UNIVERSITY OF DUNDEE SCHOOL OF NURSING AND MIDWIFERY PRACTICE ASSESSMENT DOCUMENTATION

Transcription

1 UNIVERSITY OF DUNDEE SCHOOL OF NURSING AND MIDWIFERY PRACTICE ASSESSMENT DOCUMENTATION Date of Approval Event: 5 May 2011

2 CONTENTS Information for Mentors and Students Ongoing Achievement Record (Parts 1, 2 and 3 see separate documents) Cleanliness Champions Recording Experience with Different Client Groups: Adult, Child and Mental Health Interprofessional Learning Log Sign off Sheet

3 INFORMATION FOR MENTORS AND STUDENTS Practice comprises 50% of the BSc (Nursing) programme. Experience in Practice informs, applies and develops the theoretical content of the programme. To facilitate this experience in practice is aligned with the theoretical elements of the programme. The Part One practice experience provides opportunities for students to practise and develop communication skills and the skills required to provide basic personcentred care in community and institutional settings. Additionally students will engage with the context of health care provision from legal, social, cultural and environmental perspectives, applying the knowledge acquired in theory to the actual situation. The Part Two practice learning environments build on learning from Part One and extend the students knowledge and skills. The patient journey provides a common thread in theory and practice in all three fields, through the introduction of commonly occurring health issues and the provision of opportunities for students to work more independently, developing their potential to become autonomous practitioners. Part Three practice learning environments continue the student s progression towards graduate practitioner. This final Part of the programme develops the knowledge, skills and attitudes required to provide effective care for people with complex needs. Theory focuses on complex care relevant to each field, with the generic module addressing clinical judgement, management skills, clinical governance and quality. The module also includes career planning and preparation for practising as a Registered Nurse. Throughout each Part the Skills and Practice modules enhance the theory-practice linkage. The theoretical elements of these modules run in tandem with the taught modules ensuring that skills, both technical and non-technical, are learned in the same timeframe as the underpinning theory and are then transferred into the reality of practice. Assessment of learning in and of practice is an essential component of the overall assessment schedule. Assessment of practice must therefore be both facilitative and robust. In order to achieve this, the practice assessment documentation consists of four sections: 1. The Ongoing Achievement Record (OAR) (including the Student Attendance Record) 2. Cleanliness Champions 3. EU Practice Requirements (Adult Field) / Required Practice Experience (Child & Mental Health Fields) 4. Interprofessional Learning Log

4 The Ongoing Achievement Record (OAR) is an essential component of the practice assessment documentation. The OAR is based on the NMC Domains and Essential Skills Clusters (NMC 2010). The five clusters comprise Care, Compassion and Communication; Organisational Aspects of Care; Infection Prevention and Control; Nutrition and Fluid Management and Medicines Management. The Essential Skills for the Infection Prevention and Control Cluster will be met though completion of the Cleanliness Champions material (NES 2010). The OAR is in three parts, approximating to each year of the programme. It records the student s achievement in the practice learning environment for each of the three parts of the undergraduate pre-registration programme. The OAR consists of the essential skills for each part and a final mentor s report, based on the NMC Domains, for each placement. In addition there is space to record initial and midway discussion with the student; to add any specific skills for the area and to record any additional discussion, including actions plans, that mentors may have with students. Assessment is continuous within each part. Students who do not achieve any of the available skills should be given feedback on how the skills may be achieved in the future. Where a student consistently fails to achieve, the mentor should seek support from their Practice Education Facilitator (PEF) and the student s personal tutor. Parts One and Two have specific progression criteria, which must be achieved for the student to progress to the next part. The essential skills are broad and generic and therefore should be readily obtainable. Mentors need to consider how the skills will be demonstrated in their own areas. Further detailed information about Essential Skills is available at and and in the mentors folder in each clinical area. For further advice contact your Practice Education Facilitator or the Academic Placement Contact for your area. Cleanliness Champions: The essential skills in the Infection Control Cluster have been mapped against the Cleanliness Champions workbook. EU Practice Requirements (Adult Field) / Desirable Practice Experience (Child & Mental Health Fields) Interprofessional Learning Log Responsibility for completing the requirements lies with the student, however it is expected that mentors will assist students in obtaining the necessary experience.

5 UNIVERSITY OF DUNDEE SCHOOL OF NURSING AND MIDWIFERY ONGOING ACHIEVEMENT RECORD (PART ONE) STUDENT S NAME MATRICULATION NUMBER.. COHORT / FIELD.. PERSONAL TUTOR.. Date of Approval Event: 5 May 2011

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7 CONTENTS Guide for Students 1 Guidelines for Students Regarding the Role of the Personal Tutor (PT) and the Academic Practice Contact (APC) 2 Guide for Mentors 3 Assessing Students: Guidance Notes for Mentors 5 Service Users Assessment 5 Mentoring the Unsatisfactory Student 6 Section 1: Mentor Record (including example) and Essential Skills 7 Section 2: Mentor s Reports (including Service Users Assessment) 16 Mentor/Student Notes 47 Agreed Plan of Action 50 First Progression Point Criteria 52 Section 3: Student Attendance Record 56 NMC Domains 65

8 ONGOING ACHIEVEMENT RECORD GUIDE FOR STUDENTS Completing the Ongoing Achievement Record (OAR) Your OAR is your record of your progress towards competency as a registered nurse. It has a number of sections to complete. This guide shows you how year 1 should be completed. 1. At the beginning of a placement a. Your mentor should complete the details on page 10 indicating their name, signature and initials. This helps us confirm their status as a mentor. b. With your mentor you should complete the details about the placement on page 17 (for the first placement or pages 22, 27, 32, 37, 42. for subsequent placements). Your mentor will sign to confirm that you have had an orientation to the placement. Together you will agree outcomes for the placement. You both need to sign at the bottom of the page. 2. As the placement progresses a. Pages have details of skills that you are expected to achieve during the placement. You should read these, and make sure that your mentor signs off any that you are achieving. If this is the first placement, they sign in the P1 box, if it is the second, in the P2 box and so on. b. You will work regularly with your mentor. It is good to get skills signed as you go and not wait until the end of the placement. 3. Halfway through each placement a. You need to meet with your mentor to complete the midway feedback (page 18 for placement 1, and pages 23, 28, 33, 38 and 43 for other placements) b. You will discuss your progress and you should both complete and sign this page. 4. At the end of the placement Section 1: Essential Skills a. By the end of the placement all the boxes on pages 11,12 and 13 must have an entry in them from your mentor. b. If you have satisfactorily achieved the skill to the level given at the bottom of pages 11-13, then your mentor should put S (satisfactory) with their initials and the date c. If you are not yet at the required level, the mentor should write U (unsatisfactory) with their initials and the date d. If there was no opportunity to practice and perform the skill, your mentor should write N/A (not available) with their initials and the date e. Skills marked with an asterisk (*) relate to numerical assessment. These must be achieved at 80% in either practice or simulated practice in first year. f. If there are additional skills specific to the area, then pages 14 and 15 allow the mentor to add them and sign for them. 1

9 5. At the end of the placement Section 2: Mentors Reports a. As well as being able to perform skills, you are expected to show the professional attributes of a nurse. For each placement there are 2 pages where your mentor will write about how you are progressing in each of the 4 NMC domains: Professional values; Communication and interpersonal skills; Nursing practice and decision making; Leadership, management and team working (see pages for a description of the Domains). Additionally your mentor will ask people for whom you have cared about the standard of care they received from you. Their comments will help to inform your mentor s report. b. For placement 1 the mentors reports are on pages (and pages 24, 29, 34, 39 and 44 for the next placements). There is a space for you to write comments as well. c. Both you and the mentor should sign and date this. You are signing to indicate that you have read the comments, not that you necessarily agree with them. 6. Mentor or student notes a. Pages are for any notes that you or your mentor wants to make. b. Pages are for an action plan if either your mentor or your personal tutor identifies any issues that need to be addressed in your next placement. 7. Every week Section 3: Student Attendance Record Pages are for recording your shifts and attendance at placement. There are 24 weeks listed, one for every week of practice through the whole year. a. These must be completed every week by your mentor. b. The table at the top of page 64 should be completed at the end of the placement. c. The table at the bottom of page 64 will be completed by you and your mentor from your final placement, and discussed with your personal tutor. 8. In your final placement before the exam board a. Your mentor will examine everything recorded in the OAR for the whole year (including what they have written in the final placement) and will complete the table on pages b. They will make an overall assessment of your progress throughout the year. To pass the year: i. you need to achieve all 18 areas in year 1, ii. you need to achieve all your skills (pages 11-13) GUIDELINES FOR STUDENTS REGARDING THE ROLE OF THE PERSONAL TUTOR (PT) AND THE ACADEMIC PRACTICE CONTACT (APC) You are allocated a personal tutor whose role is to support you through the theory and practice elements of the programme. Your personal tutor is a registered nurse in the field of nursing that you are studying, and is your first point of contact with the University. When you are in practice, your mentor will be the person you are working with on a day-to-day basis. Your personal tutor will be available for either you or your mentor to discuss any issues (see your student handbook for more information about the role of your personal tutor). Each practice area also has an academic practice contact, who knows the particular area where you are in practice, and who can provide information to the practice staff about University requirements, curriculum information, and who works with the Practice Education Facilitators to provide mentor updates (see your student handbook for more information about these people). 2

10 GUIDE FOR MENTORS Completing the Ongoing Achievement Record (OAR) The OAR is a record of progress towards competency as a registered nurse, and has a number of sections to complete. This guide will show you how year 1 should be completed. 1. At the beginning of a placement a. You should complete the details on page 10 indicating your name, signature and initials. This helps us confirm your status as a mentor. b. With the student you should complete the details about the placement on p17 (for the first placement or pages 22, 27, 32, 37, 42 for subsequent placements) and sign to confirm that the student has had an orientation to the placement. Together you will agree outcomes for the placement. You both need to sign at the bottom of the page. 2. As the placement progresses a. Pages have details of skills that the student is expected to achieve during the placement. You will need to sign off any skills that your student is achieving. If this is the first placement, you sign in the P1 box, if it is the second, in the P2 box and so on. b. As you work with the student it is good to sign skills as you go and not wait until the end of the placement. 3. Halfway through each placement a. You should meet with your student to complete the midway feedback (p18 for placement 1, and pages 23, 28, 33, 38 and 43 for other placements) b. You will discuss their progress and you should both complete and sign this page. 4. At the end of the placement Section 1: Essential Skills a. By the end of the placement all the boxes on pages 11 and 13 need an entry in them from you. b. If the student has satisfactorily achieved the skill to the level listed at the bottom of pages 11-13, then you should put S (satisfactory) with your initials and the date c. If you are not yet satisfied that the student is functioning at the required level, you should write U ( unsatisfactory) with your initials and the date. d. If there was no opportunity to practice and perform the skill, you should write N/A (not available) with your initials and the date. e. Skills marked with an asterisk (*) relate to numerical assessment. These must be achieved at 80% in either practice or simulated practice in first year. f. If there are additional skills specific to the area, then pages 14 and 15 allow you to write them in and sign for them. 5. At the end of the placement Section 2: Mentors Reports a. As well as being able to perform skills, your student is expected to show the professional attributes of a nurse. For each placement there are 2 pages where you will write about how the student is progressing in each of the 4 NMC domains: Professional values; Communication and interpersonal skills; Nursing practice and decision making; Leadership, management and team working (see pages for a description of the Domains). b. For placement 1 the mentors reports are on pages 19 and 21 (and following pages for the next placements 24, 29, 34, 39 and 44). You will also need to indicate whether the student performance has been satisfactory in the placement or not, taking into account all that you have observed and written during the placement. 3

11 c. Additionally you should ask people for whom the student has cared about the standard of care they received from the students. Their comments will help to inform your report. d. There is a space for the student to write comments as well. e. You and the student must sign and date the report. The student is signing to indicate that they have read the report, not that they agree with it. 6. Mentor or student notes. a. Pages are for any notes that you or your student wants to make. b. Pages are for an action plan, if either you or the student's personal tutor identifies any issues that need to be addressed in your next placement. 7. Every week Section 3: Student Attendance Record a. Pages are for recording the student s shifts and attendance at placement. There are 24 weeks listed, one for every week of practice through the whole year. b. These must be completed and signed by you every week. c. The table at the top of page 64 should be completed at the end of the placement. d. The table at the bottom of page 64 will be completed by you and your student in their final placement, and discussed with their personal tutor on return to University. 8. In the student s final placement before the exam board a. If you have a student in their final placement before the exam board (this will be notified when the student is allocated), you will examine everything recorded in the OAR for the whole year (including what you have written in the final placement) and will complete the table on pages b. You will make an overall assessment of the student's progress throughout the year. To pass the year: i. they need to achieve all 18 areas in year one, ii. they need to successfully demonstrate all their skills (pages 11-13), either in your placement, or in a previous one if they are not available in the final placement. 4

12 ASSESSING STUDENTS: GUIDANCE NOTES FOR MENTORS This section provides some suggested indicators of what to expect from nursing students in relation to each of the sections in the OAR for each of the three years of the pre-registration programme. Mentor notes This part of the document should be used to record discussion around issues or problems or to document positive actions or good practice by the student. Recording of meetings, discussion and expectations helps to inform personal tutors of the student s time in practice. Examples of what is recorded might be related to professional / ethical practice such as inappropriate conversations or drug errors and might include who witnessed the incident, what reporting took place and to whom. Positive examples might be where the student has made worthwhile suggestions about care or has shared experience of evidence-based practice. Action plans and details of discussion are recorded in the assessment documentation. Where a student is unsatisfactory in any skill or competency an action plan must be put in place. The expectations increase year on year in relation to practice and the underpinning theory. In Year one students are expected to undertake foundation skills and to demonstrate an awareness of the nursing process. They are expected to adhere to planned care and to work closely under supervision. By Year Two students will undertake skills of increasing complexity; assess and monitor patients; provide rationale for care and critique supporting evidence, and by Year Three they should be showing the beginnings of advanced skills as required by specialist areas; evaluate care and suggest changes; beginnings of teaching and management skills. SERVICE USERS ASSESSMENT Throughout the course of each placement, the student and the mentor will identify patients who will be asked to contribute formatively to the student assessment. The mentor will discuss with the patients, the student s abilities in relation to: Provision of compassionate care Effective communication Respect of the person s individuality and rights. A box has been provided in the mentor s report for each placement for the mentor to document their discussion with service users. 5

13 MENTORING THE UNSATISFACTORY STUDENT Occasionally while on practice placement students may have difficulty achieving the required level of performance. This guide outlines how mentors, PEFs (where appropriate) and personal tutors should address a cause for concern regarding a student s ability to meet the required level of clinical performance and the appropriate outcomes for any part of the programme. The role of the PEF is to support the mentor and the role of the personal tutor is to support the student and offer the mentor appropriate guidance regarding the completion of the assessment documentation. Are you concerned about a student s clinical performance? As soon as you become concerned, identify and document these concerns in the mentor's notes section of this document and discuss them with the student. If you are unsure about how to do this seek the advice of your PEF or the student s personal tutor. Resolved? The student s performance improves and there is no need for further action. If at the time of the midway assessment the student s performance has not improved: You must inform the PEF and the student s personal tutor. In completing the midway assessment you must ensure that you, as the mentor, clearly identify the reasons for non achievement of the outcomes expected. At this point, create an action plan, which includes timescales to give the student every opportunity to make good the identified deficits. It is good practice to involve the student s personal tutor in the midway assessment meeting. Resolved? The student s performance improves and they achieve the required outcomes by the end of the placement. If at the time of the final assessment the student s performance has not improved: You must inform the PEF and the student s personal tutor. In completing the final assessment you must ensure that you, as the mentor, clearly identify the reasons for non-achievement of the outcomes expected of the student and record this in the student's practice documentation. It is essential to involve the student s personal tutor in the final assessment meeting. You may also be asked to provide additional written comments. What happens next? The personal tutor will complete the appropriate documentation for the examination board and outline an appropriate plan of action for the student s next placement. Please note if a student s performance or behaviour in practice brings into question their fitness to practise then you must contact the PEF or the student s personal tutor immediately for advice and guidance, as it may be necessary to remove the student from practice pending formal investigation. At all times, students and mentors should follow the School's Cause for Concern policy. 6

14 SECTION 1 MENTOR SIGNATURE RECORD (INCLUDING EXAMPLE) AND ESSENTIAL SKILLS 7

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17 MENTOR SIGNATURE RECORD PLEASE COMPLETE AT THE START OF EVERY PLACEMENT Placement Placement Name Placement Dates Mentor Name (print) Mentor Mentor Initials One Two Three Four Five Six Students should sign to confirm that they have read the School s Fitness to Practise Policy and that all signatures in this document are authentic. Student s signature: Date: Key to recording achievement: Please enter the appropriate code with your initials and the date Skill achieved S (Satisfactory) Skill not achieved U (Unsatisfactory) Skill unavailable N/A (Not Available) Where a student is given an unsatisfactory for any component an action plan must be completed. Skills Achievement Criteria: For a skill to be assessed as satisfactory in Part One Year General level criteria Criteria to be achieved in the progression point placement 1 Participates in previously observed care under the direct observation and guidance of a Registered Practitioner. Demonstrates understanding of the care and relates this to their developing knowledge base. Performs care safely and effectively with close supervision within an appropriate time limit. Is able to demonstrate clear understanding of the care and must be able to relate this to their developing knowledge base. May occasionally lack confidence and seek clarification from their mentor. 10

18 ESSENTIAL SKILLS PART ONE CARE, COMPASSION AND COMMUNICATION ORGANISATIONAL ASPECTS OF CARE NUTRITION AND FLUID MANAGEMENT MEDICINES MANAGEMENT Promotes a professional image based on the underpinning values of The Code (NMC 2008). Undertakes the assessment of physical, emotional, psychological, social, cultural and spiritual needs, including risk factors by working with the person and records, shares and responds to clear indicators and signs. Ensures that people are ready for the meal; that is, in an appropriate location, position, offered opportunity to wash hands, offered appropriate assistance. Is competent in basic medicines calculations (*) relating to: tablets and capsules liquid medicines injections including: unit dose sub/multiple unit dose SI unit conversion. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Takes a person-centred, personalised approach to care, delivered in a warm, sensitive, kind and compassionate manner. Accurately undertakes and records weight, height, temperature, pulse, respiration and blood pressure, using manual and electronic devices (*), and routine diagnostic tests. Ensures appropriate assistance and support is available to enable people to eat. Safely participates in administration of medicines under direct supervision, including orally, intramuscular and sub-cutaneous injection. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Ensures dignity is maintained taking account of the individual s culture, religion, spiritual beliefs, gender and sexuality. Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 11

19 Communicates effectively, orally and in writing, including active listening skills and recording information accurately and confirming understanding. Responds appropriately when faced with an emergency or a sudden deterioration in a person s physical or psychological condition (for example, abnormal vital signs, collapse, cardiac arrest, self harm, extremely challenging behaviour, attempted suicide) including seeking help from an appropriate person. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Protects and keeps confidential all information relating to people in their care, except where sharing information is required for the purposes of safeguarding and public protection. Uses support systems to recognise, manage and deal with own emotions. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Skill Satisfactory: S Skill Unsatisfactory: U Skill Not available: N/A General level criteria Participates in previously observed care under the direct observation and guidance of a Registered Practitioner. Demonstrates understanding of the care and relates this to their developing knowledge base. Criteria to be achieved in the progression point placement Performs care safely and effectively with close supervision within an appropriate time limit. Is able to demonstrate clear understanding of the care and must be able to relate this to their developing knowledge base. May occasionally lack confidence and seek clarification from their mentor. 12

20 CARE, COMPASSION AND COMMUNICATION ORGANISATIONAL ASPECTS OF CARE NUTRITION AND FLUID MANAGEMENT MEDICINES MANAGEMENT Seeks consent based on understanding and informed choice prior to undertaking any intervention. Works as a member of the multiprofessional team accepting delegated activities within limitations of own role, knowledge and skills. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Works under supervision, within legal frameworks to manage risk and ensure the safety of service users, co-workers and self. P1 P2 P3 P4 P5 P6 Skill Satisfactory: S Skill Unsatisfactory: U Skill not available: N/A General level criteria Participates in previously observed care under the direct observation and guidance of a Registered Practitioner. Demonstrates understanding of the care and relates this to their developing knowledge base. Criteria to be achieved in the progression point placement Performs care safely and effectively with close supervision within an appropriate time limit. Is able to demonstrate clear understanding of the care and must be able to relate this to their developing knowledge base. May occasionally lack confidence and seek clarification from their mentor. 13

21 PRACTICE AREA SPECIFIC SKILLS Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date 14

22 PRACTICE AREA SPECIFIC SKILLS Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date 15

23 SECTION 2 MENTORS REPORTS (INCLUDING SERVICE USERS ASSESSMENT) 16

24 Placement One... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 17

25 Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 18

26 Mentor s Final Report Placement One... Dates from... to... Domain One: Professional Values Please tick if appropriate professional attitude and behaviour Displays honesty and integrity Identifies personal development needs Is punctual Conforms to uniform policy Conducts themselves in a professional manner Adheres to School and practice placement policies and protocols Respects the privacy and dignity of clients/patients Accepts accountability for their own actions Accepts and acts on constructive feedback Comments If any of the above attributes have not been achieved, please give reasons Domain Two: Communication and interpersonal skills Domain Three: Nursing practice and decision making 19

27 Domain Four: Leadership, management and team working Service User s Assessment: For mentor to obtain formative feedback from service users. Overall comments: Overall result for placement: (please delete) SATISFACTORY / UNSATISFACTORY If UNSATISFACTORY please complete an action plan identifying the areas which require further attention 20

28 Student Comments: Mentor s signature... Date... Student s signature... Date... 21

29 Placement Two... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 22

30 Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 23

31 Mentor s Final Report Placement Two... Dates from... to... Domain One: Professional values Please tick if appropriate professional attitude and behaviour Displays honesty and integrity Identifies personal development needs Is punctual Conforms to uniform policy Conducts themselves in a professional manner Adheres to School and practice placement policies and protocols Respects the privacy and dignity of clients/patients Accepts accountability for their own actions Accepts and acts on constructive feedback Comments: If any of the above attributes have not been achieved, please give reasons. Domain Two: Communication and interpersonal skills Domain Three: Nursing practice and decision making 24

32 Domain Four: Leadership, management and team working Service User s Assessment: For mentor to obtain formative feedback from service users. Overall comments: Overall result for placement: (please delete) SATISFACTORY / UNSATISFACTORY If UNSATISFACTORY please complete an action plan identifying the areas which require further attention 25

33 Student Comments: Mentor s signature... Date... Student s signature... Date... 26

34 Placement Three... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 27

35 Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 28

36 Mentor s Final Report Placement Three... Dates from... to... Domain One: Professional values Please tick if appropriate professional attitude and behaviour Displays honesty and integrity Identifies personal development needs Is punctual Conforms to uniform policy Conducts themselves in a professional manner Adheres to School and practice placement policies and protocols Respects the privacy and dignity of clients/patients Accepts accountability for their own actions Accepts and acts on constructive feedback Comments: If any of the above attributes have not been achieved, please give reasons Domain Two: Communication and interpersonal skills Domain Three: Nursing practice and decision making 29

37 Domain Four: Leadership, management and team working Service User s Assessment: For mentor to obtain formative feedback from service users. Overall comments: Overall result for placement: (please delete) SATISFACTORY / UNSATISFACTORY If UNSATISFACTORY please complete an action plan identifying the areas which require further attention 30

38 Student Comments: Mentor s signature... Date... Student s signature... Date... 31

39 Placement Four... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 32

40 Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 33

41 Mentor s Final Report Placement Four... Dates from... to... Domain One: Professional values Please tick if appropriate professional attitude and behaviour Displays honesty and integrity Identifies personal development needs Is punctual Conforms to uniform policy Conducts themselves in a professional manner Adheres to School and practice placement policies and protocols Respects the privacy and dignity of clients/patients Accepts accountability for their own actions Accepts and acts on constructive feedback Comments: If any of the above attributes have not been achieved, please give reasons Domain Two: Communication and interpersonal skills Domain Three: Nursing practice and decision making 34

42 Domain Four: Leadership, management and team working Service User s Assessment: For mentor to obtain formative feedback from service users. Overall comments: Overall result for placement: (please delete) SATISFACTORY / UNSATISFACTORY If UNSATISFACTORY please complete an action plan identifying the areas which require further attention 35

43 Student Comments: Mentor s signature... Date... Student s signature... Date... 36

44 Placement Five... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 37

45 Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 38

46 Mentor s Final Report Placement Five... Dates from... to... Domain One: Professional values Please tick if appropriate professional attitude and behaviour Displays honesty and integrity Identifies personal development needs Is punctual Conforms to uniform policy Conducts themselves in a professional manner Adheres to School and practice placement policies and protocols Respects the privacy and dignity of clients/patients Accepts accountability for their own actions Accepts and acts on constructive feedback Comments: If any of the above attributes have not been achieved, please give reasons Domain Two: Communication and interpersonal skills Domain Three: Nursing practice and decision making 39

47 Domain Four: Leadership, management and team working Service User s Assessment: For mentor to obtain formative feedback from service users. Overall comments: Overall result for placement: (please delete) SATISFACTORY / UNSATISFACTORY If UNSATISFACTORY please complete an action plan identifying the areas which require further attention 40

48 Student Comments: Mentor s signature... Date... Student s signature... Date... 41

49 Placement Six... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 42

50 Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 43

51 Mentor s Final Report Placement Six... Dates from... to... Domain One: Professional values Please tick if appropriate professional attitude and behaviour Displays honesty and integrity Identifies personal development needs Is punctual Conforms to uniform policy Conducts themselves in a professional manner Adheres to School and practice placement policies and protocols Respects the privacy and dignity of clients/patients Accepts accountability for their own actions Accepts and acts on constructive feedback Comments: If any of the above attributes have not been achieved, please give reasons Domain Two: Communication and interpersonal skills Domain Three: Nursing practice and decision making 44

52 Domain Four: Leadership, management and team working Service User s Assessment: For mentor to obtain formative feedback from service users. Overall comments: Overall result for placement: (please delete) SATISFACTORY / UNSATISFACTORY If UNSATISFACTORY please complete an action plan identifying the areas which require further attention 45

53 Student Comments: Mentor s signature... Date... Student s signature... Date... 46

54 MENTOR / STUDENT NOTES Date Time Detail 47

55 MENTOR / STUDENT NOTES Date Time Detail 48

56 MENTOR / STUDENT NOTES Date Time Detail 49

57 AGREED PLAN OF ACTION (if required) To be completed by personal tutor or mentor following discussion with the student Placement:..... Date:... :... Personal Tutor / Mentor:... 50

58 AGREED PLAN OF ACTION (if required) To be completed by personal tutor or mentor following discussion with the student Placement:..... Date:... :... Personal Tutor / Mentor:... 51

59 FIRST PROGRESSION POINT CRITERIA to be completed by the mentor in the LAST placement of Part One Related competency domains Criteria that must be met as a minimum requirement by progression point one in any practice setting where people are receiving care, or through simulation. Achieved Not achieved Areas associated with safety and safeguarding people of all ages, their carers and their families Professional values Communication and interpersonal skills Nursing practice and decision making Professional values Communication and interpersonal skills Nursing practice and decision making Communication and interpersonal skills Nursing practice and decision making Leadership, management and team working Nursing practice and decision making Leadership, management and team working 1 Demonstrates safe, basic, person-centred care, under supervision, for people who are unable to meet their own physical and emotional needs. 2 Meets people s essential needs in relation to safety and security, wellbeing, comfort, bowel and bladder care, nutrition and fluid maintenance and personal hygiene, maintaining their dignity at all times. 3 Seeks help where people s needs are not being met, or they are at risk. 4 Is able to recognise when a person s physical or psychological condition is deteriorating, demonstrating how to act in an emergency and administer essential first aid. Professional values 5 Demonstrates an understanding of how to work within legal and professional frameworks and local policies to safeguard and protect people, particularly children, young people, and vulnerable adults. 52

60 Areas associated with safety and safeguarding people of all ages, their carers and their families Related competency domains Professional values Nursing practice and decision making Professional values Communication and interpersonal skills Nursing practice and decision making Leadership, management and team working Professional values Communication and interpersonal skills Nursing practice and decision making Professional values Communication and interpersonal skills Nursing practice and decision making Communication and interpersonal skills Nursing practice and decision making Professional values Nursing practice and decision making Communication and interpersonal skills Nursing practice and decision making 6 Is able to recognise, and work within, the limitations of their own knowledge and skills and professional boundaries, understanding that they are responsible for their own actions. 7 Demonstrates the ability to listen, seek clarity, and carry out instructions safely. 8 Uses and disposes of medical devices safely under supervision according to local and national policy, reporting any incidents or near misses. 9 Understands and works within the laws governing health and safety at work. Demonstrates safe manual handling techniques, and understands how nurses can help reduce the risk of infection, including effective hand washing. 10 Recognises signs of aggression and takes appropriate action to keep themselves and others safe. 11 Safely and accurately carries out basic medicines calculations. 12 Demonstrates safe and effective communication skills, both orally and in writing. Achieved Not achieved 53

61 Areas associated with professional values and expected attitudes and behaviours towards people, their carers and their families Related competency domains Professional values Communication and interpersonal skills Nursing practice and decision making 13 Displays a professional image in their behaviour and appearance, showing respect for diversity and individual preferences. Achieved Not achieved Professional values Communication and interpersonal skills Nursing practice and decision making Professional values Communication and interpersonal skills Nursing practice and decision making Professional values Communication and interpersonal skills Nursing practice and decision making 14 Demonstrates respect for people s rights and choices. 15 Acts in a manner that is attentive, kind, sensitive, compassionate and non-discriminatory, that values diversity and acts within professional boundaries. 16 Understands the principles of confidentiality and data protection. Treats information as confidential, except where sharing is required to safeguard and protect people. 54

62 Areas associated with professional values and expected attitudes and behaviours towards people, their carers and their families Related competency domains Professional values Communication and interpersonal skills Nursing practice and decision making Professional values Communication and interpersonal skills Nursing practice and decision making Leadership, management and team working 17 Practises honestly and with integrity, applying the principles of The code: Standards of conduct, performance and ethics for nurses and midwives (2008) and the Guidance on professional conduct for nursing and midwifery students (2009). 18 Acts in a way that values the roles and responsibilities of others in the team and interacts appropriately. Achieved Not achieved Overall Pass / Fail (delete as appropriate) Mentor s Date Student s Date Note for students: by signing this you are confirming that all mentor signatures are authentic. Inclusion of a non-authentic signature will contravene the School s Fitness to Practise Policy 55

63 SECTION THREE STUDENT ATTENDANCE RECORD 56

64 Mentors must confirm the number of hours worked by the student in each week. This is required to ensure that students meet the required number of hours set by the NMC. The total number of hours worked should be entered in the summary table at the end of each placement Students Name Cohort Field Personal Tutor Students must fully complete the timesheet Where the hours have been worked on night duty mentors should enter N after the number of hours worked Mentor to check and sign where indicated at the end of each week It is also important that the category for non-attendance is identified in the section marked Reason Not Worked with one of the following DO Day(s) Off SL Sick Leave SD Study Day AA Authorised Absence UA Unauthorised Absence 57

65 Placement name: Placement name: Week Date Hours Worked Reasons Not Worked Week Date Hours Worked Reasons Not Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked in Week 1 Total Hours Worked in Week 2 Mentors Mentors Placement name: Placement name: Week Date Hours Worked Reasons Not Worked Week Date Hours Worked Reasons Not Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked in Week 3 Total Hours Worked in Week 4 Mentors Mentors DO Day(s) Off SL Sick Leave SD Study Day AA Authorised Absence UA Unauthorised Absence 58

66 Placement name: Placement name: Week Date Hours Worked Reasons Not Worked Week Date Hours Worked Reasons Not Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked in Week 5 Total Hours Worked in Week 2 Mentors Mentors Placement name: Placement name: Week Date Hours Worked Reasons Not Worked Week Date Hours Worked Reasons Not Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked in Week 7 Total Hours Worked in Week 8 Mentors Mentors DO Day(s) Off SL Sick Leave SD Study Day AA Authorised Absence UA Unauthorised Absence 59

67 Placement name: Placement name: Week Date Hours Worked Reasons Not Worked Week Date Hours Worked Reasons Not Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked in Week 9 Total Hours Worked in Week 10 Mentors Mentors Placement name: Placement name: Week Date Hours Worked Reasons Not Worked Week Date Hours Worked Reasons Not Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked in Week 11 Total Hours Worked in Week 12 Mentors Mentors DO Day(s) Off SL Sick Leave SD Study Day AA Authorised Absence UA Unauthorised Absence 60

68 Placement name: Placement name: Week Date Hours Worked Reasons Not Worked Week Date Hours Worked Reasons Not Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked in Week 13 Total Hours Worked in Week 14 Mentors Mentors Placement name: Placement name: Week Date Hours Worked Reasons Not Worked Week Date Hours Worked Reasons Not Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked in Week 15 Total Hours Worked in Week 16 Mentors Mentors DO Day(s) Off SL Sick Leave SD Study Day AA Authorised Absence UA Unauthorised Absence 61

69 Placement name: Placement name: Week Date Hours Worked Reasons Not Worked Week Date Hours Worked Reasons Not Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked in Week 17 Total Hours Worked in Week 18 Mentors Mentors Placement name: Placement name: Week Date Hours Worked Reasons Not Worked Week Date Hours Worked Reasons Not Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked in Week 19 Total Hours Worked in Week 20 Mentors Mentors DO Day(s) Off SL Sick Leave SD Study Day AA Authorised Absence UA Unauthorised Absence 62

70 Placement name: Placement name: Week Date Hours Worked Reasons Not Worked Week Date Hours Worked Reasons Not Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked in Week 21 Total Hours Worked in Week 22 Mentors Mentors Placement name: Placement name: Week Date Hours Worked Reasons Not Worked Week Date Hours Worked Reasons Not Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked in Week 23 Total Hours Worked in Week 24 Mentors Mentors DO Day(s) Off SL Sick Leave SD Study Day AA Authorised Absence UA Unauthorised Absence 63

71 The total number of hours worked should be entered in the table below at the end of each placement Summary Table Place ment Location Date started Date finished Number of weeks Hours worked Mentor's signature Student's signature Date Total required hours (weeks x 37.5) Total hours worked in this part Please note: Mentors must fully complete the timesheet Where the hours have been worked on night duty students should enter N after the number of hours worked Mentor to check and sign where indicated at the end of each week It is also important that the category for non-attendance is identified in the section marked Reason Not Worked with one of the following I confirm that the information provided on this timesheet is an accurate record Student Mentor Date Date I confirm that I have read the information on this timesheet Personal Tutor Date 64

72 NMC DOMAINS Domain 1: Professional values Generic standard for competence 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. Adult nurses must also be able at all times to promote the rights, choices and wishes of all adults and, where appropriate, children and young people, paying particular attention to equality, diversity and the needs of an ageing population. They must be able to work in partnership to address people s needs in all healthcare settings. 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 self-directed life, with or without symptoms, that they believe is meaningful and satisfying. Children s nurses must understand their role as an advocate for children, young people and their families, and work in partnership with them. They must deliver child and family-centred care; empower children and young people to express their views and preferences; and maintain and recognise their rights and best interests. 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. 65

73 Adult nurses must demonstrate the ability to listen with empathy. They must be able to respond warmly and positively to people of all ages who may be anxious, distressed, or facing problems with their health and wellbeing. 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. Children s nurses must take account of each child and young person s individuality, including their stage of development, ability to understand, culture, learning or communication difficulties and health status. They must communicate effectively with them and with parents and carers. 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. Adult nurses must be able to carry out accurate assessment of people of all ages using appropriate diagnostic and decision-making skills. They must be able to provide effective care for service users and others in all settings. They must have in-depth understanding of and competence in medical and surgical nursing to respond to adults full range of health and dependency needs. They must be able to deliver care to meet essential and complex physical and mental health needs. 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 66