Development of Practical Skills. Practice Supervisor Report

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1 Foundation Degree in Health Science Mental Health Care Development of Practical Skills Practice Supervisor Report Student Practice Supervisor.. SCHOOL OF HEALTH AND HUMAN SCIENCES UNIVERSITY OF ESSEX COLHESTER CAMPUS OCTOBER 2013 University of Essex

2 Competency Contents Introduction 4 Guidelines for Completing the Report 8 Contacts 11 Guidelines for Scoring Competency Assessment 12 Year 1 Modules Linked to: HS712 BIO-MEDICAL PSYCHOSOCIAL SCIENCE 1 Physiological Measurements 14 2 Basic Life Support 16 3 First Aid 18 Linked to HS710: PERSONAL EFFECTIVENESS 4 Strengths and Weaknesses 20 5 Communication 22 6 Time Management 24 Linked to HS713: HEALTH ILLNESS AND DISEASE 7 Disability Awareness 26 8 Evaluation 28 9 Therapeutic Alliance 30 Linked to HS711: CLINICAL GOVERNANCE AND PATIENT SAFETY 10 Confidentiality Manual Handling Safe Working Environment Infection Control Record Keeping 40 Linked to HS718: MENTAL HEALTH CARE 15 Maintaining Hygiene Oxygen Therapy Wound Care Nutrition and Fluid Balance Elimination Needs Pressure Area Care Pain Management Admission and Assessment Care Programme Approach 58 END OF YEAR ONE REVIEW 60 Page 13 2

3 HS729-1 Skills book Year complete Year 2 Modules Competency Page 61 Linked to HS725: MENTAL HEALTH THERAPY 24 Establishing Relationships Health and Well Being Physiological Assessment Psychological Assessment Admission and Assessment Record Keeping Discharge/Transfer Planning 74 Linked to HS723: PERSONAL AND PEOPLE DEVELOPMENT 31 Care Programme Approach Management Teaching Additional Competency - Medicines 82 Blank Competency Forms 85 Competency Overview 86 END OF YEAR 2 REVIEW 91 HS729-2 Skills complete The Final Assessment Notes Sheet

4 INTRODUCTION This is the structured practice supervisor report for the award of the Foundation Degree in Health Science (Mental Health) of the University of Essex. It is to be used by all Foundation Degree students in mental health settings. The Structured Report is designed to reflect the role requirements of the Associate Practitioners and the learning outcomes commensurate with the award of a Foundation Degree. The competences are organised into 3 broad areas: - Specific clinical skills - Client (Patient) Care - Personal skills Assessment of work based learning Work based learning focuses on the real world of practice and work based assessment assesses student s performance in the practice environment. In Miller s taxonomy of learning, this is the highest level of learning, the student having progressing from knowing, know how, show how to doing. Online course work, written assignments and OSCE has been employed to test understanding, problem solving and application in an artificial testing situation. Differentiating the distinction between these and the work based assessment, the method of assessing performance in placement is primarily: Routine observation of practice by a number of different observers in a number of situations; e.g. assessment of the competence - undertakes timely and appropriate investigations - involves the entire team who observe the student s performance in a variety of patient situations. It is not a one-off assessment focusing on one patient, or patients with similar problems. The judgements about the number of times that a student should engage in a particular activity are a matter of risk assessment balanced against the number of times that procedure is performed in practice. Research findings show that quality of care is associated with high volume of activity and the frequency of practice. 4

5 The content of learning and assessment criteria The content of learning and assessment criteria are module specific. Students are required to achieve a pass grade in order to pass the module. The scope of practice is expressed as lists and the criteria as outcomes. The development and assessment of practical skills A developmental model of skills acquisition has been adopted to enable practical skills to be demonstrated, practised and assessed, where appropriate, in a controlled environment (e.g. skills lab). The role and responsibility of the Programme Lead The Programme Lead is a member of the University staff, who has specific overall responsibility for the day to day running of the Foundation Degree programme. The programme lead is available to support mentors and other staff in their work with students. The role and responsibility of the Module Lead The module Lead is a member of the University staff with responsibility for a specific module or modules. The module lead should be the first point of contact for any queries or problems the student may have whilst undertaking a specific module. The role and responsibility of the Programme Administrator The Programme Administrator is a member of university staff who provides administrative support to the programme. They are the first point of contact for any queries the student may have. The role and responsibility of the Academic Supervisor The academic supervisor is a member of university staff who provides academic support, advice and guidance. This is usually the module lead and Practice Supervisors are not expected to undertake this role. 5

6 The role and responsibility of the Student The student is responsible for his/her own learning and is expected to: Arrange to meet the mentor prior to commencement of placement and maintain contact with the academic tutor Actively identify learning opportunities and practice relevant skills Maintain the learning log Access relevant online / MOODLE resources It is the student s responsibility to ensure they discuss the structured report with their practice supervisor within the first 2 weeks of commencing the programme to ensure that the practice supervisors are familiar with the areas of practice that will be considered. Submit the report at the end of Year 1, completed up to month 11 and signed by practice supervisors. Submit the report, completed and signed by their practice supervisors, 1 month before the completion of programme (Year 2). The role and responsibility of the Practice Supervisor (Mentor) A practice supervisor is a registered practitioner (e.g. a Registered Nurse, Social Care practitioner or Allied Health Professional) who takes on a mentoring/supervisory relationship with the student Practice Supervisors are expected to provide feedback to the student. Positive feedback builds student s confidence and developmental feedback enables students to progress. In the event of a student s performance raising concern it is the responsibility of the mentor to communicate this to their student and to inform the course or module lead as soon as possible in order to agree a learning plan. The Mentor is responsible for the overall learning experience and assessment, and is expected to: Create learning opportunities to meet the learning outcomes Provide direct clinical supervision, advice and support Oversee the assessment process and monitor learner/staff feedback Monitor student attendance and performance 6

7 Ensure they are properly informed about the purposes and appropriate completion of the structured report. Ensure that they are aware that if a student changes their supervisor then the final supervisor will seek the advice of the previous supervisor(s) in completing the report. However, it is the final supervisor who determines the final outcomes. Ensure that they meet with the student at least once a fortnight for one hour to provide feedback using the structure, standards and criteria contained within this report. Attend mentor meetings facilitated by the Programme Lead once a term. This report is part of Summative Assessment of the Foundation Degree Health Science (Mental Health). Students are required to reach the standard for Associate Practitioner, as detailed in this document. Both practice supervisor and student are advised to sign below, during the first meeting of the programme to confirm they understand the significance of this document. Signed by Student... Signed by Practice Supervisor. 7

8 Guidance for completing the report Introduction The aim of the formative assessment is to identify the learning needs of the student. Those who are at or below the minimum standard will benefit from additional training and an action plan agreed and documented. The aim of summative assessment is to identify those students who have reached the standard for the award of the Foundation Degree and the competences required of an Associate Practitioner. A student reaching the standard for the award must do so for all items Completing the Report The report should be completed in two stages: - 1. Collection of evidence: Evidence of the student s performance should be collected and recorded in the report. For each element, the supervisor should document sufficient information to enable him/her to make a judgement as to whether the student has achieved the standard required to practice as Associate Practitioner at the final assessment stage. The supervisor may then stop assessing this item, date and sign the relevant box to signify this. 2. The final assessment This should take place during month 23, for all the items using the final assessment table. For a successful student tick the pass column for each item, sign the declaration certifying satisfactory completion of the report and forward the report on to the Foundation Degree programme lead. In the event of a failure refer to the guidance on the following page. These timings are for guidance and may need alteration according to the student s previous learning experience and achievement. Students should not find themselves unfairly failed because a supervisor has assessed too early and has not allowed the student to address the problem and be reassessed before the end of the training year. 8

9 Conversely if a student passes an item early on and then deteriorates, further evaluation may be required. Methods of assessment Assessments can be performed in a number of ways that will vary according to each item. Observation [by recognised source] Case analysis [problem or random case analysis] Tutorials Please remember that ultimately it is the supervisor s judgement that counts and he/she must be satisfied with the reliability of the evidence. Sources other than the supervisor Sources other than the supervisor that may be used to assess the student include: - Other qualified members of the health care team (All areas) - Service users (client care) - Support staff (Client care and personal skills) Practice supervisors are reminded that they must be sure that the evidence is reliable and that in the absence of such evidence, they would be required to undertake these assessments themselves. Interpreting the standards To assist the supervisor in interpretation of the standard for independent practice, fail examples have been provided in this report. If there is any doubt the supervisor is advised to discuss the matter with the programme leader. For most standards the terms repeatedly or persistently are used, for two reasons: - Unsatisfactory performance that continues when the student is fulfilling the role of the Associate Practitioner is most likely to occur if the poor performance occurs repeatedly in the training year. Students should not be failed on a single poor performance, if they modify their future behaviour. We are all allowed to make mistakes, although the seriousness of the mistake must be taken into consideration. 9

10 Please remember it is ultimately your judgement as a supervisor that counts. The supervisor is again advised to seek support from colleagues if he or she has any doubts. For the student experiencing difficulties If the student is experiencing difficulties, and the supervisor has a concern that he or she may not reach the required standard in all items, the supervisor is advised to discuss the problem with both the student and the programme lead as soon as possible. In the event of a student not reaching the standard If the student has not reached the standard for any item the supervisor will need to supply evidence on which the decision is based. This should include records of: - 1. The events on which the decision is based 2. Discussions with others involved in training 3. Discussions with the student 4. The evaluation of the student failure to progress 5. The reasons for the failure If a supervisor has either strong concerns or fails the student, the programme lead must be informed. For a student with behavioural or medical problems they may recommend referral to the Occupational Health Department of the Trust.. 10

11 Core Programme Team Judith Skargon Lecturer Programme Lead Tel: Mobile: Camille Cronin Lecturer Module Lead HS720, HS723 Tel: Graham Avery Lecturer Module Lead HS722 Tel: Denise Green Senior Undergraduate Administrator Tel: University of Essex Colchester Campus Wivenhoe Park Wivenhoe Colchester CO4 3SQ Telephone: / Fax:

12 Guidelines for Scoring Assessment Outcomes Level Criteria 3 Independent & excellent performance Pass: requires & seeks minimal prompts for thinking or action. Demonstrates an excellent understanding of knowledge underpinning practice. Very coordinated, proficient and confident in technical skills. Professional and caring at all times. Excellent effective communication skills with patients/clients and staff. Very good ability to synthesise theory and practice with minimal prompts. Very well developed reasoning skills. 2 Infrequently assisted & satisfactory performance Pass: requires and seeks infrequent prompts for thinking or action. Demonstrates a satisfactory understanding of knowledge underpinning practice. Coordinated, proficient and confident in technical skills. Professional and caring at all times. Good effective interpersonal communication skills with patients/clients and staff. Good ability to synthesise theory and practice with infrequent prompts. Good mental reasoning skills. 1 Dependent & unsatisfactory performance Fail: requires frequent verbal and physical prompts and direction. Deficient in knowledge underpinning practice. Requires frequent prompting to elicit knowledge. Uncoordinated, unconfident and lacks proficiency in basic technical skills. Professional conduct and caring not consistently demonstrated. Frequently demonstrates ineffective interpersonal communication skills. Inability to synthesise theory and practice even with frequent prompting and support. 0 Not assessed The mentor is unable to comment as opportunity for assessment in the clinical setting did not arise, or formative assessment only undertaken. 12

13 YEAR 1 MODULES AND LEARNING OUTCOMES 13

14 1. PHYSIOLOGICAL MEASUREMENTS Learning outcomes The student is able to make accurate measurements of a variety of physiological observations The scope Adult /Mental health Primary Care Secondary In-patient /Community Care Unable to perform physiological measurements, record finding or interpret findings. Does not report to supervisor Able to take measurements identified above, records and interprets findings appropriately. Reports to supervisor accurately Skills lab/ Grade placement Comments including evidence of performance Able to carry out a wide range of measurements. Records and interprets findings and takes appropriate action whilst ensuring supervisor is informed FORMATIVE ASSESSMENT Mentor signature Skills lab/ Placement Comments Grade SUMMATIVE ASSESSMENT 14

15 1. SKILLS LOG PHYSIOLOGICAL MEASUREMENTS Experience & Comments Signature Student reflection Signature 15

16 2. BASIC LIFE SUPPORT Learning outcomes The student is able to provide basic life support The scope Adult/Mental Health Classroom Based Does not recognise or respond to the signs / symptoms associated with cardiac / respiratory arrest Recognises and responds to the signs / symptoms associated with cardiac / respiratory arrest. Aware of the equipment required and provides appropriate support Skills lab/ Classroom Comments including evidence of performance Recognises and responds to the signs / symptoms associated with cardiac / respiratory arrest. Comprehensive working knowledge of the equipment required. Excellent awareness of the support mechanisms available following a medical crisis FORMATIVE ASSESSMENT Skills lab/ Classroom Comments Summative Assessment SUMMATIVE ASSESSMENT 16

17 2. SKILLS LOG BASIC LIFE SUPPORT Experience & Comments Signature Student reflection Signature 17

18 3. FIRST AID Learning outcomes The student is able to assess and provide first aid The scope Adult/Mental Health Classroom Based Unable to describe the action to be taken for possible emergency situations Able to describe the principle of first aid appropriately. Can describe the action to be taken for a variety of possible emergency situations Skills lab/ Classroom Comments including evidence of performance Comprehensive knowledge of first aid, and able to carry out appropriate interventions Able to initiate resuscitation procedures for cardiac and respiratory arrest. FORMATIVE ASSESSMENT Skills lab/ Classroom Comments Summative Assessment SUMMATIVE ASSESSMENT 18

19 3. SKILLS LOG FIRST AID Experience & Comments Signature Student reflection Signature 19

20 4. STRENGTHS AND WEAKNESSES Learning outcomes Demonstrates an awareness of personal strengths and weaknesses The scope Adult/Mental Health Primary Care Secondary Care Is unaware of personal / professional limitations. Does not reflect on practice and is unwilling to change practice when asked Able to reflect on practice and changes practice where appropriate Aware of limitations in his / her practice Placement Comments including evidence of performance Regularly reflects in and on practice. Critically analyses own behaviours and makes changes to improve outcomes Aware of own limitations and encourages others to work within safe limits FORMATIVE ASSESSMENT Comments Placement Summative Assessment SUMMATIVE ASSESSMENT 20

21 4. SKILLS LOG STRENGTHS AND WEAKNESSES Experience & Comments Signature Student reflection Signature 21

22 5. COMMUNICATION Learning outcomes The student is able to communicate effectively The scope Paitents / Clients Carers Colleagues Multi disciplinary team Unable to initiate rapport with patient s, carers and healthcare workers. Fails to respond to non verbal cues Placement Initiates rapport, responds to verbal cues appropriately and demonstrates empathy with patients and colleagues. Demonstrates appropriate culturallysensitive communication skills Comments including evidence of performance Able to engage patient using non-verbal and verbal means in difficult and complex situation. Establishes excellent working relationships with members of the multidisciplinary team FORMATIVE ASSESSMENT Comments Placement Summative Assessment SUMMATIVE ASSESSMENT 22

23 5. SKILLS LOG COMMUNICATON SKILLS Experience & Comments Signature Student reflection Signature 23

24 6. TIME MANAGEMENT Learning outcomes The student is able to manage his / her time effectively The scope Is not punctual Does not adapt to changing needs or prioritise time appropriately Adult/Mental Health Primary Care Secondary Care Punctual Adapts to the changing needs of the patient and prioritises time appropriately An excellent time keeper, managing complex demands on his / her time. Safely priorities patient and service needs Carries out care in an appropriate time frame Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 24

25 6. SKILLS LOG TIME MANAGEMENT Experience & Comments Signature Student reflection Signature 25

26 7. DISABILITY AWARENESS Learning outcomes The student is able to recognise the special needs that arise from disability. The scope Adult/Mental Health Primary Care Secondary Care Does not demonstrate an awareness of the needs of the patient with a disability Demonstrates an awareness of the needs of the patient, carers and family when the patient has a disability. Attempts to meet the specific needs of the individual. Demonstrates an awareness of the complex needs when the patient has a disability. Ensures steps are taken to meet those needs and communicates widely with the multidisciplinary team Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 26

27 7. SKILLS LOG DISABILITY AWARENESS Experience & Comments Signature Student reflection Signature 27

28 8. EVALUATION Learning outcomes The student will be able to assist in the evaluation of clients responses to interventions. The scope Adult/Mental Health Primary Care Secondary Care Unable to evaluate the outcome of care. Fails to communicate information to patients and the healthcare team Evaluates the outcome of care against planned goals. Communicates these outcomes appropriately with clients, carers and the multidisciplinary team Evaluates the outcome of care against planned goals and identifies appropriate action where these goals are not met. Negotiates with client, carers and other healthcare workers to improve outcomes Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 28

29 8. SKILLS LOG EVALUATION Experience & Comments Signature Student reflection Signature 29

30 9. THERAPEUTIC ALLIANCE (ESTABLISHING RELATIONSHIPS) Learning outcomes The student will acquire the skills necessary to demonstrate a range of care assessment and intervention skills The scope Adult/Mental Health Primary Care Secondary Care Fails to demonstrate effective listening and questioning skills. Rapport is not developed with clients and carers Does not show empathy or concern. Fails to act in a professional manner. Uses appropriate language and non verbal prompts to encourage clients to answer and ask questions and actively listens to responses Initiates, maintains and ends consultations. Provides effective feedback to clients and co-workers Displays appropriate levels of warmth, concern and professionalism Demonstrates an excellent use of the interviewing skills resulting in negotiation and collaboration with the client, carers, family and other healthcare workers appropriately Reflects on the consultation, analyses and changes practice to meet the needs of the client and health professionals Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 30

31 9. SKILLS LOG THERAPEUTIC ALLIANCE (ESTABLISHING RELATIONSHIPS) Experience & Comments Signature Student reflection Signature 31

32 10. CONFIDENTIALITY Learning outcomes The student maintains patient / client confidentiality The scope Adult/Mental Health Primary Care Secondary Care Fails to maintain patient / client confidentiality Does not demonstrate an awareness of the local and national requirements as to when confidentiality should be broken Maintains confidentiality within local and national guidelines Aware of The Children Act, Fraser guidelines and Caldecott Is familiar with protocols and policies within own work area Comprehensive understanding and knowledge of local and National guidelines. Deals with complex situations. Communicates information of a sensitive nature in the appropriate manner and to the correct people Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 32

33 10. SKILLS LOG CONFIDENTIALITY Experience & Comments Signature Student reflection Signature 33

34 11. MANUAL HANDLING Learning outcomes Demonstrates safe and effective manual handling techniques The scope Adult/Mental Health Primary Care Secondary Care Fails to make an assessment of manual handling needs Fails to use moving and handling equipment Unaware of local policies on manual handling Makes accurate assessment of the patient / clients manual handling needs and uses a range of moving and handling equipment safely and appropriately Aware of local policies regarding manual handling Extensive knowledge of moving and handling equipment suitable for patients/ clients manual handling needs Deals with complex situations and communicates with the multidisciplinary team to meet the needs of the situation Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Classroom/ Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 34

35 11. SKILLS LOG MANUAL HANDLING Experience & Comments Signature Student reflection Signature 35

36 12. SAFE WORKING ENVIRONMENTS Learning outcomes The student maintains a safe working environment The scope Adult/Mental Health Primary Care Secondary Care Fails to maintain a safe working environment Fails to demonstrate awareness local policies and procedures Maintains a safe working environment through an awareness of local policies and procedures including the Health and Safety Manual. Follows procedures in the event of an incident Comprehensive understanding and knowledge of local and National guidelines. Deals with complex situations and manages the situations in the events of an adverse/critical incident Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Classroom/ Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 36

37 12. SKILLS LOG SAFE WORKING ENVIRONMENTS Experience & Comments Signature Student reflection Signature 37

38 13. INFECTION CONTROL Learning outcomes The student demonstrates the principles of infection control The scope Adult/Mental Health Primary Care Secondary Care Does not use an effective hand washing technique and fails to minimise risks of cross infection Unaware of local policies and procedures for infection control Demonstrates an effective hand-washing technique, aware of local policies and guidelines and takes steps to reduce the risk of cross infection. Can describe the principles of isolation nursing and demonstrates an understanding of the impact on patients and their carers Demonstrates comprehensive knowledge and understanding of infection control policies and procedures and the potential psychological impact of isolation techniques on patients and their carers Deals with complex situations, assess risk and initiates measures to reduce risk. Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Classroom/ Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 38

39 13. SKILLS LOG INFECTION CONTROL Experience & Comments Signature Student reflection Signature 39

40 14. RECORD KEEPING Learning outcomes The student will demonstrate appropriate record keeping The scope Adult/Mental Health Primary Care Secondary Care Fails to record relevant and / or accurate information in clients records Unable to describe the appropriate use of written and / or electronic client records Fails to describe the principles of record keeping with supervisor Consistently records relevant and / or accurate information in clients records with the appropriate use of written and / or electronic client records Able to discuss the principles of record keeping and knowledge of Trust Policies / Procedures with supervisor Comprehensive understanding and knowledge of local and National guidelines. Deals with complex situations, reflects on legal and ethical issues involved and consistently maintains complete, concise legible contemporaneous clinical records. Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 40

41 14. SKILLS LOG RECORD KEEPING Experience & Comments Signature Student reflection Signature 41

42 15. MAINTAINING HYGIENE Learning outcomes The student will meet the hygiene needs of patients / clients The scope Adult/Mental Health Primary Care Secondary Care Fails to ensure patients / clients are cleansed appropriately Fails to demonstrate respect for patient / clients dignity and /or privacy Adopts correct techniques for assisted hygiene care and ensures patients/clients are cleansed properly. Assess the patient and assists with grooming needs including oral hygiene as required. Demonstrates a high regard for privacy and dignity at all times. Assesses and deals with patients / clients requiring complex hygiene care. Reflects on the hygiene needs of the individual and adapts the care provided to meet the specific needs of the individual client and their carers. Demonstrates a high regard for patient / client dignity and privacy at all times and encourages all members of the team to act in this way Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Classroom/ Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 42

43 15. SKILLS LOG MAINTAINING HYGIENE Experience & Comments Signature Student reflection Signature 43

44 16. OXYGEN THERAPY Learning outcomes The student is able to care for a patient / client receiving oxygen therapy The scope Adult/Mental Health Primary Care Secondary Care Is unable to perform pulse oximetry Fails to anticipate the physical and / or emotional needs of the patient receiving continuous oxygen therapy. Is unable to demonstrate safe use of equipment Demonstrates the ability to perform pulse oximetry and record findings. Anticipates the physical and / or emotional needs of the patient receiving continuous oxygen therapy. Demonstrates safe use of equipment. Comprehensive understanding and knowledge oxygen therapy in a variety of different settings. Deals with complex situations, and demonstrates the ability to liaise with the multidisciplinary team in order to meet the physical and emotional needs of the individual and their carers Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Classroom/ Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 44

45 16. SKILLS LOG OXYGEN THERAPY Experience & Comments Signature Student reflection Signature 45

46 17. WOUND CARE Learning outcomes The student is a safe practitioner in the performance of wound care The scope Adult/Mental Health Primary Care Secondary Care Is reluctant to participate in wound care and fails to adopt an aseptic technique when dressing a wound. Fails to recognise the signs of infection. Unaware of the potential psychological impact of altered body image Participates in wound care management. Adopts an appropriate technique when dressing a wound. Recognise the signs of infection. Can describe the potential psychological impact of altered body image Assesses and deals with patients / clients requiring complex wound care. Reflects on the physical and psychological needs of the individual following a serious and / or disfiguring injury resulting in an altered body image Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 46

47 17. SKILLS LOG WOUND CARE Experience & Comments Signature Student reflection Signature 47

48 18. NUTRITION AND FLUID BALANCE Learning outcomes The student is able to meet the needs of patients / clients The scope Adult/Mental Health Primary Care Secondary Care Fails to make a nutritional assessment and is unwilling or unable to assist patients / clients with fluid or food intake. Fails to make an accurate record of fluid balance when required Makes an assessment and supports patients to choose appropriate meals. Assists with food and fluid intake as necessary. Maintains accurate records and is aware of the need to maintain adequate hydration. Is aware of the range of special diets and nutritional supplements available. Assesses and deals with patients / clients requiring complex assistance with nutrition and hydration. Reflects on the physical and psychological needs of the individual who is unable to eat and / or drink. Communicates with members of the multidisciplinary team to meet the needs of patients and carers Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 48

49 18. SKILLS LOG NUTRITION AND FLUID BALANCE Experience & Comments Signature Student reflection Signature 49

50 19. ELIMINATION NEEDS Learning outcomes The student is able to assist the patient / client to meet their elimination needs The scope Adult/Mental Health Primary Care Secondary Care Is reluctant to participate in collection or disposal of urine or faeces. Fails to be involved with catheter care (if applicable). Has no regard for patient / client privacy and / or dignity Participates appropriately in the collection and disposal of urine and faeces. Provide appropriate catheter care (if applicable). Demonstrates a high regard for patient privacy and dignity at all times Assesses and responds to patients / clients requiring assistance with complex elimination needs. Reflects on the physical and psychological needs of the individual during an acute episode and seeks appropriate help from the multidisciplinary team where required. Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 50

51 19. SKILLS LOG ELIMINATION NEEDS Experience & Comments Signature Student reflection Signature 51

52 20. PRESSURE AREA CARE Learning outcomes The student demonstrates the principles of tissue viability and pressure area care The scope Adult/Mental Health Primary Care Secondary Care Is not able to describe the importance of pressure sore risk assessment and the relief of pressure for patients with reduced mobility and / or under special circumstances Is able to complete a pressure sore risk assessment. Is aware of the range of equipment available to relieve pressure. Can describe the importance of appropriate relief of pressure for patients / clients, and associated psychological effects Assesses and deals with patients / clients requiring complex assistance with pressure relief. Reflects on the physical and psychological needs of the individual and their carers and uses extensive knowledge of the equipment and services available to manage pressure area care Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 52

53 20. SKILLS LOG PRESSURE AREA CARE Experience & Comments Signature Student reflection Signature 53

54 21. PAIN MANAGEMENT Learning outcomes The student will be competent in the management of client s pain The scope Adult/Mental Health Primary Care Secondary Care Fails to accurately assess the patients level of physical pain using standardised tools Assess the patient s level of physical pain using standardised tools and offers nonpharmacological methods of pain control when appropriate. Reports findings to the multidisciplinary team appropriately. Describes the potential impact of pain on a person s mental state. Assesses and deals with patients / clients requiring complex pain management. Reflects on the physical and psychological needs of the individual with acute and / or chronic pain. Identifies the impact of pain on a persons mental state and enlists the help of the multidisciplinary team to manage clients needs. Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 54

55 21. SKILLS LOG PAIN MANAGEMENT Experience & Comments Signature Student reflection Signature 55

56 22. ADMISSION AND ASSESSMENT Learning outcomes The student is competent to make a comprehensive and accurate assessment of clients needs The scope Adult/Mental Health Primary Care Secondary Care Fails to welcome the client to the clinical area and / or introduce themselves in order to obtain appropriate data. Unable to complete the documentation required for an admission / assessment procedure Does not discuss basic mental health issues Acts in a welcoming manner and ensures orientation to the care environment as appropriate. Selects and completes the documentation required for an admission / assessment procedure. Able to discuss basic physical, social and mental health issues and reports findings to supervisor. Assesses and deals with patients / clients with complex admission and / or assessment requirements. Recognises the effects of recorded data on the care of the patient. Consistently follows guidelines and protocols effectively and accurately, identifies when the individual clients needs are not being met and refers to the multidisciplinary team for further support. Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 56

57 22. SKILLS LOG ADMISSION AND ASSESSMENT Experience & Comments Signature Student reflection Signature 57

58 23. CARE PROGRAMME APPROACH (C,P.A.) Learning outcomes The student is able to assist in the formulation of realistic and measurable care planning. The scope Mental Health Community In-patient Care Unable to demonstrate implementation of the CPA to identify client needs Fails to review care plans with the supervisor. Does not ensure review of care plans / healthcare records. Identifies implementation of CPA and can identify clients needs with the supervisor following appropriate assessments. Assists with the review process. Contributes to CPA process of care planning and review for patients with complex needs. Demonstrates ability to update care plans etc based upon observations and assessment with the support of the supervisor. Able to discuss options with the clients, carers and multidisciplinary team where appropriate. Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 58

59 23. SKILLS LOG CARE PROGRAMME APPROACH Experience & Comments Signature Student reflection Signature 59

60 END OF YEAR 1 - Progress Review Student Reflection: Signature Mentor Comments: Signature ALL SKILLS HAVE MET THE REQUIRED STANDARD Approved by Programme Lead: YES / NO (please indicate) : 60

61 YEAR 2 MODULES 61

62 24. ESTABLISHING RELATIONSHIPS Learning outcomes The student is able to perform a range of care assessment and intervention skills The scope Adult/Mental Health Primary Care Secondary Care Fails to demonstrate competencies previously identified in Year 1module. Unable to demonstrate effective problem solving skills Does not employ strategies for conflict resolution Classroom/ Placement Continues to demonstrate Year 1 competencies. Demonstrates effective problem solving skills with client / carer Employs strategies for conflict resolution in the healthcare environment Comments including evidence of performance Continues to demonstrate Year 1 competencies. Demonstrates effective problem solving skills and conflict resolution strategies where patients have complex needs which may be of a sensitive nature FORMATIVE ASSESSMENT Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 62

63 24. SKILLS LOG ESTABLISHING RELATIONSHIPS Experience & Comments Signature Student reflection Signature 63

64 25. HEALTH and WELL BEING Learning outcomes The student will provide health and well being support to clients The scope Mental Health Community In-patient Unable to support patients with their health and well being needs and fails to recognise the factors that may affect health and well being Competent to identify health and well being needs and aware of when referral to specialist advice may be necessary and reports thisto supervisor. Able to undertake complex health and well being needs assessment and implements care plans as devised by specialist advisors Recognises and takes steps to deal with the factors that affect health and well being, with consideration of psychological and social influences Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 64

65 25. SKILLS LOG HEALTH AND WELL BEING Experience & Comments Signature Student reflection Signature 65

66 26. PHYSIOLOGICAL MEASUREMENTS Learning outcomes The student is competent to make accurate measurements of a variety of physiological observations The scope Adult/Mental Health Primary Care Secondary Care Unable to demonstrate Year 1 competencies Fails to recognise deviations from the norm and does not understand the reason for these variations Continues to demonstrate Year1 competencies AND Recognises deviations from the norm. Able to present the rationale for these changes. Can take appropriate action to manage these deviations Is able to explain the finding and the reason the patient at an appropriate level Continues to demonstrate Year 1 competencies AND Able to carry out a wide range of measurements accurately and competently. Records and interprets and communicates findings and takes appropriate action to manage the situation supported by an in depth knowledge and understanding of the reasons for the variations. Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 66

67 26. SKILLS LOG PHYSIOLOGICAL MEASUREMENTS Experience & Comments Signature Student reflection Signature 67

68 27. PSYCHOLOGICAL ASSESSMENT Learning outcomes The student is competent to make an accurate assessment of the clients psychological state The scope Adult/Mental Health Primary Care Secondary Care Unable to identify basic mental health issues. Does not listen to patients and their carers. Fails to respond to cues and / or report to supervisor. Competent to identify basic mental health issues and assess using appropriate assessment tool. Accurately records findings. Assists in provision of care negotiated with the client, carers and relevant members of the multidisciplinary team as appropriate Regularly carries out mental health assessment using a variety of recognised assessment tools for patients / clients with complex needs. Assists with the formulation and initiation of negotiated care plans as devised by the multidisciplinary team Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 68

69 27. SKILLS LOG PSYCHOLOGICAL ASSESSMENT Experience & Comments Signature Student reflection Signature 69

70 28. ADMISSION ASSESSMENT Learning outcomes The student is able to assist in making a comprehensive and accurate assessment of clients needs on admission The scope Adult/Mental Health Primary Care Secondary Care Fails to demonstrate year 1 competencies Unable to perform clinical assessment or ask questions that are intelligible to both clients and their carers Continues to demonstrate year 1 competencies AND:- Performs a variety of clinical assessments including physical, psychological, risk, social and spiritual relevant to local procedures. Interprets assessment data, identifies clients specific needs, and discusses with the appropriate practitioner Continues to demonstrate year 1 competencies AND:- Performs a variety of complex clinical assessments including physical, psychological, risk, social and spiritual relevant to local procedures. Able to interpret assessment data to identify clients specific needs, problems and priorities, discusses action with the appropriate practitioner and implements care pathways Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 70

71 28. SKILLS LOG ADMISSION ASSESSMENT Experience & Comments Signature Student reflection Signature 71

72 29. RECORD KEEPING Learning outcomes The student will maintain complete, concise, legible and contemporaneous nursing records The scope Adult/Mental Health Primary Care Secondary Care Fails to demonstrate Year 1 competencies Continues to demonstrate Year 1 competencies AND:- Consistently involves clients in the formulation of their records, particularly in relation to care planning. Continues to demonstrate Year 1 (p54) competencies AND:- Demonstrates appropriate relevant record keeping for a range of complex situations, often of a sensitive nature Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 72

73 29. SKILLS LOG RECORD KEEPING Experience & Comments Signature Student reflection Signature 73

74 30. DISCHARGE/ TRANSFER PLANNING Learning outcomes The student has the skills to contribute to the safe discharge or transfer of clients/patients The scope Adult/Mental Health Primary Care Secondary Care Unaware of the health education literature and information leaflets available for clients Fails to communicate effectively in order to facilitate safe discharge or transfer of the client Demonstrates familiarity with a range of health education literature available for clients. Assists with the communication required within the multidisciplinary team to facilitate safe discharge or transfer. Demonstrates an excellent working knowledge of the range of health education literature available for clients. Communicates within the multidisciplinary team in order to facilitate safe transfer / discharge of the client Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 74

75 30. SKILLS LOG DISCHARGE/TRANSFER PLANNING Experience & Comments Signature Student reflection Signature 75

76 31. CARE PROGRAMME APPROACH Learning outcomes The student is able to formulate and contribute to the evaluation of realistic and measurable plans of care The scope Mental Health Primary Care Secondary Care Fails to demonstrate Year 1 competencies Unable to negotiate appropriate care plan with clients and staff. Continues to demonstrate Year 1 competencies AND:- Is able to plan and document care that is realistic measurable and evidence based. Is able to negotiate and agree care plans with client, carer s and appropriate staff. Continues to demonstrate Year 1 competencies AND: Plans and documents reliable, measurable and evidence based care for clients with complex needs Negotiates plans with client and carers and actively enlists the support of the multidisciplinary team to meet the needs of the individual(s) concerned Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 76

77 31. SKILLS LOG CARE PROGRAMME APPROA CH Experience & Comments Signature Student reflection Signature 77

78 32. MANAGEMENT Learning outcomes The student is competent in the safe and effective management of care for a group of clients The scope Adult/Mental Health Primary Care Secondary Care Fails to organise own workload and / or prioritise care needs appropriately Does not function effectively as a member of the multidisciplinary team Organises own personal workload, prioritises care needs appropriately. Functions as an effective member of the team. Is able to describe to the supervisor the process involved in clinical decision making when prioritising care for a group of clients. Organises own workload to prioritise complex care needs safely. Functions as an effective member of the multidisciplinary team. Fully aware of the decision making process involved when prioritising care for clients with complex needs Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 78

79 32. SKILLS LOG MANAGEMENT Experience & Comments Signature Student reflection Signature 79

80 33. TEACHING Learning outcomes The student is capable of explaining the evidence base underpinning aspects of clinical practice and can effectively demonstrate a clinical procedure to colleagues. The scope Primary Care Secondary Care Is not able to provide an evidence based teaching session to members of staff in the practice environment. Is not aware of the importance of continual professional development (CPD) and updating Delivers a min teaching session to staff including theoretical and practical demonstration in the workplace. Teaches at the appropriate level. Provides a written teaching plan for the session, reflects on own performance. Demonstrates an awareness of the importance of (CPD) As 2 AND regularly provides ad hoc teaching in his / her clinical area. Tailors teaching methods to meet the needs of the learners involved. Demonstrates an excellent range of clinical skills with an appropriate evidence based knowledge to support teaching other members of staff. Classroom/ Placement FORMATIVE ASSESSMENT Comments including evidence of performance Placement Comments Summative Assessment SUMMATIVE ASSESSMENT 80

81 33. SKILLS LOG TEACHING Experience & Comments Signature Student reflection Signature 81

82 34. Foundation Degree in Health Science Mental Health Additional Competency for completion in 2 nd year of AP programme Drug administration Learning outcomes The student is capable of explaining the evidence base underpinning aspects of clinical practice and can effectively demonstrate a clinical procedure to colleagues. The scope Adult Care / Mental Health Primary Care Secondary Care Is not able to make basic drug calculations or demonstrate accuracy when converting units of measure (classroom based). Insufficient awareness of indications, side effects and routes of administration. Unable to safely administer medication under direct supervision Placement Achieves required standard when performing basic drug calculations; demonstrates accurate conversion of units of measure (classroom based) Acceptable knowledge of indications, side effects and routes of administration for a variety of medicines and treatments. Under direct supervision safely administers medication including orally, by injection (simulation if necessary) and safely monitors self administration. Comments including evidence of performance As 2 AND provides evidence of a very good level of expertise when administering a range of medication under direct supervision FORMATIVE ASSESSMENT Practice Supervisor Signature Placement Comments FINAL ASSESSMENT Practice Supervisor Signature 82

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