baseline nutritional requirements Formulate a person-centred diet plan Recognises and reports reasons for poor nutritional and fluid intake 46

87 HB , 23.1, 2, 3, 4, , 4, 36.1, 37.1, 38. 1, 2, 3, 39.1, 42.1 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6 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. Applying knowledge of transmission routes to reporting situations where standard infection control precautions may be required Safely applies precautions Responds appropriately to infection risks e.g. vomiting, diarrhoea, needlestick injury Takes action according to local policy Applies policy and principles in home, residential and acute inpatient setting Applies infection control procedures to the administration of medicines [see also medicines assessment] Applies infection control procedures and policies to the safe disposal of medical equipment 47 See Skills Book for ESCs; 22. 3*, 4*, 5*, 6* 25.1*, 2* 26.2* 33.2*(brought forward from year 3) 36. 4* 38. 4* (38.4 brought forward from year 3) 21.2* 21.3* 21.4* 21.5* 21.6*

88 HB2 10.3, 34.1, 34.2, 34.3, 40.1 HB HB2 2.3 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6 Evaluate the use of common interventions, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. 48 C C Adheres to Health and Safety at Work legislation and local and national infection control policy regarding the safe disposal of all waste, soiled linen, blood, body fluids, sharps, dressings, personal hygiene products Accesses commonly used, evidence based sources relating to the safe and effective management of medicines [see also medicines assessment] 6 Contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes. Use statutory reporting mechanisms for risks, hazards and adverse outcomes in home, residential and acute inpatient settings 49 A 6.1 Help people experiencing mental health problems to make informed choices about pharmacological and physical treatments, by providing education and information on the benefits and unwanted effects, choices and alternatives. 50 Preparing service users for clinical interventions See medicines assessment Under supervision prepares services users and carers for self-administration

89 LEMH 11.4 SSMI 2.2 HB Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6.1 Support people to identify actions that promote health and help to balance benefits and unwanted effects. 51 B Suggests, discusses and makes referrals for interventions to manage symptoms and promote distraction, relaxation or lifestyle change Detects, records, reports and responds to signs of deterioration or improvement HB2 9.2* 9.6* 9.7* 9.8* B 7 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. 52 *See Skills Book 7.1 Provide support and therapeutic interventions for people experiencing critical and acute mental health problems. 53 A Recognise the health and social factors that can contribute to crisis and relapse Use skills in early intervention, crisis resolution and relapse management in a way that ensures safety and security and promotes recovery. Actively empowers service users to be involved in the assessment and care planning process 7.2 Work positively and proactively with people who are at risk of suicide or self-harm 54 B Use evidence-based models of suicide prevention, intervention and harm reduction to minimise risk Documents concerns and information about people who are in vulnerable situations

90 PSAR PSAR PSAR Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 2.4* A 8 Provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. 55 *See Skills Book Promote self-care and management whenever possible 56 B Help people to make choices about their healthcare needs Involving families and carers where appropriate, to maximise their ability to care for themselves. 8.1 B 8.1 Practise in a way that promotes the self-determination and expertise of people with mental health problems 57 Use a range of approaches and tools that aid wellness and recovery and enable self-care and selfmanagement. Actively empower people to be involved in the assessment and care planning process

91 SSMI 10.2 SSMI 18.7 PSAR LEMH 11.4 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence C 9 Recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse. 58 Documents and reports concerns and information about people who are in vulnerable situations 9.1 Use recovery-focused approaches to care in situations that are potentially challenging, such as times of acute distress; when compulsory measures are used 59 A,B Provides personalised care- or makes provision forthose who are unable to maintain their own activities of living under these conditions and seeks to maintain their dignity and determine their preferences at all times A,B, D 9.1 Maximise service user involvement and therapeutic engagement and identify where risk taking might have positive effects. Contribute to a personalised team approach to care within which informed positive risk taking is supported 60 E 10 Evaluate their care to improve clinical decision-making, quality and outcomes, using a range of hods, amending the plan of care, where necessary, and communicating changes to others. 61

92 PD LEMH 12.2 PD Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 1 Act as a change agent and provide leadership to enhance people s wellbeing and experiences of healthcare. 62 H Taking feedback from colleagues, managers and other departments seriously. Sharing messages and guidance and learning from them with other team members 2 Evaluate care and ensure that they and others use the findings to help improve people s experience and care outcomes and to shape future services. 63 A,B, E Responding when people want to complain by providing assistance, information and support in a professional manner 3 Identify priorities and manage time and resources effectively to help ensure the quality of care is maintained or enhanced. 64 G,H Uses supervision and other forms of reflective learning to make effective use of feedback

93 SSMI 17.5 PD SSMI 10.2 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 4 Be self-aware and recognise how their own values, principles and assumptions may affect their practice. 65 H, F Works within own limitations, knowledge and skills to provide safe, holistic and personalised care Reflects critically on both themselves and the care provided 4 Maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation. 66 B, H Responds to feedback on self and care by accessing resources that enhance personal and professional development Shares findings with other team members B,H 4.1 Actively promote and participate in clinical supervision and reflection, within a values-based mental health framework, to explore how their values, beliefs and emotions affect their practice. 67 Values and promotes the roles of others within the team Uses clinical supervision as a means of managing stress and working safely and effectively

94 CP PD PD Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A 5 Facilitate junior nursing students or support workers to develop their competence, using professional and personal development skills. Giving constructive and positive feedback and supporting access to resources Contribute knowledge of mental health care and treatment to members of the multi-professional team and others working in health, social care and other services and settings. 69 B Raise awareness of mental health, promoting a positive image Uses a variety of resources to enhance own knowledge and skills and shares access to these resources with others 6 Contributes safe independent and team work 70 B Contributes to safe co-ordination and management of care by adhering to lone working policy or alarm raising procedures Works flexibly and shows commitment where planned service provision may need to be enhanced

95 CP CP CP Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 1 (Week 10) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6.1 Contribute as a team member to the management of mental health care environments 71 A Giving priority to safety, psychological security and therapeutic outcome Ensuring effective communication and care across service boundaries. B 7 Work effectively across professional and agency boundaries, Actively valuing, involving and respecting others contributions to integrated person-centred care. 72 B Communicate with and refer to other professionals and agencies respecting the choices of service users and others, promoting shared decision making, to deliver positive outcomes. Assists in preparing people and carers for transfer and transition through effective and accurate communication and record keeping Reports, prioritises and records concerns at point of transfer Assists in auditing of records before and after transfers 73

96 Domain 1: Professional Values Learning Tick as appropriate: Learning Outcome Not Not Outcome [LO#] Assessed [LO#] Domain 2: Communication and interpersonal skills Learning Outcome [LO#] Domain 3: Nursing practice and decision-making Tick as appropriate: Not Not Assessed Tick as appropriate: 56 Not Not 57 Assessed Domain 3: Nursing practice and decision-making 22 Tick as appropriate; 23 Not LO# Not 24 Assessed Year 2 Placement 1 Summary of Formative Assessment 96

97 Summary of Feedback from Formative Assessment Please identify students strengths, areas for development and (where applicable) specific concerns in relation to the competencies. If the student has not any of the competencies in this document, this feedback should enable the student to clearly see the reason for your decision. Strengths Development needs Concerns (where applicable) Academic link informed of concerns: Yes No N/A Details of action taken.... Mentor signature Date: Year 2 Placement 1 Summary of Formative Assessment 97

98 Record of Practice Meeting Student Name: Mentor or Associate Name, Signature & Date: Lecturer Name, Signature & Date: Service User Name, Signature & Date: PPF Name, Signature & Date: Use the spaces below to record the content of meetings between any of the above, where the meeting is not part of the assessment, fitness to practice, or disciplinary process but is informal, supportive or educational in nature Type (Delete as appropriate): Formal/informal Individual/peer Face to face/phone/ Agenda: Content of discussion: (e.g. evidence of achievement, learning objectives, ethical issues, clinical reasoning, workload management, skill development; personal development) Feedback: Actions Agreed: Year 2 Placement 1 Summary of Formative Assessment 98

99 Additional evidence to support assessment [i.e. when the mentor does not have direct access to or has not observed the student meeting the outcome] Student signature:..date: Ongoing Achievement Record Year 1 Placement 1

100 Summary of Tripartite Assessment meetings (Academic Link / Mentor / Student) for use when the Mentor has raised concerns. Name, Title, Date & Contact Details Name, Title, Date & Contact Details Name, Title, Date & Contact Details Name, Title, Date & Contact Details Ongoing Achievement Record Year 1 Placement 1

101 Action Plan to be completed if concerns are expressed during the assessment process Action Plan to be completed if concerns are expressed during the assessment process Issue to be addressed Date Raised Action to be taken By whom and by when Ongoing Achievement Record Year 1 Placement 1

102 OAR 2 Year 2 Placement 2

103 Year 2, Medicines Management and Buddy Scheme Date of Induction Date of completion Buddy Scheme Date of student/ mentor planning meeting Dates of formative Assessment Medicines Management Location of meetings Dates of Summative Assessment OAR 2 Buddy Scheme & Medicines Assessment

104 The Buddy Scheme You will be enlisted onto the Kent and Medway Partnership Trust Buddy Scheme and provided with an induction to the programme as part of your Assessment for Year 2. You will undertake the Buddy Scheme as part of your Service User Experiences of Serious Mental Illness Module before you start placements. The administration of the scheme will provide for the allocation of you to a service user Buddy who will be your teacher and mentor for this part of the assessment. You may be issued with a Buddy Scheme pack, with its own documentation including a workbook with questions similar to those below. If so, use the Buddy Scheme workbook and indicate in the pages below that you have done so. Then submit the Buddy Scheme workbook with your OAR when your personal tutor or Mentor request to see it. If you have a learning need or sensory impairment that may affect your ability to complete the workbook in the presence of the Buddy, please negotiate adaptations to this need with your Buddy, these may include using a voice recorder or computer. There is a timesheet for the Buddy to sign for you in the timesheet section for this placement. Allowing time for travel, liaison with your buddy over times and locations, research, preparation and reflection, each activity will be allocated five hours. Within this context therefore it the Buddy may reserve the right to refuse to sign the timesheet if s/he feels that the student has been disorganised, unprofessional or has not demonstrated sufficient interest in the Buddy s story to research specific areas before or after the meeting OAR 2 Year 2 Progression Criteria Buddy Scheme

105 Buddy Scheme Workbook Name of Buddy [you may choose to remain anonymous] Name of Student 1 Topic How respectful were professionals, friends and family to you when you were ill? Buddy s comments on how the student discussed the listed topics and questions and listened to you. How will you as a student- take forward what you have learnt from discussing the topic and apply your learning to future practice. How will you use this experience to improve services in the future? Suggested Question Were professional, friends and family respectful towards you and your relationship with them in regard to your illness? How has your illness affected your social life? OAR 2 Year 2 Progression Criteria Buddy Scheme

106 Buddy Scheme Workbook 2 Topic Buddy s comments on how the student discussed the listed topics and questions and listened to you. How will you as a student- take forward what you have learnt from discussing the topic and apply your learning to future practice. How will you use this experience to improve services in the future? Awareness of actions and self to others Suggested Question How aware of yourself and your actions do you think you are? Do you think that you could improve your self awareness? 3 Seeing the person behind the illness Suggested Question Do you think that, behind your illness, you are still your own person? OAR 2 Year 2 Progression Criteria Buddy Scheme

107 Buddy Scheme Workbook 4 Suggested Question Topic Recognising problems in the relationship with services Do you feel that there have been problems in your relations with services Have you felt able to cope with these in a positive way Buddy s comments on how the student discussed the listed topics and questions and listened to you. How will you as a student- take forward what you have learnt from discussing the topic and apply your learning to future practice. How will you use this experience to improve services in the future? 5 Holistic care Suggested Question How is your overall health? Do you feel physically care for? OAR 2 Year 2 Progression Criteria Buddy Scheme

108 Buddy Scheme Workbook 6 Topic Buddy s comments on how the student discussed the listed topics and questions and listened to you. How will you as a student- take forward what you have learnt from discussing the topic and apply your learning to future practice. How will you use this experience to improve services in the future? Listening Suggested Question Did people listen to you, or interrupt you? Have people treated you as an equal, or have they talked down to you? 7 Communication between professionals Suggested Question Did communications between professionals take place at the right pace? Did they choose appropriate times to talk to you? Was information properly explained to you? OAR 2 Year 2 Progression Criteria Buddy Scheme

109 Buddy Scheme Workbook 8 Topic The importance of trusting, open relationships with professionals. Buddy s comments on how the student discussed the listed topics and questions and listened to you. How will you as a student- take forward what you have learnt from discussing the topic and apply your learning to future practice. How will you use this experience to improve services in the future? Suggested Question Do you feel that you have developed a trusting, open and respectful relationship with the mental health professionals you have encountered as a result of your illness? 9 Mutual respect and equality Suggested Question Do you feel an equal in your relationship in the relationship between yourself and the people you encounter in mental health services? Have you felt patronised? OAR 2 Year 2 Progression Criteria Buddy Scheme

110 Buddy Scheme Workbook 10 Topic Buddy s comments on how the student discussed the listed topics and questions and listened to you. How will you as a student- take forward what you have learnt from discussing the topic and apply your learning to future practice. How will you use this experience to improve services in the future? Diagnosis Suggested Question Did you feel scared when you were first diagnosed? Was your diagnosis discussed with you? 11 Treatment Suggested Question Did you find it easy or difficult to keep taking medication Did you experience side effects of the medication and if so, how did you respond to them? OAR 2 Year 2 Progression Criteria Buddy Scheme

111 Buddy Scheme Workbook 12 Suggested Question Topic The experience of mental illness. What do psychosis/ paranoia/ mania/ depression feel like? How do you feel after an acute episode in your illness? What does it feel like living with your symptoms? Buddy s comments on how the student discussed the listed topics and questions and listened to you. How will you as a student- take forward what you have learnt from discussing the topic and apply your learning to future practice. How will you use this experience to improve services in the future? 13 Social Stigma Suggested Question What can we do about improving the social stigma attached to mental illness? OAR 2 Year 2 Progression Criteria Buddy Scheme

112 Buddy Scheme Workbook 14 Topic Buddy s comments on how the student discussed the listed topics and questions and listened to you. How will you as a student- take forward what you have learnt from discussing the topic and apply your learning to future practice. How will you use this experience to improve services in the future? The Mental Health Act Suggested Question Do you feel that the Mental Health Act gives you rights or takes them away? Can you describe the experience of being kept in an environment like a mental health ward? 15 Recovery Suggested Question What changes have you made to your life in order to recover from your illness and to remain well? OAR 2 Year 2 Progression Criteria Buddy Scheme

113 Buddy Scheme Workbook 16 Topic Buddy s comments on how the student discussed the listed topics and questions and listened to you. How will you as a student- take forward what you have learnt from discussing the topic and apply your learning to future practice. How will you use this experience to improve services in the future? Quality of services Have you experienced difficulties accessing services? Suggested Question Have services been provided to support your recovery? Have you been kept informed of the services and assistance that are available to you? How could services be improved? OAR 2 Year 2 Progression Criteria Buddy Scheme

114 Service User Assessment of Buddy Scheme learning In our meetings the student consistently demonstrated; Professionalism in their style of communication, presentation and attendance That they could make good choices about the right topics to focus on in our conversations That they could respond to the emotional aspects of our conversations by showing empathy and without being patronising Respect for and understanding of the Buddy s story Optimism about recovery and selfactualisation Commitment to listening to and involving service users in their future practice Commitment to improving service users experiences of Mental Health Services Understanding that the Buddy is a unique individual who has grown as a result of their experiences That the Service User knows best what helps their recovery Service User Buddy initials and date Not Buddy, Mentor or Supervisor please provide constructive formative feedback regarding individual aspects of competence Formative feedback; Summative Mentor Initial & date Pass Fail Mentor please sign and date to verify summative assessment OAR 2 Year 2 Progression Criteria Buddy Scheme

115 Medicines Management The year 2 medicines management assessment is best undertaken in an inpatient setting so the documentation is kept between the two placements in this second section so you will need to direct your mentor to it at the start of the placement so your assessment opportunities can be planned ahead as per the guidance within the assessment tool. OAR 2 Year 2 Progression Criteria Buddy Scheme

116 Medicines Management Formative Assessment [Mentor to sign and date] Summative Assessment [Mentor to sign and date] [LO#] Not COMMENTS Pass Fail Work as part of a team to offer a range of treatment options of which medicines may form a part within the legal and ethical framework that underpins safe and effective medicines management. Use and evaluate up-to-date information on medicines management and work within national and local policies. ESC Please refer to APT, Domain 3 for more detailed mapping Information about the medication and its side effects, about their rights under the Mental Health Act and about access to support and therapies is made available to the patient. Keep and maintain accurate records within a multi-disciplinary framework and as part of a team. Demonstrate comprehensive knowledge of medicines. [See Sheet 2 ] Safely order, receive, store and dispose of medicines (including controlled drugs). Administer medicines safely in a timely manner, including controlled drugs. See Sheet 3 Work in partnership with patients and carers to promote concordance through a holistic approach in which the physical and mental health needs of the patient are balanced with their lifestyle preference. OAR 2 Year 2 Progression Criteria Medicines Management

117 Medicines Management Part 2 Knowledge about Medicines Assessors Date & Signature Can identify a minimum of one common indication and one common contra- indication. Can identify a minimum of one common adverse event, observations that might confirm this, and any action to be subsequently taken following these events. Can identify the normal dose range for the indication identified above for the age group with which the student works. The student should identify the routes of administration of the medicine and, ideally, available formulations and strengths. The student should demonstrate awareness of any special storage requirements relating to these medicines. The student should be able to spell and pronounce the proprietary name of the medicine accurately. The student should also demonstrate the ability to use three of the following sources of information about medicines: BNF [specifying that it should be no more than 12 months old], BNF online, Trust intranet pharmacy page, contact with the pharmacy by phone and , clients notes, Summary of Product Characteristics The student should also give examples of when to do this, which must include the following: Their first encounter with any new prescription for a client, any change in the client that might indicate an adverse reaction, any query about the validity of the prescription. After allowing the student preparation time, to be agreed in the learning contract [minimum 60 hrs placement time], set a date on which the above assessment can be undertaken formatively. Assess the students ability in relation to four medicines in common use in the practice area. This assessment can be undertaken summatively after a further 150 hrs placement and repeated a further two times. If the candidate is unsuccessful at the first summative assessment they should seek support from their link lecturer before repeating the assessment OAR 2 Year 2 Progression Criteria Medicines Management

118 Medicines management Part 3 Administration Promote an environment in which administration is not hurried or interrupted [except for emergencies]. Stay with the client until they are satisfied that the client has taken the medication as prescribed or returned it. Correctly and safely undertake medicines i calculations. By demonstrating the ability, without prompts to make up prescribed doses that; - comprise two or more different strength tablets - require dilution - require a volume of liquid to be accurately divided, taking into account strength of dilution Ensure all records of administration are to be made in black ink. Consult another professional [registered nurse, pharmacist or doctor] before administering if they have any uncertainty about the prescription Be aware that tablets cannot be crushed or cut without having consulted the pharmacy. Be aware that the student who identifies the error should report errors in the prescribing, dispensing or administration of medicines according to local protocol. Be aware that error and near miss reporting is mandatory and blame-free Check that the medicine to be administered has not passed its expiry date Be aware that the disguising of medication in food or drink can only occur in accordance with trust protocol. Make a correct identification of the patient For patients detained under the MHA the student must demonstrate practice consistent with the requirements of the Mental Health Act Commission Guidance Notes entitled Nurses, The Administration of Medicine for Mental Disorder and the Mental Health Act 1983 Establish that the patient is offering valid and informed consent to the treatment Assessors Date & Signature Candidates Date & Signature The Assessor should observe the student administering medicines in a naturalistic setting. The Student must be allowed to prepare for the assessment as per the learning contract stipulation above. This assessment does not have to occur at the same time as the above assessment. OAR 2 Year 2 Progression Criteria Medicines Management

119 Year 2 Placement 2 Name and Description of placement Student Name Mentor Name OAR 2 Placement 2

120 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)... OAR 2 Year 2 Placement 2

121 Orientation to practice placements (to be completed in each placement area on the first day) Placement 2 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 OAR 2 Year 2 Placement 2

122 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 OAR 2 Year 2 Placement 2

123 Timesheets Signatures should be collected contemporaneously from the Staff member in charge of the shift you work, the leader of the group or the teacher of the session. Students Please do not put professionals in a situation where they are reliant solely on your honesty and memory- they are well within their rights to refuse to sign anything they can t be sure of! Your presence at the placement should also be evident from other records in the placement [e.g. signing-in book, mentor s diary, duty rota]. Mentors need only account for the hours the student is in placement- if the student is not present, there need be no obligation on the mentor to sign. Students should aspire to an average of 30hrs per week at the placement. If this is not maintained, the required hours will have to be made up before the placement can be completed. All activities undertaken at the placement or initiated by the mentor in pursuit of piacement learning outcomes may be considered for recording in this section, including all clinical activities, training undertaken in the clinical or practice setting and research using materials present at the placement. Activities undertaken at locations which are not part of the placement provider s organisation and which have been organised by the University need not be recorded in this section. Students are required to work a shift pattern that allows 40% of their placement time to coincide with the presence of the mentor. Unless the student can provide evidence of a specific agreement with the University, study time cannot be included in placement hours. Pre-placement visits are an essential part of the placement and should be around 3-4hrs duration and recorded in the timesheet. Where the student needs to travel between clinical learning activities within the working day this can be included in placement hours. Breaks these can be included where the break is part of the legal entitlement under employment legislation. Normally, breaks in excess of 20 minutes should be subtracted from the placement hours. Where Bank Holidays occur within a placement week, these need not be considered an obstacle to the 30 hour standard being maintained. OAR 2 Year 2 Placement 2

124 Date Start Time Year 2, Placement 2, Week 1 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 2, Week 2 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total OAR 2 Year 2 Placement 2

125 Date Start Time Year 2, Placement 2, Week 3 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 2, Week 4 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total OAR 2 Year 2 Placement 2

126 Date Start Time Year 2, Placement 2, Week 5 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 2, Week 6 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total OAR 2 Year 2 Placement 2

127 Date Start Time Year 2, Placement 2, Week 7 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 2, Week 8 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total OAR 2 Year 2 Placement 2

128 Date Start Time Year 2, Placement 2, Week 9 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 2, Week 10 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total OAR 2 Year 2 Placement 2

129 Date Start Time Year 2, Placement 2, Week 11 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 2, Week 12 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total OAR 2 Year 2 Placement 2

130 Date Start Time Year 2, Placement 2, Week 13 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total Date Start Time Year 2, Placement 2, Week 14 Placement Timesheet Finish Time Hours Worked Location or Description Signature of Supervising Practitioner Total OAR 2 Year 2 Placement 2

131 Learning Contract: - Student preparation (To be completed by student prior to placement) My learning needs are: I will meet my learning needs by: Date for completion: OAR 2 Year 2 Placement 2

132 Following discussion with my mentor we have agreed that the following learning opportunities will meet my learning needs: Date Learning Contract agreed: Mentor signature: Student signature: Review date: OAR 2 Year 2 Placement 2

133 Learning Contract: - Student preparation (To be completed by student prior to placement) My learning needs are: I will meet my learning needs by: Date for completion:

134 Following discussion with my mentor we have agreed that the following learning opportunities will meet my learning needs: Date Learning Contract agreed: Mentor signature: Student signature: Review date:

135 LEMH 10.4 LEMH 10.4 LEMH Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A, B 1 Practise according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. Applies principles of consent in relation to restrictions applying to specific client groups. Ensures that that treatment and care is understood and consented to service users 1 B 1 Recognise 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. Actively seeks to extend knowledge and skills so as to act as a resource to service users and carers Can explain care decisions in terms of balancing choice and risk 2 B 1.1 Understand the application of current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life. Can link a service users needs to the MHA [1983], MCA [2007] and Human Rights Legislation Raises concerns where rights might be compromised 3

136 PSAR 6.6 LEMH 10.1 SSMI 2.3 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A 2 Practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Determines people s preferences to maximise comfort and dignity Where necessary, they must challenge inequality, discrimination and exclusion from access to care 4 B 2.1 Practise in a way that addresses the potential power imbalances between professionals and people experiencing mental health problems. Acts collaboratively enabling active participation in care planning, delivery and evaluation Helps people exercise their rights when compulsory measures are used, upholding safeguards and ensuring minimal restrictions on their lives. 5 B 3 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, inability to engage, ageing or death. Uses strategies to enhance communication and remove barriers to communication and minimise risk that might arise from mis-communication 6

137 SSMI SSMI SSMI Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 2 (Week 5) Initial & date Not Mentor please provide constructive formative feedback regarding individual aspects of competence 2.3 A 3.1 Promote mental health and wellbeing, while challenging the inequalities and discrimination that may arise from or contribute to health problems. Determines people s preferences to maximise comfort and dignity Acts as an advocate in ensuring that these preferences are heard D 4 Work in partnership with service users, carers, groups, communities and organisations. Forming appropriate and constructive professional relationships with families and carers Manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety F 4.1 Work with people in a way that values, respects and explores the meaning of their individual lived experiences of mental health problems, to provide person-centred and recovery-focused practice. Working with clients to develop profiles, timelines, life stories or advance directives Incorporating the service user s perspective in the form of quotes in care plans and records 9

138 SSMI 14.4 CP SSMI 1.7 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence F 5 Understand the nurse s various roles, responsibilities and functions, and adapt their practice to meet the changing needs of people, groups, communities and populations. Uses professional support structures mentorship, supervision, tutorial- to learn from experience and respond to feedback 10 G 6 Understand the roles and responsibilities of other health and social care professionals, and seek to work with them collaboratively for the benefit of all who need care. Offers support and assistance and begins to contribute as part of an established team Values others roles and responsibilities within the team and interacts appropriately 11 H 7 See clinical situations as a trigger to reflect on and develop their skills and knowledge. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal. Reflects on own practice, seeks feedback from colleagues and seeks to enhance learning 12

139 PSAR 6.6 LEMH 10.1 SSMI 2.3 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A 8 Practise under supervision but without prompts, recognising the limits of their competence and knowledge. Reflect on these limits and seek advice from, or refer to, other professionals where necessary. Initiate activities autonomously within these limits B Have and value an awareness of their own mental health and wellbeing. Engage in reflection and supervision to explore the emotional impact on self of working in mental Be aware of their responses to stress B 9 Appreciate the value of evidence in practice, apply relevant theory and research findings to their work, and identify areas for further investigation. Actively seeks to extend knowledge and skills using a variety of hods. Challenges the evidence base for established practices 15

140 PSAR PSAR SSMI Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 1.6 D 1 Build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. Take account of individual differences, capabilities and needs. Forming appropriate and constructive professional relationships with carers Provides information that is clear, accurate and free from jargon B Use skills of relationship-building and communication to engage with and support people distressed by hearing voices, experiencing distressing thoughts or experiencing other perceptual problems. Listens to the needs and concerns of service users Use strategies to reduce barriers to communication and minimise risk F Use skills and knowledge to co-facilitate therapeutic groups with people experiencing mental health problems and their families and carers

141 PSAR PSAR PSAR Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6.6 F 2 Use a range of communication skills and technologies to support person-centred care and enhance quality and safety. Using electronic records, online resources, , mobile phones, landlines as a means to empower and include service users Supporting service user access to online communities & forums A,B 2 Give people information they need in a language and manner that allows them to make informed choices and share decision making. Accessing sources of information on rights, treatments and services that have been developed specifically to enhance service user understanding A,B 2 Recognise when language interpretation or other communication support is needed and know how to obtain it. Also, uses online translation tools and printed resources to support communication 21

142 PSAR PSAR 6.6 SSMI 1.7 PSAR 6.6 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A,B 3 Use a wide range of communication hods, including verbal, non-verbal and written, to acquire, interpret and record their knowledge and understanding of people s needs. Checking service user understanding, involving carers and sharing records [within policy] with service users 22 H 3 Demonstrate awareness of their own values and beliefs and the impact this may have on their communication with others. Uses, mentorship, tutorials and clinical supervision to learn from experience and adjust to feedback 23 B 4 Take account of the many different ways in which people communicate and how these may be influenced by ill health, disability and other factors, and be able to recognise and respond effectively when a person finds it hard to communicate. Creates opportunities for service users to communicate through multiple channels and in varying contexts Can interpret behaviour as a form of communication 24 C 4 Recognise when people are anxious or in distress and respond effectively, reduce this. Demonstrates awareness of a range of recognised approaches to managing symptoms e.g. relaxation techniques, distraction and psycho-education. Discusses referral option at an appropriate moment 25

143 SSMI 1.7 SSMI 1.7 SSMI 1.6 LEMH 12.2 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence B 4 They must know when to consult a third party and how to make referrals for advocacy, mediation or arbitration to help reduce stress of anxiety. Initiates, discusses, implements and records referral processes Responds sensitively and according to policy when service users opt to complain and supports the process 26 C A,B Use therapeutic principles to engage, maintain and, where appropriate, disengage from professional caring relationships, and must always respect professional boundaries. Forms appropriate and constructive relationships with families and carers Is able to explain the paraers of the student role Use their personal qualities, experiences and interpersonal skills to develop and maintain therapeutic, recovery-focused relationships with people and therapeutic groups. Uses tutorials, mentorship and supervision to check the boundaries and therapeutic value of self-disclosure A,B Be aware of their own mental health, and know when to share aspects of their own life to inspire hope while maintaining professional boundaries. Adjusts to feedback so that they become skilled in the therapeutic use of self

144 PSAR SSMI HB2 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 9.4 * H 6 Encourage health-promoting behaviour through education, role modelling and effective communication Recognising indicators of lifestyle choices that may help or hinder recovery [see skill book] * See Skills Book A,B Foster helpful and enabling relationships with families, carers and other people important to the person experiencing mental health problems. Keeps the service user informed of and establishes their consent to these relationships Maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language. Distinguishing between material that is relevant to care planning and that which is not 32

145 LEMH 11.4 LEMH 11.4 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence B 7 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. 33 Documents concerns about people who are in vulnerable situations Shares these concerns with the person and with other professionals C 7 Recognise when to actively share personal information with others when the interests of safety and protection override the need for confidentiality 34 Informing the service user that some information may have to be disclosed beyond the therapeutic relationship Being alert to possible financial, physical, psychological, sexual abuse or neglect in care situations

146 CP WWMI 2.5 PD Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 1 Seek up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings, influence change and promote health and best practice. 35 E Incorporates evidence into care plans Questions care and seeks answers that offer safe and holistic alternatives 1 Make person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to improve the quality of care. 36 B,D Assesses self-care skills with service users and carers Incorporate self-care into recovery plans 1 Recognise when the complexity of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly. 37 G Interacting appropriately with other members if the care team, respecting their decisions and valuing their roles and responsibilities.

147 PSAR 14.5 HB HB Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 1.1 Be able to recognise and respond to the needs of all people who come into their care and the effect on their dependents 38 E E Contributions to care show understanding of how different stages of illness can impact on service users and carers Undertakes holistic assessments, working with the service user and care records Communicates and responds to findings 2 Possess a broad knowledge of the structure and functions of the human body, and other relevant knowledge from the life, behavioural and social sciences as applied to health, ill health, disability, ageing and death. Applies condition-related knowledge of human biology, sociology & psychology in interactions with service users, carers and other professionals 39 D,E 3.1 Record the outcomes of a range of evidence-based individual and group psychological and psychosocial intervention, systematic needs assessments, case formulations and care plans Communicates clearly face-to-face, by phone, in writing and electronically, checking that meaning has been accurately conveyed 40

148 PSAR SSMI SSMI Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence Ascertain and respond to the physical, social and psychological needs of people, groups and communities. 41 A,D Determines service user s preferences to ascertain comfort and dignity Co-ordinates services to deliver greater comfort and dignity D 4 Plan, deliver and evaluate safe, competent, person-centred care in partnership with service users, taking into account changing health needs during different life stages, including progressive illness and death, loss and bereavement. 42 Empowers service users and carers to be involved in the care planning process Assists with care in a way that promotes autonomy and dignity at all times. 2.6 E 4.1 Apply their knowledge and skills in a range of evidencebased psychological and psychosocial individual and group interventions to develop and implement care plans and evaluate outcomes, in partnership with service users and others. 43 Provides personalised care Makes provision for those who are unable to maintain their own activities of living

149 HB HB HB Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence F G 5. Understand public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities Works with people to promote healthy eating, safe smoking cessation and safe substance use Takes a collaborative role in supporting service users and families in these strategies and knows own limitations 5 Work to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion Supports people with culturally sensitive diet plans Supports people who need to adhere to diets for medical reasons Works to promote independence, dignity and informed choice 44 ESC 27.2, 28.1, 29.2 Evidence from Skills Book suggests that the student can safely and accurately calculate, measure and record; Weight Height Waist measurement Body Mass Index Body fat percentage Calorific, fat and salt content of food Fluid intake and Output 45 Units of Alcohol Daily Calorific intake C 5.1 Work to enhance the health and well being of people with mental health problems Reports when people have difficulty meeting own nutrition and fluid needs Assess baseline nutritional requirements Formulate a person-centred diet plan Recognises and reports reasons for poor nutritional and fluid intake 46

150 HB , 23.1, 2, 3, 4, , 4, 36.1, 37.1, 38. 1, 2, 3, 39.1, 42.1 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6 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. Applying knowledge of transmission routes to reporting situations where standard infection control precautions may be required Safely applies precautions Responds appropriately to infection risks e.g. vomiting, diarrhoea, needlestick injury Takes action according to local policy Applies policy and principles in home, residential and acute inpatient setting Applies infection control procedures to the administration of medicines [see also medicines assessment] Applies infection control procedures and policies to the safe disposal of medical equipment 47 See Skills Book for ESCs; 22. 3*, 4*, 5*, 6* 25.1*, 2* 26.2* 33.2*(brought forward from year 3) 36. 4* 38. 4* (38.4 brought forward from year 3) 21.2* 21.3* 21.4* 21.5* 21.6*

151 HB2 10.3, 34.1, 34.2, 34.3, 40.1 HB HB2 2.3 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6 Evaluate the use of common interventions, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. 48 C C Adheres to Health and Safety at Work legislation and local and national infection control policy regarding the safe disposal of all waste, soiled linen, blood, body fluids, sharps, dressings, personal hygiene products Accesses commonly used, evidence based sources relating to the safe and effective management of medicines [see also medicines assessment] 6 Contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes. Use statutory reporting mechanisms for risks, hazards and adverse outcomes in home, residential and acute inpatient settings 49 A 6.1 Help people experiencing mental health problems to make informed choices about pharmacological and physical treatments, by providing education and information on the benefits and unwanted effects, choices and alternatives. 50 Preparing service users for clinical interventions See medicines assessment Under supervision prepares services users and carers for self-administration

152 LEMH 11.4 SSMI 2.2 HB Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6.1 Support people to identify actions that promote health and help to balance benefits and unwanted effects. 51 B Suggests, discusses and makes referrals for interventions to manage symptoms and promote distraction, relaxation or lifestyle change Detects, records, reports and responds to signs of deterioration or improvement HB2 9.2* 9.6* 9.7* 9.8* B 7 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. 52 *See Skills Book 7.1 Provide support and therapeutic interventions for people experiencing critical and acute mental health problems. 53 A Recognise the health and social factors that can contribute to crisis and relapse Use skills in early intervention, crisis resolution and relapse management in a way that ensures safety and security and promotes recovery. Actively empowers service users to be involved in the assessment and care planning process 7.2 Work positively and proactively with people who are at risk of suicide or self-harm 54 B Use evidence-based models of suicide prevention, intervention and harm reduction to minimise risk Documents concerns and information about people who are in vulnerable situations

153 PSAR PSAR PSAR Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 2.4* A 8 Provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. 55 *See Skills Book Promote self-care and management whenever possible 56 B Help people to make choices about their healthcare needs Involving families and carers where appropriate, to maximise their ability to care for themselves. 8.1 B 8.1 Practise in a way that promotes the self-determination and expertise of people with mental health problems 57 Use a range of approaches and tools that aid wellness and recovery and enable self-care and selfmanagement. Actively empower people to be involved in the assessment and care planning process

154 SSMI 10.2 SSMI 18.7 PSAR LEMH 11.4 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence C 9 Recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse. 58 Documents and reports concerns and information about people who are in vulnerable situations 9.1 Use recovery-focused approaches to care in situations that are potentially challenging, such as times of acute distress; when compulsory measures are used 59 A,B Provides personalised care- or makes provision forthose who are unable to maintain their own activities of living under these conditions and seeks to maintain their dignity and determine their preferences at all times A,B, D 9.1 Maximise service user involvement and therapeutic engagement and identify where risk taking might have positive effects. Contribute to a personalised team approach to care within which informed positive risk taking is supported 60 E 10 Evaluate their care to improve clinical decision-making, quality and outcomes, using a range of hods, amending the plan of care, where necessary, and communicating changes to others. 61

155 PD LEMH 12.2 PD Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 1 Act as a change agent and provide leadership to enhance people s wellbeing and experiences of healthcare. 62 H Taking feedback from colleagues, managers and other departments seriously. Sharing messages and guidance and learning from them with other team members 2 Evaluate care and ensure that they and others use the findings to help improve people s experience and care outcomes and to shape future services. 63 A,B, E Responding when people want to complain by providing assistance, information and support in a professional manner 3 Identify priorities and manage time and resources effectively to help ensure the quality of care is maintained or enhanced. 64 G,H Uses supervision and other forms of reflective learning to make effective use of feedback

156 SSMI 17.5 PD SSMI 10.2 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 4 Be self-aware and recognise how their own values, principles and assumptions may affect their practice. 65 H, F Works within own limitations, knowledge and skills to provide safe, holistic and personalised care Reflects critically on both themselves and the care provided 4 Maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation. 66 B, H Responds to feedback on self and care by accessing resources that enhance personal and professional development Shares findings with other team members B,H 4.1 Actively promote and participate in clinical supervision and reflection, within a values-based mental health framework, to explore how their values, beliefs and emotions affect their practice. 67 Values and promotes the roles of others within the team Uses clinical supervision as a means of managing stress and working safely and effectively

157 CP PD PD Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence A 5 Facilitate junior nursing students or support workers to develop their competence, using professional and personal development skills. Giving constructive and positive feedback and supporting access to resources Contribute knowledge of mental health care and treatment to members of the multi-professional team and others working in health, social care and other services and settings. 69 B Raise awareness of mental health, promoting a positive image Uses a variety of resources to enhance own knowledge and skills and shares access to these resources with others 6 Contributes safe independent and team work 70 B Contributes to safe co-ordination and management of care by adhering to lone working policy or alarm raising procedures Works flexibly and shows commitment where planned service provision may need to be enhanced

158 CP CP CP Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 2 (Week 5) Initial & date [LO#] Not Mentor please provide constructive formative feedback regarding individual aspects of competence 6.1 Contribute as a team member to the management of mental health care environments 71 A Giving priority to safety, psychological security and therapeutic outcome Ensuring effective communication and care across service boundaries. B 7 Work effectively across professional and agency boundaries, Actively valuing, involving and respecting others contributions to integrated person-centred care. 72 B Communicate with and refer to other professionals and agencies respecting the choices of service users and others, promoting shared decision making, to deliver positive outcomes. Assists in preparing people and carers for transfer and transition through effective and accurate communication and record keeping Reports, prioritises and records concerns at point of transfer Assists in auditing of records before and after transfers 73

159 Domain 1: Professional Values Learning Tick as appropriate: Learning Outcome Not Not Outcome [LO#] Assessed [LO#] Domain 2: Communication and interpersonal skills Learning Outcome [LO#] Domain 3: Nursing practice and decision-making Tick as appropriate: Not Not Assessed Tick as appropriate: 56 Not Not 57 Assessed Domain 3: Nursing practice and decision-making 22 Tick as appropriate; LO# Not Not Assessed OAR 2 Year 2 Placement 2 APT 1

160 Summary of Feedback from Formative Assessment Please identify students strengths, areas for development and (where applicable) specific concerns in relation to the competencies. If the student has not any of the competencies in this document, this feedback should enable the student to clearly see the reason for your decision. Strengths Development needs Concerns (where applicable) Academic link informed of concerns: Yes No N/A Details of action taken.... Mentor signature Date: OAR 2 Year 2 Placement 2 APT 1

161 Year 2 Placement 2 Summative Assessment To be undertaken in the tenth week of placement

162 LEMH 10.4 LEMH 10.4 LEMH Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed A, B 1 Practise according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. Applies principles of consent in relation to restrictions applying to specific client groups. Ensures that that treatment and care is understood and consented to service users 1 B 1 Recognise 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. Actively seeks to extend knowledge and skills so as to act as a resource to service users and carers Can explain care decisions in terms of balancing choice and risk 2 B 1.1 Understand the application of current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life. Can link a service users needs to the MHA [1983], MCA [2007] and Human Rights Legislation Raises concerns where rights might be compromised 3

163 PSAR 6.6 LEMH 10.1 SSMI 2.3 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed A 2 Practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Determines people s preferences to maximise comfort and dignity Where necessary, they must challenge inequality, discrimination and exclusion from access to care 4 B 2.1 Practise in a way that addresses the potential power imbalances between professionals and people experiencing mental health problems. Acts collaboratively enabling active participation in care planning, delivery and evaluation Helps people exercise their rights when compulsory measures are used, upholding safeguards and ensuring minimal restrictions on their lives. 5 B 3 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, inability to engage, ageing or death. Uses strategies to enhance communication and remove barriers to communication and minimise risk that might arise from mis-communication 6

164 SSMI SSMI SSMI Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 2.3 A 3.1 Promote mental health and wellbeing, while challenging the inequalities and discrimination that may arise from or contribute to health problems. Determines people s preferences to maximise comfort and dignity Acts as an advocate in ensuring that these preferences are heard D 4 Work in partnership with service users, carers, groups, communities and organisations. Forming appropriate and constructive professional relationships with families and carers Manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety F 4.1 Work with people in a way that values, respects and explores the meaning of their individual lived experiences of mental health problems, to provide person-centred and recovery-focused practice. Working with clients to develop profiles, timelines, life stories or advance directives Incorporating the service user s perspective in the form of quotes in care plans and records 9

165 SSMI 14.4 CP SSMI 1.7 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed F 5 Understand the nurse s various roles, responsibilities and functions, and adapt their practice to meet the changing needs of people, groups, communities and populations. Uses professional support structures mentorship, supervision, tutorial- to learn from experience and respond to feedback 10 G 6 Understand the roles and responsibilities of other health and social care professionals, and seek to work with them collaboratively for the benefit of all who need care. Offers support and assistance and begins to contribute as part of an established team Values others roles and responsibilities within the team and interacts appropriately 11 H 7 See clinical situations as a trigger to reflect on and develop their skills and knowledge. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal. Reflects on own practice, seeks feedback from colleagues and seeks to enhance learning 12

166 PSAR 6.6 LEMH 10.1 SSMI 2.3 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 1: Professional Values Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed A 8 Practise under supervision but without prompts, recognising the limits of their competence and knowledge. Reflect on these limits and seek advice from, or refer to, other professionals where necessary. Initiate activities autonomously within these limits B Have and value an awareness of their own mental health and wellbeing. Engage in reflection and supervision to explore the emotional impact on self of working in mental Be aware of their responses to stress B 9 Appreciate the value of evidence in practice, apply relevant theory and research findings to their work, and identify areas for further investigation. Actively seeks to extend knowledge and skills using a variety of hods. Challenges the evidence base for established practices 15

167 PSAR PSAR SSMI Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 1.6 D 1 Build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. Take account of individual differences, capabilities and needs. Forming appropriate and constructive professional relationships with carers Provides information that is clear, accurate and free from jargon B Use skills of relationship-building and communication to engage with and support people distressed by hearing voices, experiencing distressing thoughts or experiencing other perceptual problems. Listens to the needs and concerns of service users Use strategies to reduce barriers to communication and minimise risk F Use skills and knowledge to co-facilitate therapeutic groups with people experiencing mental health problems and their families and carers

168 PSAR PSAR PSAR Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 6.6 F 2 Use a range of communication skills and technologies to support person-centred care and enhance quality and safety. Using electronic records, online resources, , mobile phones, landlines as a means to empower and include service users Supporting service user access to online communities & forums A,B 2 Give people information they need in a language and manner that allows them to make informed choices and share decision making. Accessing sources of information on rights, treatments and services that have been developed specifically to enhance service user understanding A,B 2 Recognise when language interpretation or other communication support is needed and know how to obtain it. Also, uses online translation tools and printed resources to support communication 21

169 PSAR PSAR 6.6 SSMI 1.7 PSAR 6.6 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed A,B 3 Use a wide range of communication hods, including verbal, non-verbal and written, to acquire, interpret and record their knowledge and understanding of people s needs. Checking service user understanding, involving carers and sharing records [within policy] with service users 22 H 3 Demonstrate awareness of their own values and beliefs and the impact this may have on their communication with others. Uses, mentorship, tutorials and clinical supervision to learn from experience and adjust to feedback 23 B 4 Take account of the many different ways in which people communicate and how these may be influenced by ill health, disability and other factors, and be able to recognise and respond effectively when a person finds it hard to communicate. Creates opportunities for service users to communicate through multiple channels and in varying contexts Can interpret behaviour as a form of communication 24 C 4 Recognise when people are anxious or in distress and respond effectively, reduce this. Demonstrates awareness of a range of recognised approaches to managing symptoms e.g. relaxation techniques, distraction and psycho-education. Discusses referral option at an appropriate moment 25

170 SSMI 1.7 SSMI 1.7 SSMI 1.6 LEMH 12.2 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed B 4 They must know when to consult a third party and how to make referrals for advocacy, mediation or arbitration to help reduce stress of anxiety. Initiates, discusses, implements and records referral processes Responds sensitively and according to policy when service users opt to complain and supports the process 26 C A,B Use therapeutic principles to engage, maintain and, where appropriate, disengage from professional caring relationships, and must always respect professional boundaries. Forms appropriate and constructive relationships with families and carers Is able to explain the paraers of the student role Use their personal qualities, experiences and interpersonal skills to develop and maintain therapeutic, recovery-focused relationships with people and therapeutic groups. Uses tutorials, mentorship and supervision to check the boundaries and therapeutic value of self-disclosure A,B Be aware of their own mental health, and know when to share aspects of their own life to inspire hope while maintaining professional boundaries. Adjusts to feedback so that they become skilled in the therapeutic use of self

171 PSAR SSMI HB2 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 9.4 * H 6 Encourage health-promoting behaviour through education, role modelling and effective communication Recognising indicators of lifestyle choices that may help or hinder recovery [see skill book] * See Skills Book A,B Foster helpful and enabling relationships with families, carers and other people important to the person experiencing mental health problems. Keeps the service user informed of and establishes their consent to these relationships Maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language. Distinguishing between material that is relevant to care planning and that which is not 32

172 LEMH 11.4 LEMH 11.4 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 2: Communication and Interpersonal Skills Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed B 7 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. 33 Documents concerns about people who are in vulnerable situations Shares these concerns with the person and with other professionals C 7 Recognise when to actively share personal information with others when the interests of safety and protection override the need for confidentiality 34 Informing the service user that some information may have to be disclosed beyond the therapeutic relationship Being alert to possible financial, physical, psychological, sexual abuse or neglect in care situations

173 CP WWMI 2.5 PD Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 1 Seek up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings, influence change and promote health and best practice. 35 E Incorporates evidence into care plans Questions care and seeks answers that offer safe and holistic alternatives 1 Make person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to improve the quality of care. 36 B,D Assesses self-care skills with service users and carers Incorporate self-care into recovery plans 1 Recognise when the complexity of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly. 37 G Interacting appropriately with other members if the care team, respecting their decisions and valuing their roles and responsibilities.

174 PSAR 14.5 HB HB Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 1.1 Be able to recognise and respond to the needs of all people who come into their care and the effect on their dependents 38 E E Contributions to care show understanding of how different stages of illness can impact on service users and carers Undertakes holistic assessments, working with the service user and care records Communicates and responds to findings 2 Possess a broad knowledge of the structure and functions of the human body, and other relevant knowledge from the life, behavioural and social sciences as applied to health, ill health, disability, ageing and death. Applies condition-related knowledge of human biology, sociology & psychology in interactions with service users, carers and other professionals 39 D,E 3.1 Record the outcomes of a range of evidence-based individual and group psychological and psychosocial intervention, systematic needs assessments, case formulations and care plans Communicates clearly face-to-face, by phone, in writing and electronically, checking that meaning has been accurately conveyed 40

175 PSAR SSMI SSMI Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed Ascertain and respond to the physical, social and psychological needs of people, groups and communities. 41 A,D Determines service user s preferences to ascertain comfort and dignity Co-ordinates services to deliver greater comfort and dignity D 4 Plan, deliver and evaluate safe, competent, person-centred care in partnership with service users, taking into account changing health needs during different life stages, including progressive illness and death, loss and bereavement. 42 Empowers service users and carers to be involved in the care planning process Assists with care in a way that promotes autonomy and dignity at all times. 2.6 E 4.1 Apply their knowledge and skills in a range of evidencebased psychological and psychosocial individual and group interventions to develop and implement care plans and evaluate outcomes, in partnership with service users and others. 43 Provides personalised care Makes provision for those who are unable to maintain their own activities of living

176 HB HB HB Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed F G 5. Understand public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities Works with people to promote healthy eating, safe smoking cessation and safe substance use Takes a collaborative role in supporting service users and families in these strategies and knows own limitations 5 Work to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion Supports people with culturally sensitive diet plans Supports people who need to adhere to diets for medical reasons Works to promote independence, dignity and informed choice 44 ESC 27.2, 28.1, 29.2 Evidence from Skills Book suggests that the student can safely and accurately calculate, measure and record; Weight Height Waist measurement Body Mass Index Body fat percentage Calorific, fat and salt content of food Fluid intake and Output 45 Units of Alcohol Daily Calorific intake C 5.1 Work to enhance the health and well being of people with mental health problems Reports when people have difficulty meeting own nutrition and fluid needs Assess baseline nutritional requirements Formulate a person-centred diet plan Recognises and reports reasons for poor nutritional and fluid intake 46

177 HB , 23.1, 2, 3, 4, , 4, 36.1, 37.1, 38. 1, 2, 3, 39.1, 42.1 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 6 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. Applying knowledge of transmission routes to reporting situations where standard infection control precautions may be required Safely applies precautions Responds appropriately to infection risks e.g. vomiting, diarrhoea, needlestick injury Takes action according to local policy Applies policy and principles in home, residential and acute inpatient setting Applies infection control procedures to the administration of medicines [see also medicines assessment] Applies infection control procedures and policies to the safe disposal of medical equipment 47 See Skills Book for ESCs; 22. 3*, 4*, 5*, 6* 25.1*, 2* 26.2* 33.2*(brought forward from year 3) 36. 4* 38. 4* (38.4 brought forward from year 3) 21.2* 21.3* 21.4* 21.5* 21.6*

178 HB2 10.3, 34.1, 34.2, 34.3, 40.1 HB HB2 2.3 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 6 Evaluate the use of common interventions, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. 48 C C Adheres to Health and Safety at Work legislation and local and national infection control policy regarding the safe disposal of all waste, soiled linen, blood, body fluids, sharps, dressings, personal hygiene products Accesses commonly used, evidence based sources relating to the safe and effective management of medicines [see also medicines assessment] 6 Contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes. Use statutory reporting mechanisms for risks, hazards and adverse outcomes in home, residential and acute inpatient settings 49 A 6.1 Help people experiencing mental health problems to make informed choices about pharmacological and physical treatments, by providing education and information on the benefits and unwanted effects, choices and alternatives. 50 Preparing service users for clinical interventions See medicines assessment Under supervision prepares services users and carers for self-administration

179 LEMH 11.4 SSMI 2.2 HB Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 6.1 Support people to identify actions that promote health and help to balance benefits and unwanted effects. 51 B Suggests, discusses and makes referrals for interventions to manage symptoms and promote distraction, relaxation or lifestyle change Detects, records, reports and responds to signs of deterioration or improvement HB2 9.2* 9.6* 9.7* 9.8* B 7 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. 52 *See Skills Book 7.1 Provide support and therapeutic interventions for people experiencing critical and acute mental health problems. 53 A Recognise the health and social factors that can contribute to crisis and relapse Use skills in early intervention, crisis resolution and relapse management in a way that ensures safety and security and promotes recovery. Actively empowers service users to be involved in the assessment and care planning process 7.2 Work positively and proactively with people who are at risk of suicide or self-harm 54 B Use evidence-based models of suicide prevention, intervention and harm reduction to minimise risk Documents concerns and information about people who are in vulnerable situations

180 PSAR PSAR PSAR Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 2.4* A 8 Provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. 55 *See Skills Book Promote self-care and management whenever possible 56 B Help people to make choices about their healthcare needs Involving families and carers where appropriate, to maximise their ability to care for themselves. 8.1 B 8.1 Practise in a way that promotes the self-determination and expertise of people with mental health problems 57 Use a range of approaches and tools that aid wellness and recovery and enable self-care and selfmanagement. Actively empower people to be involved in the assessment and care planning process

181 SSMI 10.2 SSMI 18.7 PSAR LEMH 11.4 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 3: Nursing Practice & Decision Making Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed C 9 Recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse. 58 Documents and reports concerns and information about people who are in vulnerable situations 9.1 Use recovery-focused approaches to care in situations that are potentially challenging, such as times of acute distress; when compulsory measures are used 59 A,B Provides personalised care- or makes provision forthose who are unable to maintain their own activities of living under these conditions and seeks to maintain their dignity and determine their preferences at all times A,B, D 9.1 Maximise service user involvement and therapeutic engagement and identify where risk taking might have positive effects. Contribute to a personalised team approach to care within which informed positive risk taking is supported 60 E 10 Evaluate their care to improve clinical decision-making, quality and outcomes, using a range of hods, amending the plan of care, where necessary, and communicating changes to others. 61

182 PD LEMH 12.2 PD Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 1 Act as a change agent and provide leadership to enhance people s wellbeing and experiences of healthcare. 62 H Taking feedback from colleagues, managers and other departments seriously. Sharing messages and guidance and learning from them with other team members 2 Evaluate care and ensure that they and others use the findings to help improve people s experience and care outcomes and to shape future services. 63 A,B, E Responding when people want to complain by providing assistance, information and support in a professional manner 3 Identify priorities and manage time and resources effectively to help ensure the quality of care is maintained or enhanced. 64 G,H Uses supervision and other forms of reflective learning to make effective use of feedback

183 SSMI 17.5 PD SSMI 10.2 Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 4 Be self-aware and recognise how their own values, principles and assumptions may affect their practice. 65 H, F Works within own limitations, knowledge and skills to provide safe, holistic and personalised care Reflects critically on both themselves and the care provided 4 Maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation. 66 B, H Responds to feedback on self and care by accessing resources that enhance personal and professional development Shares findings with other team members B,H 4.1 Actively promote and participate in clinical supervision and reflection, within a values-based mental health framework, to explore how their values, beliefs and emotions affect their practice. 67 Values and promotes the roles of others within the team Uses clinical supervision as a means of managing stress and working safely and effectively

184 CP PD PD Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed A 5 Facilitate junior nursing students or support workers to develop their competence, using professional and personal development skills. Giving constructive and positive feedback and supporting access to resources Contribute knowledge of mental health care and treatment to members of the multi-professional team and others working in health, social care and other services and settings. 69 B Raise awareness of mental health, promoting a positive image Uses a variety of resources to enhance own knowledge and skills and shares access to these resources with others 6 Contributes safe independent and team work 70 B Contributes to safe co-ordination and management of care by adhering to lone working policy or alarm raising procedures Works flexibly and shows commitment where planned service provision may need to be enhanced

185 CP CP CP Module Code Essential Skills Cluster Principles of Nursing Practice NMC Mental Health Field Competency Domain 4: Leadership, Management and Teamworking Placement 2 [Week 10] Initial & date Pass [LO#] Fail Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has been failed 6.1 Contribute as a team member to the management of mental health care environments 71 A Giving priority to safety, psychological security and therapeutic outcome Ensuring effective communication and care across service boundaries. B 7 Work effectively across professional and agency boundaries, Actively valuing, involving and respecting others contributions to integrated person-centred care. 72 B Communicate with and refer to other professionals and agencies respecting the choices of service users and others, promoting shared decision making, to deliver positive outcomes. Assists in preparing people and carers for transfer and transition through effective and accurate communication and record keeping Reports, prioritises and records concerns at point of transfer Assists in auditing of records before and after transfers 73

186 Domain 1: Professional Values Learning Tick as appropriate: Learning Outcome Not Not Outcome [LO#] Assessed [LO#] Domain 2: Communication and interpersonal skills Domain 3: Nursing practice and decision-making Tick as appropriate: Not Not Assessed Learning Tick as appropriate: 56 Outcome Not Not 57 [LO#] Assessed Domain 3: Nursing practice and decision-making 22 Tick as appropriate; 23 Not LO# Not 24 Assessed Year 2 Summative Assessment Feedback 186

187 Please identify students strengths, areas for development and (where applicable) specific concerns in relation to the competencies. If the student has not any of the competencies in this document, this feedback should enable the student to clearly see the reason for your decision. Strengths Development needs Concerns (where applicable) Academic link informed of concerns: Yes No N/A Details of action taken.... Mentor signature Date: Year 2 Summative Assessment Feedback 187

188 Record of Practice Meeting Student Name: Mentor or Associate Name, Signature & Date: Lecturer Name, Signature & Date: Service User Name, Signature & Date: PPF Name, Signature & Date: Use the spaces below to record the content of meetings between any of the above, where the meeting is not part of the assessment, fitness to practice, or disciplinary process but is informal, supportive or educational in nature Type (Delete as appropriate): Formal/informal Individual/peer Face to face/phone/ Agenda: Content of discussion: (e.g. evidence of achievement, learning objectives, ethical issues, clinical reasoning, workload management, skill development; personal development) Feedback: Actions Agreed: Year 2 Summative Assessment Feedback 188

189 Additional evidence to support assessment [i.e. when the mentor does not have direct access to or has not observed the student meeting the outcome] Student signature:..date: Ongoing Achievement Record Year 1 Placement 1

190 Summary of Tripartite Assessment meetings (Academic Link / Mentor / Student) for use when the Mentor has raised concerns. Name, Title, Date & Contact Details Name, Title, Date & Contact Details Name, Title, Date & Contact Details Name, Title, Date & Contact Details Ongoing Achievement Record Year 1 Placement 1

191 Action Plan to be completed if concerns are expressed during the assessment process Action Plan to be completed if concerns are expressed during the assessment process Issue to be addressed Date Raised Action to be taken By whom and by when Ongoing Achievement Record Year 1 Placement 1

192 Ongoing Achievement Record Year 1 Placement 1

193 Action Plan to be completed if concerns are expressed during the assessment process Issue to be addressed Date Raised Action to be taken By whom and by when Ongoing Achievement Record Year 1 Placement 1

194 Ongoing Achievement Record Year 1 Placement 1

195 SPNE [Skills Book] Progression point two criteria: Mentor sign-off Summative feedback on evidence provided demonstrating knowledge, understanding, problemsolving skills, values and attitudes or evidence from skills booklet*, service user testimonies and medicines assessments. Comment particularly where an outcome has particularly in areas where the candidate has demonstrated strengths Mentor please sign and date to verify completion of Year 2 assessment 1. The candidate has progressed in independence over the course of their second year, working now with, with less direct supervision, in a safe and increasingly confident manner 2. Demonstrates potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice. Evidence of Achievement; The Candidate has [please tick] Passed the Safe Medicate Assessment at 90% Completed the Buddy Scheme Summatively passed their medicines management assessment Demonstrated Competence Summatively against all the APT outcomes Passed all the assessments in their Skills Booklet Competed their Mandatory Training

196 Process of Practice Assessment Preparation for placement by University [in collaboration with providers] Student researches placement and identifies learning needs to inform Learning Contract Identification of future learning needs for next placement Formal discussion and negotiation of learning contract related to competencies with mentor. Agree date of formative assessment and document on Learning Contract PASS Documented submitted FAIL Undertake planned resit opportunities Summative meeting and completion of assessment with mentor. Summary of assessment completed. NO Undertake self assessment in relation to progress referring to Standards / ESC s and Learning Contract Student satisfied with progress / opportunities YES Pass / Fail noted. YES Tripartite meeting with academic link, mentor and student Completion of evidence to support learning, Formative meeting and completion of assessment. Student summative selfassessment in relation to progress referring to APT and Learning Contract Student satisfied with progress / opportunities NO NO Provision of formative feedback. Progress satisfactory? YES Review and develop learning contract work towards identified summative assessment date.

197 Assessing my students progress Do I have any concerns? Are the criteria within the OAR being met? YES NO If student is making satisfactory progress in all areas, give constructive feedback to encourage further development. Update assessment documentation Mentor Personal reflection HAVE I? Negotiated a learning contract? Clarified my expectations? Given feedback? Provided the learning opportunity? Demonstrated appropriate practice? Shared my opinion with colleagues? Discussed with Academic Link / workplace facilitator? SUMMATIVE ASSESSMENT YES NO PASS STUDENT Informal discussion of progress and concerns Set up a system to ensure adequate support Set a review date Notify the Link Teacher Mentor to address personal NO responsibilities NO Not Tripartite meeting with mentor, Link Teacher and student Renegotiate learning contract Identify support system Set review date Document meeting on Record of Discussion Sheet YES met Formative assessment Constructive feedback /update assessment / new learning YES contract FAIL STUDENT Tripartite process with student mentor and Academic Link SUMMATIVE ASSESSMENT PASS STUDENT University to organise resit opportunity 197