UNIVERSITY OF DUNDEE SCHOOL OF NURSING AND MIDWIFERY PRACTICE ASSESSMENT DOCUMENTATION

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

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

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

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 www.dundee.ac.uk/nursingmidwifery and www.nmc.org.uk 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.

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

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

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 11-13 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

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 65-67 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 19-21 (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 47-49 are for any notes that you or your mentor wants to make. b. Pages 50-51 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 56-64 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 52-55. 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

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 11-13 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 65-67 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

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 47-49 are for any notes that you or your student wants to make. b. Pages 50-51 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 56-64 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 52 55. 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

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

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

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

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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

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

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

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

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

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

SECTION 2 MENTORS REPORTS (INCLUDING SERVICE USERS ASSESSMENT) 16

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

MENTOR / STUDENT NOTES Date Time Detail 47

MENTOR / STUDENT NOTES Date Time Detail 48

MENTOR / STUDENT NOTES Date Time Detail 49

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

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

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

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

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

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

SECTION THREE STUDENT ATTENDANCE RECORD 56

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

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

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

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

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

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

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

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 1 2 3 4 5 6 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

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

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

physical and mental health and wellbeing and provide direct care to meet both the essential and complex physical and mental health needs of people with mental health problems. Children s nurses must be able to care safely and effectively for children and young people in all settings, and recognise their responsibility for safeguarding them. They must be able to deliver care to meet essential and complex physical and mental health needs informed by deep understanding of biological, psychological and social factors throughout infancy, childhood and adolescence. Domain 4: Leadership, management and team working All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills during their period of preceptorship and beyond. Adult nurses must be able to provide leadership in managing adult nursing care, understand and coordinate interprofessional care when needed, and liaise with specialist teams. They must be adaptable and flexible, and able to take the lead in responding to the needs of people of all ages in a variety of circumstances, including situations where immediate or urgent care is needed. They must recognise their leadership role in disaster management, major incidents and public health emergencies, and respond appropriately according to their levels of competence. Mental health nurses must contribute to the leadership, management and design of mental health services. They must work with service users, carers, other professionals and agencies to shape future services, aid recovery and challenge discrimination and inequality. Children s nurses must listen and respond to the wishes of children and young people. They must influence the delivery of health and social care services to optimise the care of children and young people. They must work closely with other agencies and services to ensure seamless and well-supported transition to adult services. 67

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

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 Part One Summary 7 Section 1: Mentor Record (including example) and Essential Skills 8 Section 2: Mentor s Reports (including Service Users Assessment) 17 Mentor/Student Notes 48 Agreed Plan of Action 51 Second Progression Point Criteria 53 Section 3: Student Attendance Record 57 NMC Domains 66

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 2 should be completed. 1. At the beginning of a placement a. Your mentor should complete the details on page 11 indicating their name, signature and initials. This helps us confirm their status as a mentor. If you are in a hub and spokes placement, the co-ordinating mentor should complete these details. b. With your mentor you should complete the details about the placement on page 18 (for the first placement or pages 23, 28, 33, 38, 43 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 12-14 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 under decreasing supervision. 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 19 for placement 1, and pages 24, 29, 34, 39 and 44 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 12, 13 and 14 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 12-14, 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. You should be working towards achieving 100% accuracy in these skills. f. If there are additional skills specific to the area, then pages 15 and 16 allow the mentor to add them and sign for them. 1

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 66-68 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 20-22 (and pages 25, 30, 35, 40 and 45 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 48-50 are for any notes that you or your mentor wants to make. b. Pages 51-52 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 a. Pages 57-65 are for recording your 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 every week by your mentor. c. The table at the top of page 65 should be completed at the end of the placement. d. The table at the bottom of page 65 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 53-56. 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 2, ii. you need to achieve all your skills (pages 12-14) GUIDELINES FOR STUDENTS REGARDING THE ROLE OF THE PERSONAL TUTOR (PT) AND THE ACADEMIC PRACTICE CONTACT (APC) 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

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 2 should be completed. 1. At the beginning of a placement a. You should complete the details on page 11 indicating your name, signature and initials. This helps us confirm your status as a mentor. In a hub and spokes placement the details should be entered by the co-ordinating mentor. b. With the student you should complete the details about the placement on p18 (for the first placement or pages 23, 28, 33, 38 and 43 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 12-14 have details of skills that the student is expected to achieve during the placement. You will need to sign off any 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 (p19 for placement 1, and pages 24, 29, 34, 39 and 44 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 12, 13 and 14 need an entry in them from you. b. If the student has satisfactorily achieved the skill to the level listed at the bottom of page 12-14, 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. Students should be aiming to achieve 100% accuracy in these skills. f. If there are additional skills specific to the area, then pages 15 and 16 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 pp for a description of the Domains). b. For placement 1 the mentors reports are on pages 20-22 (and the following pages for the next placements 25, 30, 35, 40, 45). You will need to indicate whether the student s performance has been satisfactory in the placement or not, taking into account all that you have observed and written during the placement. 3

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 48-50 are for any notes that you or your student wants to make. b. Pages 51-52 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 57-65 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 65 should be completed at the end of the placement. d. The table at the bottom of page 65 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 53-56. 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 2, ii. they need to successfully demonstrate all their skills (pages 12-14), either in your placement, or in a previous one if they are not available in the final placement. 4

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

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

PART ONE SUMMARY to be completed by Personal tutor STUDENT NAME MATRICULATION NUMBER COHORT / FIELD PART ONE PROGRESSION POINT CRITERIA ACHIEVED NOT ACHIEVED NMC ESSENTIAL SKILLS : Please comment on student s progress in developing clinical skills MENTOR REPORTS SATISFACTORY UNSATISFACTORY SYNOPSIS OF MENTOR REPORTS including comments on aspects that have been exceptionally well done or issues that have been problematic Days absent during Part One Sick leave: days Authorised absence: days Unauthorised absence: days SIGNED (Personal Tutor): DATE: 7

SECTION 1 MENTOR SIGNATURE RECORD (INCLUDING EXAMPLE) AND ESSENTIAL SKILLS 8

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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 Two Year General level criteria Criteria to be achieved in the progression point placement 2 Performs care safely and effectively under supervision though they may require guidance in some aspects of care. Demonstrates understanding of the care and is able to relate this to their developing knowledge base. Performs care safely and effectively and is developing the ability to recognize and operate within their own limitations, under the supervision of a registered practitioner. Is able to demonstrate clear understanding of the care and is able to relate this to their developing knowledge base. 11

ESSENTIAL SKILLS PART TWO CARE, COMPASSION AND COMMUNICATION ORGANISATIONAL ASPECTS OF CARE NUTRITION AND FLUID MANAGEMENT MEDICINES MANAGEMENT Works in collaboration with families and carers and multiprofessional team members to form constructive professional relationships. Undertakes the assessment of physical, emotional, psychological, social, cultural and spiritual needs, including risk factors, utilising specific tools where required and records, shares and responds to deviations from normal through application of relevant knowledge. Under supervision helps people to choose healthy food and fluid in keeping with their personal preferences and cultural needs. Is competent in the process of medicationrelated calculation in nursing field involving: tablets and capsules liquid medicines injections IV infusions including: 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 Provides person-centred, personalised care, delivered in a warm, sensitive, kind and compassionate manner, ensuring that dignity is maintained at all times. Accurately undertakes and records weight, height, temperature, pulse, respiration and blood pressure, using manual and electronic devices (*), and routine diagnostic tests. Accurately monitors dietary and fluid intake and completes relevant documentation. (*) Demonstrates awareness of a range of commonly recognised approaches to managing symptoms, for example, relaxation, distraction and lifestyle advice. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Skill Satisfactory: S Skill Unsatisfactory: U Skill not available: N/A Year General level criteria Criteria to be achieved in the progression point placement 2 Performs care safely and effectively under supervision though they may require guidance in some aspects of care. Demonstrates understanding of the care and is able to relate this to their developing knowledge base. Performs care safely and effectively and is developing the ability to recognize and operate within their own limitations, under the supervision of a registered practitioner. Is able to demonstrate clear understanding of the care and is able to relate this to their developing knowledge base. 12

CARE, COMPASSION AND COMMUNICATION ORGANISATIONAL ASPECTS OF CARE NUTRITION AND FLUID MANAGEMENT MEDICINES MANAGEMENT Actively engages individuals in assessment, care planning, implementation and evaluation of care, recognising their ability for self care. With the person and under supervision, plans safe and effective care by recording and sharing information based on the assessment. Supports people who need to adhere to specific dietary and fluid regimens and informs them of the reasons. Uses knowledge of commonly administered medicines in order to act promptly in cases where side effects and adverse reactions occur. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Uses strategies for effective communication, seeking to overcome barriers and minimising risk of poor communication. Recognises indicators of unhealthy lifestyles and the potential risks involved with various lifestyles or behaviours, for example, substance misuse, smoking, obesity. Recognises and reports reasons for poor food and fluid intake and output to ensure adequate nutrition and fluid intake is provided. Uses prescription charts correctly and maintains accurate records. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 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. Detects, records and responds appropriately to signs of deterioration or improvement. Utilises and safely Disposes of equipment needed to draw up and administer medication, for example, needles, syringes, gloves. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 13

Documents concerns and information about people who are in vulnerable situations. Works within the limitations of own knowledge and skills to provide safe and holistic care. Administers and, where necessary, prepares medication safely under direct supervision, including orally and by injection. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Ensures that consent is based on understanding and informed choice and is aware of restrictions relating to specific client groups. Assists in promoting continuity when care is transferred to another agency or person. Under supervision involves people and carers in administration and selfadministration of medicines. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Adheres to policies, for example lone worker policy, and develops strategies for managing stress and for working safely and effectively. P1 P2 P3 P4 P5 P6 Skill Satisfactory: S Skill Unsatisfactory: U Skill not available: N/A Year General level criteria Criteria to be achieved in the progression point placement 2 Performs care safely and effectively under supervision though they may require guidance in some aspects of care. Demonstrates understanding of the care and is able to relate this to their developing knowledge base. Performs care safely and effectively and is developing the ability to recognize and operate within their own limitations, under the supervision of a registered practitioner. Is able to demonstrate clear understanding of the care and is able to relate this to their developing knowledge base. 14

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

PRACTICE AREA SPECIFIC SKILLS Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date 16

SECTION 2 MENTORS REPORTS (INCLUDING SERVICE USERS ASSESSMENT) 17

Placement One... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 18

Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 19

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 20

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 21

Student Comments: Mentor s signature... Date... Student s signature... Date... 22

Placement Two... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 23

Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 24

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 25

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 26

Student Comments: Mentor s signature... Date... Student s signature... Date... 27

Placement Three... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 28

Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 29

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 30

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 31

Student Comments: Mentor s signature... Date... Student s signature... Date... 32

Placement Four... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 33

Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 34

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 35

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 36

Student Comments: Mentor s signature... Date... Student s signature... Date... 37

Placement Five... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 38

Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 39

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 40

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 41

Student Comments: Mentor s signature... Date... Student s signature... Date... 42

Placement Six... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 43

Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 44

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 45

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 46

Student Comments: Mentor s signature... Date... Student s signature... Date... 47

MENTOR / STUDENT NOTES Date Time Detail 48

MENTOR / STUDENT NOTES Date Time Detail 49

MENTOR / STUDENT NOTES Date Time Detail 50

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

AGREED PLAN OF ACTION (if required) To be completed by personal tutor or mentor following discussion with the student Placement:..... Date:... :... Personal Tutor / Mentor:... 52

Second progression point criteria to be completed by the mentor in the last placement of Part Two Related competency domains Criteria must be met as a minimum requirement by progression point two. By progression point two students should: a) Work more independently, with less direct supervision, in an increasingly safe and confident manner. b) Demonstrate potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice Areas associated with safety and safeguarding people of all ages, their carers and their families Final Placement Mentor Initial & Date 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 1 Demonstrates safe, person-centred care 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. and team working 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. 53

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 Areas associated with safety and safeguarding people of all ages, their carers and their families 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 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. 10 Recognises signs of aggression and takes appropriate action to keep themselves and others safe. 11 Safely and accurately carries out medicines calculations. 12 Demonstrates safe and effective communication skills, both orally and in writing. Final Placement Mentor Initial & Date 54

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 Professional values Communication and interpersonal skills Nursing practice and decision making 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. 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. Final Placement Mentor Initial & Date 55

Areas associated with professional values and expected attitudes and behaviours towards people, 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 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. 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 56

SECTION THREE STUDENT ATTENDANCE RECORD 57

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 58

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 59

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 60

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 61

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 62

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 63

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 64

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 1 2 3 4 5 6 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 65

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. 66

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 67

physical and mental health and wellbeing and provide direct care to meet both the essential and complex physical and mental health needs of people with mental health problems. Children s nurses must be able to care safely and effectively for children and young people in all settings, and recognise their responsibility for safeguarding them. They must be able to deliver care to meet essential and complex physical and mental health needs informed by deep understanding of biological, psychological and social factors throughout infancy, childhood and adolescence. Domain 4: Leadership, management and team working All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills during their period of preceptorship and beyond. Adult nurses must be able to provide leadership in managing adult nursing care, understand and coordinate interprofessional care when needed, and liaise with specialist teams. They must be adaptable and flexible, and able to take the lead in responding to the needs of people of all ages in a variety of circumstances, including situations where immediate or urgent care is needed. They must recognise their leadership role in disaster management, major incidents and public health emergencies, and respond appropriately according to their levels of competence. Mental health nurses must contribute to the leadership, management and design of mental health services. They must work with service users, carers, other professionals and agencies to shape future services, aid recovery and challenge discrimination and inequality. Children s nurses must listen and respond to the wishes of children and young people. They must influence the delivery of health and social care services to optimise the care of children and young people. They must work closely with other agencies and services to ensure seamless and well-supported transition to adult services. 68

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

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 Part Two Summary 7 Section 1: Mentor Record (including example) and Essential Skills 8 Section 2: Mentor s Reports (including Service Users Assessment) 20 Mentor/Student Notes 51 Agreed Plan of Action 54 Section 3: Student Attendance Record 56 NMC Domains 65

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 3 should be completed. 1. At the beginning of a placement a. Your mentor should complete the details on page 11 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 21 (for the first placement or pages 26, 31, 36, 41 and 46 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 12-17 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. Although you will work regularly with your mentor, the level of direct supervision will continue to decrease as you work towards becoming an autonomous registered practitioner. 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 22 for placement 1, and pages 27, 32, 37, 42 and 47 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 12-17 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 12-17, 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 100% in practice by the point of entry to the Nursing and Midwifery Council Register. f. If there are additional skills specific to the area, then pages 18 and 19 allow the mentor to add them and sign for them. 1

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 65-67 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 23-25 (and pages 28, 33, 38, 43 and 48 for the next placements). There is a space for you to write comments as well. 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 51-53 are for any notes that you or your mentor wants to make. b. Pages 54-55 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 a. Pages 56-64 are for recording your 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 every week by your mentor. 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 mentor from your final placement, and discussed with your personal tutor. 8. In your final placement before the exam board a. In your last placement before the exam board, your mentor will examine everything recorded in the OAR for the whole year (including what they have written in the final placement) and complete the sign off form. This confirms that you have achieved all your placement competencies. b. To be signed off as fit to enter the NMC Register: i. you need to achieve all your skills (pages 12-17) ii. have satisfactory reports from all of your placements in year 3 GUIDELINES FOR STUDENTS REGARDING THE ROLE OF THE SIGN-OFF MENTOR, PERSONAL TUTOR (PT) AND THE ACADEMIC PRACTICE CONTACT (APC) When you are in practice, your mentor will be the person you are working with on a day-to-day basis. In your final placement your mentor will be a sign-off mentor, i.e. they have responsibility for confirming that you have achieved a satisfactory standard in practice and are fit to be registered with the Nursing and Midwifery Council. 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

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 11 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 p21 (for the first placement or pages 26, 31, 36, 41, 46 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 12-17 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 till the end. 3. Halfway through each placement a. You should meet with your student to complete the midway feedback (p22 for placement 1, and pages 27, 32, 37, 42 and 47 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 12-17 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 12-17, 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 100% in practice by the point of entry to the Nursing and Midwifery Council Register. f. If there are additional skills specific to the area, then pages 18 and 19 allow you to add them and sign for them. 5. At the end of the placement Section 2 mentor's report a. As well as being able to perform skills, your student is expected to show the 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 65 67 for a description of the Domains). b. For placement 1 the mentors reports are on pages 23-25 (and following pages for the next placements, 28, 33, 38, 43, 48). You will need to indicate whether the student s performance has been satisfactory in the placement or not, taking into account all that you have observed and written during the placement. 3

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 this. 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 51-53 are for any notes that you or your student wants to make. b. Pages 54-55 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 56-64 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 students 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 sign-off form for the student. This confirms that they have achieved all of the placement competencies and that they are fit to be entered on the NMC Register. To be signed off as fit to enter the NMC Register: i..they need to achieve all of their skills (pages 12-17) ii. have satisfactory reports from all of your placement in year. Information about the student s progression through the programme is available on the summary sheet at the front of this booklet. If you need more information about the student before completing the sign-off form contact the student s personal tutor who will obtain this for you. 4

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

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 students 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

PART TWO SUMMARY to be completed by Personal tutor STUDENT NAME MATRICULATION NUMBER COHORT / FIELD PART TWO PROGRESSION POINT CRITERIA ACHIEVED NOT ACHIEVED NMC ESSENTIAL SKILLS : Please comment on student s progress in developing clinical skills MENTOR REPORTS SATISFACTORY UNSATISFACTORY SYNOPSIS OF MENTOR REPORTS including comments on aspects that have been exceptionally well done or issues that have been problematic Days absent during Part One Sick leave: days Authorised absence: days Unauthorised absence: days SIGNED (Personal Tutor): DATE: 7

SECTION 1 MENTOR SIGNATURE RECORD (INCLUDING EXAMPLE) AND ESSENTIAL SKILLS 8

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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 Three Year General level criteria Criteria to be achieved in the progression point placement 3 Is safe and effective in care delivery and is developing confidence in their ability to practice with minimal guidance. Is able to make a direct application of knowledge to practice. Is safe, confident and effective in care delivery. Requires minimal or no guidance but recognizes the ultimate responsibility of the registered practitioner. Is able to offer a rationale for care that draws on their professional knowledge base and is consistent with current professional standards. 11

ESSENTIAL SKILLS CARE, COMPASSION AND COMMUNICATION ORGANISATIONAL ASPECTS OF CARE PART THREE NUTRITION AND FLUID MANAGEMENT MEDICINES MANAGEMENT Acts confidently in partnership with people, their families and carers to provide uncompromised nonjudgemental collaborative care based on sound knowledge skills and understanding relevant to field. Acts appropriately and proficiently when faced with sudden deterioration in people s physical or psychological condition or emergency situations, including abnormal vital signs, collapse, cardiac arrest, self-harm, extremely challenging behaviour, attempted suicide. Uses knowledge of dietary, physical, social and psychological factors to inform practice and support people and their carers in making appropriate choices and changes to eating patterns, taking account of dietary preferences, religious and cultural requirements, treatment requirements and special diets needed for health reasons. Is competent in the process of medication-related calculation in nursing field involving: tablets and capsules liquid medicines injections IV infusions including: unit dose; sub and multiple unit dose; complex calculations; 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 Develops, maintains and closes effective and professional relationships with service users, carers and the wider multiprofessional team and acts to overcome any perceived barriers to these relationships. Acts proficiently to take responsibility for collaborative holistic assessment and planning of care delivery with the person, their carers and their family. Acts proficiently to initiate appropriate action when malnutrition is identified or where a person s nutritional status worsens, and reports this as an adverse event. Works confidently as part of the team to develop treatment options and choices with the person receiving care and their carers. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Skill Satisfactory: S Skill Unsatisfactory: U Skill not available: N/A Year General level criteria Criteria to be achieved in the progression point placement 3 Is safe and effective in care delivery and is developing confidence in their ability to practice with minimal guidance. Is able to make a direct application of knowledge to practice. Is safe, confident and effective in care delivery. Requires minimal or no guidance but recognizes the ultimate responsibility of the registered practitioner. Is able to offer a rationale for care that draws on their professional knowledge base and is consistent with current professional standards. 12

CARE, COMPASSION AND COMMUNICATION ORGANISATIONAL ASPECTS OF CARE NUTRITION AND FLUID MANAGEMENT MEDICINES MANAGEMENT Sensitively ensures that people have choices about how their care needs are met and are supported to do as much as possible for themselves, without compromising their safety or that of others. Participates in the promotion of health and well-being, self care and independence by teaching and empowering people to make healthy lifestyle choices Uses negotiating and other skills to encourage people who might be reluctant to drink to take adequate fluids. Questions, critically appraises, takes into account ethical considerations and the preferences of the person receiving care and uses evidence to contribute to an argument in determining when medicines may or may not be an appropriate choice of treatment P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Works to ensure that care environments are culturally sensitive and free from discrimination, harassment and exploitation. Uses a range of techniques to supports people in coping with the effects of treatment and the ongoing nature and likely consequences of a condition including death and dying. Identifies signs of dehydration and acts to correct these. (*) Appropriately applies knowledge of basic pharmacology, how medicines act and interact in the systems of the body, and their therapeutic action. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Engages individuals at all stages of assessment, care planning, implementation and evaluation of care, ensuring that care is delivered in a warm, sensitive, kind and compassionate manner In partnership, provides safe, effective, culturally sensitive and evidence-based care, prioritising needs and taking account of age, condition and developmental stages. Ensures that appropriate food and fluid are available as required and that appropriate assistance is available to enable people to eat Safely and effectively manages drug administration, maintains accurate records and monitors effects. (*) P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 13

Recognises and under minimal supervision responds to verbal and non verbal cues that indicate emotional discomfort and distress. Detects, records and reports if necessary, deterioration or improvement and takes appropriate action under minimal supervision Applies knowledge of intravenous / subcutaneous fluids including how they are prescribed and administered and monitoring and assessment of people receiving intravenous or subcutaneous fluids. (*) Accurately reports adverse incidents and near misses. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Consistently communicates sensitively and effectively, orally and in writing, to enhance understanding in a range of settings and circumstances. Evaluates the effect of interventions and involves the individual in review and adjustment to their care. Effectively keeps records of medication administered and omitted, in a variety of care settings, including controlled drugs and ensures others do the same. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Works within legal frameworks to protect and keep confidential all information relating to people in their care Works within ethical and legal frameworks and local policies to support people who wish to complain and deals effectively with complaints, compliments and concerns. Works with people and carers to provide clear and accurate information and instruction and explanation and checks that the person understands the use of medicines and treatment options. Skill Satisfactory: S Skill Unsatisfactory: U Skill not available: N/A Year General level criteria Criteria to be achieved in the progression point placement 3 Is safe and effective in care delivery and is developing confidence in their ability to practice with minimal guidance. Is able to make a direct application of knowledge to practice. Is safe, confident and effective in care delivery. Requires minimal or no guidance but recognizes the ultimate responsibility of the registered practitioner. Is able to offer a rationale for care that draws on their professional knowledge base and is consistent with current professional standards. 14

CARE, COMPASSION AND COMMUNICATION Gains consent based on sound understanding and informed choice prior to any intervention ORGANISATIONAL ASPECTS OF CARE Safeguards the safety of self and others, and adheres to lone working policies when working in the community setting and in people s homes NUTRITION AND FLUID MANAGEMENT MEDICINES MANAGEMENT Assesses the person s ability to safely self-administer their medicines. P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Ensures that the individual s rights and wishes and those of carers and relatives are assessed and responded to in relation to information and consent Works within the requirements of the code (NMC 2008) in delegating care and when care is delegated to them Assists people to make safe and informed choices about their medicines P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 Takes decisions based on evidence Works within national and local policies and ensures others do the same P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 15

Prioritises own workload, managing time effectively P1 P2 P3 P4 P5 P6 Recognises stress in self and others and seek support and guidance to mange stress, ensuring safety at all times P1 P2 P3 P4 P5 P6 Assesses and implements measures to manage, reduce or remove risk that could be detrimental to people, self and others, taking account of the level of risk people are prepared to take P1 P2 P3 P4 P5 P6 Skill Satisfactory: S Skill Unsatisfactory: U Skill not available: N/A Year General level criteria Criteria to be achieved in the progression point placement 3 Is safe and effective in care delivery and is developing confidence in their ability to practice with minimal guidance. Is able to make a direct application of knowledge to practice. Is safe, confident and effective in care delivery. Requires minimal or no guidance but recognizes the ultimate responsibility of the registered practitioner. Is able to offer a rationale for care that draws on their professional knowledge base and is consistent with current professional standards. 16

CARE, COMPASSION AND COMMUNICATION ORGANISATIONAL ASPECTS OF CARE Selects and applies appropriate strategies and techniques for conflict resolution, de-escalation and physical intervention in the management of potential violence and aggression. NUTRITION AND FLUID MANAGEMENT MEDICINES MANAGEMENT P1 P2 P3 P4 P5 P6 Inspires confidence and provides clear direction for others, acting as a positive role model and negotiating where priorities compete and conflict. P1 P2 P3 P4 P5 P6 Skill Satisfactory: S Skill Unsatisfactory: U Skill not available: N/A Year General level criteria Criteria to be achieved in the progression point placement 3 Is safe and effective in care delivery and is developing confidence in their ability to practice with minimal guidance. Is able to make a direct application of knowledge to practice. Is safe, confident and effective in care delivery. Requires minimal or no guidance but recognizes the ultimate responsibility of the registered practitioner. Is able to offer a rationale for care that draws on their professional knowledge base and is consistent with current professional standards. 17

PRACTICE AREA SPECIFIC SKILLS Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date 18

PRACTICE AREA SPECIFIC SKILLS Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date 19

SECTION 2 MENTORS REPORTS (INCLUDING SERVICE USERS ASSESSMENT) 20

Placement One... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 21

Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 22

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 23

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 24

Student Comments: Mentor s signature... Date... Student s signature... Date... 25

Placement Two... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 26

Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 27

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 28

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 29

Student Comments: Mentor s signature... Date... Student s signature... Date... 30

Placement Three... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 31

Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 32

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 33

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 34

Student Comments: Mentor s signature... Date... Student s signature... Date... 35

Placement Four... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 36

Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 37

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 38

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 39

Student Comments: Mentor s signature... Date... Student s signature... Date... 40

Placement Five... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 41

Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 42

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 43

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 44

Student Comments: Mentor s signature... Date... Student s signature... Date... 45

Placement Six... Dates from... to... Mentor... Orientation to Area Completed Mentor s... Date... Initial Meeting Date. Agreed Outcomes Mentor s...date... Student s...date... 46

Midway Feedback Date. Mentor: Student: Mentor s...date... Student s...date... 47

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 48

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 49

Student Comments: Mentor s signature... Date... Student s signature... Date... 50

MENTOR / STUDENT NOTES Date Time Detail 51

MENTOR / STUDENT NOTES Date Time Detail 52

MENTOR / STUDENT NOTES Date Time Detail 53

AGREED PLAN OF ACTION (if required) To be completed by personal tutor or mentor following discussion with the student Placement:..... Date:... :... Personal Tutor / Mentor:... 54

AGREED PLAN OF ACTION (if required) To be completed by personal tutor or mentor following discussion with the student Placement:..... Date:... :... Personal Tutor / Mentor:... 55

SECTION THREE STUDENT ATTENDANCE RECORD 56

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

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

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

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

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

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

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

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 1 2 3 4 5 6 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

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

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

physical and mental health and wellbeing and provide direct care to meet both the essential and complex physical and mental health needs of people with mental health problems. Children s nurses must be able to care safely and effectively for children and young people in all settings, and recognise their responsibility for safeguarding them. They must be able to deliver care to meet essential and complex physical and mental health needs informed by deep understanding of biological, psychological and social factors throughout infancy, childhood and adolescence. Domain 4: Leadership, management and team working All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills during their period of preceptorship and beyond. Adult nurses must be able to provide leadership in managing adult nursing care, understand and coordinate interprofessional care when needed, and liaise with specialist teams. They must be adaptable and flexible, and able to take the lead in responding to the needs of people of all ages in a variety of circumstances, including situations where immediate or urgent care is needed. They must recognise their leadership role in disaster management, major incidents and public health emergencies, and respond appropriately according to their levels of competence. Mental health nurses must contribute to the leadership, management and design of mental health services. They must work with service users, carers, other professionals and agencies to shape future services, aid recovery and challenge discrimination and inequality. Children s nurses must listen and respond to the wishes of children and young people. They must influence the delivery of health and social care services to optimise the care of children and young people. They must work closely with other agencies and services to ensure seamless and well-supported transition to adult services. 67

Student s Name: Matriculation Number: Cohort / Field: Learning Team Facilitator s (LTF) or Personal Tutor s (PT) Name: Contents Cleanliness Champions in the Pre-registration Nursing and Midwifery Programmes...2 Information about your Folder of Evidence of Learning...4 Your Personal Introduction to your Folder of Evidence of Learning...6 Record of Achievement...7 1

Mapping of Units against NMC Essential Skills Infection Prevention and Control Cluster Standard*/ 21 22 23 24 26 Outcomes Unit 1 1, 10 2,9,10 7 4 2 1,5,10,11 2,7,9,11 2,5,7 4 3 1,10 1,2,9,10,11 7 4 4 1,10 1,2,9,11 7 3,4 1,3,4,5 5 1,10 1,2,9,11 2,7 4 1,3,4,5 6 1,10 1,2,3,4,5,6,9,11 7 4 3,4,5 7 1,10 1,2,8,9,11 7 4 1,3,4,5 8 1,10,11 6,7,9,11 7 4 9 1,2,10 7,9,11 7 4 10 1,4,7,9,10 9,10 5,7 1,2,3,4 2

Cleanliness Champions in the Pre-registration Nursing and Midwifery Programmes Why is it in the programme? The prevention and control of infection is an important theme throughout your pre-registration nursing or midwifery programme. Healthcare associated infections (HAIs) have an enormous effect on patients/clients recovery and are estimated to cost NHSScotland 180 million per year. The media have also raised awareness of this problem area by publicising HAI issues often in a way that has increased public alarm. It is important that the public generally and patients/clients in particular are confident that practices within healthcare facilities are safe and of a high standard. Because of this it is a mandatory requirement that all health care workers must have basic infection control training prior to commencing work in the care environments. The School of Nursing and Midwifery, at the University of Dundee is committed to raising the profile of this vital element of care and has threaded the Cleanliness Champions programme through your pre-registration programme. Attending the classes on prevention and control of infection and completing the Cleanliness Champions units is important for your preparation as a registered nurse or midwife. How does it fit into the modules of my programme? You will find that the units of the Cleanliness Champions programme are integrated into the modules in your programme. When you access the module sites on MyDundee there will be a link to take you the Cleanliness Champions Unit that you need to do for that unit. Some of the work (the on-line activities) you will do while you are at university. Other work (the workplace activities) you need to take a note of because you do them while you are out on placement for that semester. At the beginning of your programme, the programme manager will provide you with a plan of where the units fit into your modules. Also early in your programme you will be shown how to access the modules in the cleanliness champions programme. Expected level of student activity The HAI programme has been written for employees, so please remember that, as a student and when in practice placements, you may not independently change practice or care, or act as an NHS HAI Cleanliness Champion. Before you go out into your first clinical placement you will be issued with a Letter of authority which defines the parameters of your practice as a student of the School of Nursing and Midwifery, University of Dundee. Please read this carefully. 3

Information about your Folder of Evidence of Learning Your Folder of Evidence (this folder) is an integral part of promoting the prevention and control of infection through the Cleanliness Champions educational programme. The folder, when completed, will contain a record of your learning as you progress through the programme over the period where you are a pre-registration student. It is kept by you and developed by you. It will be the means by which you can demonstrate your interaction with the Cleanliness Champions learning material, and the achievement of the learning outcomes for each of the units from your studies and experiences in your various clinical placements. Competence. Competence is the ability to perform to a recognised or agreed standard. As you progress through the units you will note that they set out standards for knowledge, skills and attitudes in promoting the prevention and control of infection. Your aim is to record your achievement of these by writing about how you performed to the set standards Through out the programme you will be asked to work on line and complete activities for each of the units. You will also be asked to participate in a range of workplace activities. For most of you, your Learning Team Facilitator or Personal Tutor (LTF/PT) will lead tutorial discussions in university about some of the materials, and will sign each unit to verify that you have engaged and participated with the learning materials, you should discuss the workplace activities with your clinical mentor/supervisor. You are however responsible for maintaining and keeping your folder of evidence. Cleanliness Champions Core Competencies These relate to: Knowing the risks Risk assessment Breaking the chain of infection (taking actions) Awareness and familiarity with local and national policies Audit knowledge and skills Accountability and responsibility within the scope of the role (your role as a student nurse/midwife) Compliance While these core competences are visited and revisited within the Units, each unit will have specific competencies. These competencies are listed in this document for each Unit. Your Folder of Evidence of Learning is your record of your journey through the programme. It is important as you will be able to put this in your personal Development Portfolio (PDP) and Curriculum Vitae (CV) and you may present this to your future employer to show that you have completed the champions programme. Keeping it updated after completion means that you can also use it as a vehicle to plan and influence your future learning. 4

What should you include in your Folder of Evidence of learning? At the beginning you are asked to give a personal introduction. This is where you write a short paragraph about you, and it is suggested that here you might briefly state what you did before entering your pre-registration education, particularly if you gained any training to do with prevention and control of infection (for example hand hygiene in relation to food service or preparation, general hygiene and health in relation to child care). You may also write down what you think infection prevention and control is about at this early stage. Each unit will have on-line material and activities for you to do whilst at university. You should work through this to prepare for the workplace activities which you will do while you are on your clinical placement. You will need to collect the evidence of your on-line activities and keep them in this folder. This evidence may be print outs of the pages where you have written answers, or where you have completed a quiz. You are expected to collect evidence of your practice when you are out on placement and each unit will indicate what should be included. You may wish to collect additional material from other course work that relates to the prevention and control of infection. You should use the check list in each unit to make sure that all work asked for is present when presenting it to your LTF/PT. If you have discussed your workplace activities with your clinical mentor/supervisor you may like to have them sign your workplace activity records for that placement, but that is not obligatory. Apart from the activities, you are asked to record what you have learnt from doing the unit. It is important that you do not use up the space describing what you did but rather the learning which resulted from what you did. It might be helpful to use this structure when writing this part: Briefly describe the unit you ve completed; Consider why it is important; Consider what you felt about the unit and why; Write down what you have learnt Write down what changes you will make to your work practices Your LTF/PT will sign the appropriate place to verify that you have presented all the work required for that unit. You should also sign it at the same time. In the space for comments you might like to record any discussions that have taken place regarding the unit in tutorials or at other times. 5

Your Personal Introduction to your Folder of Evidence of Learning. As an introduction, and to setting the scene for the content that you will put in your folder, write a short paragraph on the following: What you did before coming into nursing or midwifery pre-registration education. What, if any, training to do with prevention and control of infection you have had before starting the programme. Anything that has raised your awareness about preventing and controlling infection. Perhaps you have read something in the media, maybe you have been in hospital as a visitor, or attending your GP or clinic, or any thing else. 6

Record of Achievement Unit 1. Why Cleanliness Champions? Unit Learning Outcomes 1. State why Cleanliness Champions have been introduced into the Scottish NHS. 2. Describe the role of the Cleanliness Champion. 3. Begin to understand the contribution the Cleanliness Champion can make to promoting the prevention and control of infection within the healthcare setting. 4. Discuss your responsibilities as a student in the NHS for ensuring patient, relatives and others safety by promoting a safety culture. Unit Competencies 1. Demonstrate awareness of the positive contribution Cleanliness Champions can make in the promotion of prevention and control of infection. 2. Demonstrate a commitment to and development of self into the Cleanliness Champion role. 3. Explain the need for standard precautions. Evidence of Learning. Item of evidence Included Not included On-line activity 1: Review articles and write a short account of the consequences of HAI. On-line activity 2: Write a short account of what you understand by the role of the Cleanliness Champion. Workplace activity 2: Write down the key points from your discussion with a colleague/mentor on what is meant by Standard Infection Control precautions and what they consist of. Your colleague/mentor may sign this item as a record of the discussion. Final activity: Write a short account of what you have learned as a result of completing this unit (see section What should you include in your Folder of Evidence of learning for details). LTF/PT comments LTF/PT s signature date Student s signature date Discretionary signature of Clinical Mentor/ Supervisor/Cleanliness Champion date 7

Unit 2. The chain of Infection Unit Learning Outcomes 1. Explain the chain of infection, reservoirs, routes of transmission and susceptible patients. 2. Handle, and if appropriate send, laboratory specimens according to organisation policies. 3. Understand the need for isolation in the prevention and control of infection. Unit Competencies 1. Apply knowledge of microbiology to inform the application of best practice in supporting role modelling as a Cleanliness Champion. 2. Apply knowledge gained of microbiology to break the chain of infection. 3. Use your knowledge gained to support your role as a Cleanliness Champion. Evidence of Learning. Item of evidence Included Not included On-line activity: case study 1 - E coli thoughts on chain of infection. On-line activity: case study 2 - catering assistant with diarrhoea thoughts on chain of infection. On-line activity 3: identify the break in the chain (10 scenarios). Workplace activity 1: short notes on preparing a single room for a patient requiring isolation with either MRSA or C difficile infections. Workplace activity 2: from your placement make notes on how specimens are obtained, stored and sent to the laboratory. Final activity: Write a short account of what you have learned as a result of completing this unit (see section What should you include in your Folder of Evidence of learning for details). Additional for first year nursing students only: Item of evidence Microbiology feedback session workbook Year 1, Semester 1 (week 8) LTF/PT comments Included Not included LTF/PT s signature date Student s signature date Discretionary signature of Clinical Mentor/Supervisor/Cleanliness Champion date 8

Unit 3 Hand Hygiene Unit 3a Unit Learning Outcomes 1. Explain the importance of routine hand hygiene. 2. List the most appropriate time to perform hand hygiene. Unit Competencies 1. Know when to decontaminate hands. Evidence of Learning. Item of evidence Included Not included On-line activities 1: list 10 ways healthcare workers can contaminate their hands. Workplace activity 1: record all the nursing/midwifery care tasks undertaken during one shift. Workplace activity 2: review list and write a short account of when you may have contaminated your hands and whether you took time to decontaminate your hands. Workplace activity 3: review your list and note whether you decontaminated your hands at the right time use the World Health Organisation five moments for hand hygiene. Final activity: Write a short account of what you have learned as a result of completing this unit (see section What should you include in your Folder of Evidence of learning for details). Additional for first year nursing students only: Item of evidence Clinical skills session workbook Year 1 Semester 1 (week 3) Included Not included LTF/PT comments LTF/PT s signature date Student s signature date Discretionary signature of Clinical Mentor/Supervisor/Cleanliness Champion date 9

Unit 3 Hand Hygiene Unit 3b Unit Learning Outcomes 1. Explain the three different kinds of hand decontamination. 2. List the steps of routine hand decontamination. Unit Competencies 1. Choose appropriate decontamination methods. 2. Demonstrate professional behaviour to minimise risk e.g. removal of jewellery, covering of cuts etc. Evidence of Learning. Item of evidence Included Not included On-line activity 1: identify the appropriate hand decontamination method (seven scenarios). Workplace activity 1: record mentor s observation and feedback on your hand hygiene using the check list. Workplace activity 2: record your observation and feedback on two colleagues hand hygiene using the check list. Workplace activity 3: write short notes on the hand decontamination products used in your placement. Final activity: Write a short account of what you have learned as a result of completing this unit including how your thoughts on being observed and an observer (Workplace activities 1 and 2) (see section What should you include in your Folder of Evidence of learning for details). LTF/PT comments LTF/PT s signature date Student s signature date Discretionary signature of Clinical Mentor/Supervisor/Cleanliness Champion date 10

Unit 3 Hand Hygiene Unit 3c Unit Learning Outcomes 1. Explain reasons for non compliance with hand hygiene. Unit Competencies 1. Demonstrate consistency in effective hand washing technique (compliance). 2. Act as a role model in promoting bet practice in selecting and using appropriate hand washing technique. Evidence of Learning. Item of evidence Included Not included On-line activity 1: record your thoughts on why healthcare worker fail to decontaminate their hands. Workplace activity 1: complete hand hygiene non-compliance issues with and action plan. Workplace activity 2: review workplace activities from Unit 3a and record how you intend to improve or enhance your hand hygiene. Final activity: Write a short account of what you have learned as a result of completing this unit (see section What should you include in your Folder of Evidence of learning for details). LTF/PT comments LTF/PT s signature date Student s signature date Discretionary signature of Clinical Mentor/Supervisor/Cleanliness Champion date 11

Unit 4 Personal Protective Equipment (PPE) Unit Learning Outcomes 1. Determine the risk of contamination to clothing, skin and mucous membranes by patients blood, body fluids, secretions and excretions. 2. Explain the protective dress code with regard to gloves, aprons, gowns, masks and goggles/eye protection. 3. Explain the actions to be taken if skin or mucous membranes are contaminated with blood/body fluids. Unit Competencies 1. Demonstrate correct disposal of protective equipment after use. 2. Act as role model in promoting best practice in selecting and using appropriate personal and protective clothing. 3. Select protective equipment on the basis of assessment of risk of contamination with blood/body fluids. 4. Demonstrate the correct action to be taken in the event of contamination occurring with blood/body fluids. Evidence of Learning. Item of evidence Included Not included On-line activity 1: write notes on your impression of picture of emptying a urinary catheter bag. OR On-line activity 2: write notes on your impression of picture of staff member dealing with a blood spill. Workplace activity 1: audit of the use of personal protective equipment and risk assessment for the appropriate PPE plus an action plan or key points from the audit that you identified need changed. Workplace activity 2: write notes on when specific PPE equipment is used. Workplace activity 3: complete the choosing the correct PPE in your workplace. Final activity: write a short account of what you have learned as a result of completing this unit (see section What should you include in your Folder of Evidence of learning for details). LTF/PT comments LTF/PT s signature date Student s signature date Discretionary signature of Clinical Mentor/Supervisor/Cleanliness Champion date 12

Unit 5 Safe Use and Disposal of Sharps Unit Learning Outcomes 1. Explain the safe handling and disposal of sharps. 2. List the risks associated with the used and disposal of sharps. 3. State the immediate action to be taken in the event of a needle stick injury. Unit Competencies 1. Demonstrate knowledge of (consistent) safe use and disposal of sharps. 2. Audit the safe use and disposal of sharps. 3. Act as a role model in promoting best practice in the safe use and disposal of sharps. 4. Demonstrate the action you would take in the event of a needle stick injury. Evidence of Learning. Item of evidence Included Not included On-line activities 1: record initial thoughts on how to handle sharps how to dispose of them and the correct use of sharps containers. On-line activities 2: write notes on poor sharps practice from photograph 1. On-line activities 3: write notes on poor sharps practice from photograph 2. Workplace activity 1: notes on the key points of what you would do in the event of a sharps injury or exposure incident. Workplace activity 2: sharps bin, policy and practice audit plus notes on one or two actions you think would be useful to take forward to enhance or maintain safe practice. Final activity: write a short account of what you have learned as a result of completing this unit. (see section What should you include in your Folder of Evidence of learning for details). LTF/PT comments LTF/PT s signature date Student s signature date Discretionary signature of Clinical Mentor/Supervisor/Cleanliness Champion date 13

Unit 6 Maintenance of a Clean Healthcare Environment Unit Learning Outcomes 1. Explain the principles of healthcare environmental cleanliness. 2. Explain the importance of decontaminating shared patient equipment. 3. State when the different methods of decontamination will be used and why. 4. Explain the action to be taken in the event of spillage of blood/body fluids. Unit Competencies 1. Act as a role model in promoting best practice in the maintenance of a clean hospital environment. 2. Demonstrate awareness of decontamination methods with examples of when each might be used. 3. Act a role model in promoting best practice in selecting and using appropriate decontamination methods. Evidence of Learning. Item of evidence Included Not included Workplace activity 1: undertake environmental audit on patient areas and bathrooms, including an action plan from the audit results. Workplace activity 2: write notes on what areas in the ward you found needed cleaning, who is responsible for the cleaning and how you would go about ensuring this was carried out. Workplace activity 3: write notes on your checks on frequently used equipment and how they should be cleaned (commode, mattress, B/P cuff and 3 other items). Who is responsible in this placement for cleaning up spills or equipment contaminated with body fluids/blood? Final activity: write a short account of what you have learned as a result of completing this unit. (see section What should you include in your Folder of Evidence of learning for details). LTF/PT comments LTF/PT s signature date Student s signature date Discretionary signature of Clinical Mentor/Supervisor/Cleanliness Champion date 14

Unit 7 Safe Handling and Disposal of Waste Unit Learning Outcomes 1. Explain waste handling and disposal. 2. Explain why it is necessary to comply with waste legislation. 3. Understand how waste segregation contributes to environmental protection. 4. List measures to be taken to ensure the safe handling and disposal of laundry. Unit Competencies 1. Demonstrate safe handling and disposal of segregation waste. 2. Effectively conduct waste disposal audits. 3. Act as role model in promoting best practice in the safe waste segregation handling and disposal. 4. Act as role model in promoting awareness of the need for best practice compliance in the safe handling and disposal of laundry. Evidence of Learning. Item of evidence Included Not included On-line activity 1: write notes on the different types of waste you deal with on a day-to-day basis. On-line activity 2: complete copy of the identification of waste category quiz page. Workplace activity 1: write notes on how common items of waste are disposed of according to your local policy. Explain why it is important that household and clinical waste go in the correct bags. Workplace activity 2: Note also where laundry actually goes and the type of soluble bag used in this placement and how it is used and secured. Workplace activity 3: complete audit on waste and laundry disposal plus and action plan from the audit results. Final activity: write a short account of what you have learned as a result of completing this unit. (see section What should you include in your Folder of Evidence of learning for details). LTF/PT comments LTF/PT s signature date Student s signature date Discretionary signature of Clinical Mentor/Supervisor/Cleanliness Champion date 15

Unit 8 Food Hygiene and Pest Control Unit Learning Outcomes 1. List the possible causes of food contamination and ways to prevent it. 2. Explain the measures taken to ensure safe storage and temperature control of food. 3. List measures to be taken to ensure safe handling of food. Unit Competencies 1. Demonstrate awareness of measures to prevent food contamination. 2. Demonstrate an ability to store, handle and serve food safely as appropriate to job role. 3. Act as a role model in promoting best infection prevention and control practice on food handling. Evidence of Learning. Item of evidence Included Not included On-line activity 1: write notes on your thoughts about how food poisoning can be prevented or minimised, and what you need to know to do this. On-line activity 2: write notes on important points regarding food that should be highlighted to staff, patients and their visitors. Compare and make comments on the patient information leaflet example and the one you have in your placement. If there isn t one in your placement why is that, and would one be useful? On-line activity 3: submit a competed copy of the kitchen hazards quiz. Workplace activity 1: complete food hygiene audit and action plan arising from the audit. Workplace activity 2: locate the policies on food hygiene and pest control in your placement. Make a note about reporting procedure if mice or other pests where to be found in the ward. Final activity: write a short account of what you have learned as a result of completing this unit. (see section What should you include in your Folder of Evidence of learning for details). LTF/PT comments LTF/PT s signature date Student s signature date Discretionary signature of Clinical Mentor/Supervisor/Cleanliness Champion date 16

Unit 9 Reducing the Risk Unit Learning Outcomes 1. List factors within identified healthcare practices which could predispose to infection. 2. Explain ways of preventing or minimising infection within identified care settings. Unit Competencies 1. Act as a role model in infection prevention and control in relation to identified healthcare practices. Evidence of Learning. Item of evidence Included Not included On-line activity 1: write notes on why people receiving healthcare are at risk of infection. On-line activity 2: application of the last two links in the chain of infection to a patient/client you nursed recently in which you identify how they might be at risk, and how you might break the chain. On-line activity 3: list the main or most common types of HAI. On-line activity 4: bypassing the body defences, where does infection come from? Note the ways in which infection could gain access and cause infection with an indwelling urinary catheter or intravenous cannulae. Include here the completed diagrams for online activity 5. Workplace activity 1: complete an infection risk assessment using Bowell-Webster Assessment tool for 2 patients you are caring for. Identify the degree of risk and also, n which risk factor category has the greatest risk. Workplace activity 2: complete your patient hand hygiene action plan. Workplace activity 3: write notes on the main points from the EPIC guidelines with regard to prevention of urinary catheter infection or a competed audit on short term urethral catheter management. Final activity: write a short account of what you have learned as a result of completing this unit. (see section What should you include in your Folder of Evidence of learning for details). LTF/PT comments LTF/PT s signature date Student s signature date Discretionary signature of Clinical Mentor/Supervisor/Cleanliness Champion date 17

Unit 10 The Role of the Cleanliness Champion Unit Learning Outcomes 1. Describe the Cleanliness Champion s role. 2. List measures to be taken with professional appearance to minimise infection. 3. Use your role as a Cleanliness Champion to promote a safety culture. 4. Be aware of audit and the audit cycle and its contribution to promoting a safety culture. 5. Function within the structure and processes set up within your organisation to promote the prevention and control of infection. Unit Competencies 1. Is a role model in profession dress/work clothes and operates within their own professional code of conduct and local policies to enhance infection prevention and control. 2. Acts as a role model in promoting best practice in the prevention and control of infection. 3. Demonstrates an ability to take forward the Cleanliness Champion s role within own context and current post. 4. Identifies ways of promoting a safety culture through the prevention and control of infection. 5. Demonstrates an awareness of the need for audit and has insight into the audit cycle. Evidence of Learning. Item of evidence Included Not included On-line activity 1: write notes on your compliance with hygiene and dress code, and your personal action to enhance/maintain good practice. On-line activity 2: write notes on your understanding of the role of the Cleanliness Champion. On-line activity 3: review your folder and write notes on where you have made an impact on your practice, the patient/visitor, and other healthcare staff. On-line activity 4: write notes on what you have learnt from carrying out the small observational audits during this programme. On-line activity 5: write notes on how carrying out the observational audits has helped you think more clearly about your role as a Cleanliness Champion. On-line activity 6: write notes on giving and accepting feedback from the hand washing observation in Unit 3 part b. Workplace activity 1: write a short account of how you think you could achieve and take forward the role of the Cleanliness Champion. Workplace activity 2: read the NHS Quality Improvement Scotland infection control standards. Make a note of who s who in your Infection Control Team. Final activity: write a short account of what you have learned as a result of completing this unit. (see section What should you include in your Folder of Evidence of learning for details). 18

Now you have completed the Cleanliness Champions programme. You and your LFT/PT have to sign this page to say that you have engaged with all 10 units and the activities they contain, and that you have produced hard copy evidence of the on line and the workplace activities. Your LFT/PT will forward your name, class, and matriculation number to SPA so that your certificate of completion can be issued to you. You should keep this folder of evidence of learning. Your certificate can be kept in your CV. Review in the future the work you have done and keep a record of reading or activities you carry out to promoting best practice in the prevention and control of infection. In this way you keep up to date and current in your practice. LTF/PT comments LTF/PT s signature date Student s signature date Discretionary signature of Clinical Mentor/Supervisor/Cleanliness Champion date 19

PRACTICE ASSESSMENT DOCUMENTATION: RECORDING EXPERIENCE WITH DIFFERENT CLIENT GROUPS Child field STUDENT NAME MATRICULATION NUMBER COHORT / FIELD PERSONAL TUTOR Date of Approval Event: 5 May 2011

CHILD FIELD STUDENTS REQUIRED CLINICAL EXPERIENCE The School of Nursing and Midwifery and the NMC consider it desirable that nurses responsible for caring for children are able to meet the mental and physical care needs of people with a range of conditions. In order to achieve this you will receive clinical experience in relation to the following areas: Maternity care Mental health Care for people with learning disability Experience in maternity care, caring for people with mental health issues and care for people with a learning disability will happen within other learning environments, for example maternity care may happen as part of a community experience; caring for someone with a learning disability may occur in a long term care setting. You should record the details of the experience on the pages overleaf. You may have the required experiences on several occasions. You should record each of them. In addition to recording desirable experience in practice areas completion of the record will assist you in achieving the following Essential Skills* (NMC 2010): Part One: 3.1;4.1;11.1 Part Two: 8.2; 9.5; 10.1; 11.4; 17.6; 31.2; Part Three: 2.8; 2.12; 3.5; 4.5; 6.10;7.58.6; 9.12; 9.15; 10.610.9; 11.5; 11.7;11.8;17.12; 27.10; 27.11; 28.7; 40.2 For a full list of the Essential Skills Clusters see the CPPSU website and http://.standards.nmc-uk.org/pre-registrationnursing/background/pages/introduction.aspx

Date Maternity Care Description of experience Learning Points How will this impact on my future practice?

Date Mental Health Description of experience Learning Points How will this impact on my future practice?

Date Learning Disability Description of experience Learning Points How will this impact on my future practice?

PRACTICE ASSESSMENT DOCUMENTATION: RECORDING EXPERIENCE WITH DIFFERENT CLIENT GROUPS Adult field (Incorporating the EU REGULATIONS for adult nursing) STUDENT NAME MATRICULATION NUMBER COHORT / FIELD PERSONAL TUTOR Date of Approval Event: 5 May 2011

ADULT FIELD STUDENTS REQUIRED PRACTICE EXPERIENCE In order to meet the mental and physical care needs of people of all ages and with a range of conditions it is necessary for nurses responsible for general care to gain experience in the following practice areas (European Union Directive 2005/36/EC): General and Specialist Medicine General and Specialist Surgery Child Care and paediatrics Maternity care Mental health and psychiatry Care of the old and geriatrics Home nursing Caring for people with learning disability is not part of the EU directive; however it is desirable that you have experience in this area. Medical and surgical nursing will be identified named experiences as will care of the older person and community nursing. The learning from these experiences will be recorded in your Ongoing Record of Achievement (OAR). Experience in child care, maternity care, caring for people with mental health issues and care for people with a learning disability will happen within other learning environments, for example child care may happen as part of a community experience; caring for someone with mental health problems may occur in a chronic conditions experience. To ensure that you meet the EU Regulations you must record the details of the experience on the pages overleaf. You may have the required experiences on several occasions. You should record each experience. In addition to recording your achievement of the EU Regulations completion of the record will assist you in achieving the following Essential Skills* (NMC 2010): Part One: 3.1; 4.1; 11.1 Part Two: 8.2; 9.5; 10.1; 11.4; 17.6; 31.2; Part Three: 2.8; 2.12; 3.5; 4.5; 6.10;7.58.6; 9.12; 9.15; 10.610.9; 11.5; 11.7;11.8;17.12; 27.10; 27.11; 28.7; 40.2 For a full list of the Essential Skills Clusters see the CPPSU website and http://.standards.nmc-uk.org/pre-registrationnursing/background/pages/introduction.aspx

Date Child Care Description of experience Learning Points How will this impact on my future practice?

Date Maternity Care Description of experience Learning Points How will this impact on my future practice?

Date Mental Health Description of experience Learning Points How will this impact on my future practice?

Date Learning Disability Description of experience Learning Points How will this impact on my future practice?

PRACTICE ASSESSMENT DOCUMENTATION: RECORDING EXPERIENCE WITH DIFFERENT CLIENT GROUPS Mental Health field STUDENT NAME MATRICULATION NUMBER COHORT / FIELD PERSONAL TUTOR Date of Approval Event: 5 May 2011

MENTAL HEALTH FIELD STUDENTS REQUIRED PRACTICE EXPERIENCE The School of Nursing and Midwifery and the NMC consider it desirable that nurses responsible for mental health care are able to meet the mental and physical care needs of people of all ages and with a range of conditions. In order to achieve this you will receive experience in relation to the following practice areas: General Medicine / Surgery Child Care and paediatrics Maternity care Care of the older person Care of people with learning disability Medical / surgical nursing will be an identified named experience. Care of the older person will occur in many placements including long term mental health care and in the independent sector. The learning from these experiences will be recorded in your Ongoing Record of Achievement (OAR). Experience in child care, maternity care and care for people with a learning disability will happen within other learning environments, for example child care may happen as part of a community experience; caring for someone with a learning disability may occur in a long term care setting. You should record the details of the experience on the pages overleaf. You may have the required experiences on several occasions. You should record each of them. In addition to recording desirable experience in practice areas completion of the record will assist you in achieving the following Essential Skills* (NMC 2010): Part One: 3.1;4.1;11.1 Part Two: 8.2; 9.5; 10.1; 11.4; 17.6; 31.2; Part Three: 2.8; 2.12; 3.5; 4.5; 6.10;7.58.6; 9.12; 9.15; 10.610.9; 11.5; 11.7;11.8;17.12; 27.10; 27.11; 28.7; 40.2 For a full list of the Essential Skills Clusters see the CPPSU website and http://.standards.nmc-uk.org/pre-registrationnursing/background/pages/introduction.aspx

Date Child Care Description of experience Learning Points How will this impact on my future practice?

Date Maternity Care Description of experience Learning Points How will this impact on my future practice?

Date Learning Disability Description of experience Learning Points How will this impact on my future practice?

PRACTICE ASSESSMENT DOCUMENTATION: INTERPROFESSIONAL LEARNING LOG STUDENT NAME MATRICULATION NUMBER COHORT / FIELD PERSONAL TUTOR Date of Approval Event: 5 May 2011

Evidence of Interprofessional Learning Throughout your programme you have opportunities to participate in interprofessional learning in theory and practice settings. Some of these opportunities will be arranged for you; however the best opportunities for working and learning with people from other professions arise in planning and evaluating the delivery of health and social care. Reflecting on the experience will assist you in gaining maximum benefit from interprofessional learning. The learning log provides a framework to help you structure your reflection. Completion of the log will assist you in achieving the following Essential Skills * (NMC, 2010) associated with multidisciplinary working: Part One: 11.2 Part Two: 14.3; 14.4; 17.3; 28.4; 39.1 Part Three: 7.7; 9.15; 11.6; 11.8; 14.7; 14.10;18.15; 29.8; 28.6; 27.9; 30.5; 35.3 Outcomes for Interprofessional Learning 1. Develop an understanding of the roles and responsibilities of other health and social care professionals and how these interface with the roles and responsibilities of your own profession. 2. Discuss ways in which good interprofessional working contributes to high quality care delivery 3. Discuss elements which contribute to or limit the potential effectiveness of interprofessional working 4. Provide reflective commentary on examples of interprofessional collaboration in care delivery. For a full list of the Essential Skills Clusters see the Mentor Handbook in the clinical area and http://.standards.nmc-uk.org/pre-registrationnursing/background/pages/introduction.aspx Adapted with permission from Kirsty Hyndes and Richard Pitt, University of Nottingham, September 2006

Reflection on Interprofessional Learning Date Professions involved Description of experience Learning Points How will this impact on my future practice?

Reflection on Interprofessional Learning Date Professions involved Description of experience Learning Points How will this impact on my future practice?

Reflection on Interprofessional Learning Date Professions involved Description of experience Learning Points How will this impact on my future practice?

Reflection on Interprofessional Learning Date Professions involved Description of experience Learning Points How will this impact on my future practice?

Reflection on Interprofessional Learning Date Professions involved Description of experience Learning Points How will this impact on my future practice?

Reflection on Interprofessional Learning Date Professions involved Description of experience Learning Points How will this impact on my future practice?

Dear Sign-Off Mentor, Student: The student allocated to you is in the September XXXX cohort. Nursing and Midwifery Council (NMC) regulations require that this student is signed off by their sign-off mentor as being competent in practice by the point of entry to the NMC Register. A synopsis of the required competencies is given at the end of the Ongoing Achievement Record (OAR). Full details are available in the Mentor s Folder and at http://standards.nmc-uk.org/preregnursing/pages/introduction.aspx The sign-off form is attached. Please complete the form and return it to the student with the completed OAR. Students who have reached this point in the programme have achieved the required NMC competencies to date. The student s progress in the first semester of third year is documented in the OAR. A summary of their progress in Part Two of the programme is also included in the OAR. If you are uncertain about any aspect of the student s performance and would like further information and advice, please contact the student s personal tutor / learning team facilitator at the School of Nursing and Midwifery. Personal tutor Contact Number Your Practice Education Facilitator (PEF) is also available to answer any questions. Thank you for your assistance. Dr Kay Wilkie Senior Lecturer QAAG Lead for Assessment

UNIVERSITY OF DUNDEE SCHOOL OF NURSING AND MIDWIFERY POINT OF REGISTRATION SIGN-OFF: PRACTICE COMPETENCE STUDENT NAME: MATRICULATION NUMBER: COHORT: FIELD: SIGN-OFF PLACEMENT: I confirm that the above student has achieved the practice competencies and essential skills required by the Nursing and Midwifery Council at the point of entry to the NMC Register. : Print Name: Date: By signing I confirm that I am currently listed on the local register of sign-off mentors.