assessment of practice-based performance ongoing ... - year 1 oar prog 1 (example).pdf ·...

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The University of Edinburgh Nursing Studies

Bachelor of Nursing with Honours

ASSESSMENT OF PRACTICE-BASED PERFORMANCE ONGOING ACHIEVEMENT RECORD

Student’s Name:

Group:

PROGRESSION POINT ONE ACHIEVED Signed:

(To be completed by Nursing Studies) Designation:

Date:

External Examiner: Date:

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CONTENTS OF THE ASSESSMENT DOCUMENTATION Page Introduction to the Assessment of the Student’s Practice-Based Learning 3 Essential Skills Clusters and Learning Outcomes Progression Point One – Year 1 Induction 6

Year One: Assessment 7

Semester One: Community record of Mentor/Student meeting 22

Semester Two: Acute Medical Nursing record of Mentor/Student meeting 27

Summer Vacation: Community record of Mentor/Student meeting 32

Summer Vacation: Acute Medical Nursing record of Mentor/Student meeting 38

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Introduction to the Assessment of the Student’s Practice-Based Learning Essential Skills Clusters (ESCs) The Bachelor of Nursing with Honours education programme at the University of Edinburgh has developed this On-going Achievement Record (OAR), to support mentors, in partnership with students and service users, to record the student’s learning and performance when on clinical placement. The aim of the OAR is:

To provide students, academic staff, practice based mentors, professional bodies and employers information about the students on-going learning achievement and its quality

To support action planning in relation to the students learning requirements

To support decision making about their progress in the NMC competencies

The OAR is designed following the Standards for pre-registration nursing education (NMC 2010) and utilises the ESC’s, domains and competencies from this document. Mentors are asked to assess the performance of the student nurse allocated to them in relation to the expectations of a registered nurse set by the NMC. The nature and number of the learning outcomes and essential skills increases as the student progresses throughout the nursing programme and they must be competent in all to become a registrant with the NMC. The OAR for Year One, progression point one, contains the placement details for the student’s full year of learning. This allows each mentor to review assessments that have occurred previously to inform their decision about the student’s progress. In year one, students’ are required to engage with a variety of practice learning opportunities that support them to become safe, effective and competent in all ESC’s necessary for a first year student to progress onto Year Two. Record of Mentor/Student contact

It is expected that students and mentors will discuss the students learning throughout the practice placement but will record this at three main points (NES 2008, NMC 2008). Comments may be brief and mentors are encouraged to use an action plan to inform the student of their learning requirements.

o The initial meeting will be within the first 48 hours of the student commencing on placement and is aimed at inducting the student into the learning environment and producing the student’s learning development plan. During this meeting the student and mentor will jointly identify the ESC’s and learning outcomes to be achieved throughout the placement,

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and will consider what learning opportunities will be available within the placement to facilitate this learning. This will also give the mentor an opportunity to review the student’s OAR to identify any strengths and/or areas for development.

o The interim meeting will be midway through the practice learning experience. At this point the mentor and student will meet and jointly review the student’s experience. This meeting gives the mentor an opportunity to provide guidance and constructive feedback on the student’s performance and to record evidence of the student’s progress to date. It also allows the student to request specific input from the mentor to ensure learning needs are met. Any specific learning needs at this point can be recorded on the action plan provided which can be updated as progress occurs.

o At the final meeting, during the last days of the placement, the mentor and student will record evidence of the student’s achievements and evaluate the learning experience. At this point the mentor is required to record any outstanding needs/concerns and to make recommendations for future placements. The mentor will use feedback from the multidisciplinary team and service users, as appropriate, to inform this assessment of the student’s performance. The number of days absent/sick and the number of nights and week-ends worked will also be recorded at this point.

All recorded assessments are reviewed and signed by the Liaison Lecturer/Placement Organiser when the OAR is returned to the University. Any outstanding learning outcomes are discussed with the student and addressed as required e.g. to inform future mentors or, if required, for referral to the Fitness to Practise committee.

Assessment

Throughout the OAR mentors are expected to, in partnership with the student, the wider multidisciplinary team and service users when appropriate, assess the student’s ability to undertake nursing care and interventions to pass through each progression point.

It is recognised that the students’ abilities will develop during the placement and can be assessed at 3 levels.

o OBSERVED It is expected that students will observe all new learning activities. This level is normally achieved by students who are at the beginning of a progression point or who are engaging in specialist areas of care for the first time.

o PARTICIPATED This level is achieved when students have initially engaged with an activity or have done so with support from the nursing team.

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o COMPETENT It is expected that students will be assessed as competent when they achieve the standard required for the progression point.

To assess the student’s level of achievement by the mentor, a variety of assessment methods can be used e.g. observation, questioning, scenario based discussion. It is important for the mentor to gather feedback from team members and service users to inform this assessment.

It is required that students are assessed as fully competent in all of the ESCs before they can progress at each point.

If, on the basis of the mentor/student assessment it is identified that a remedial practice placement is required in order to implement planned support to allow student progression, this will be negotiated with key staff and new documentation provided.

Placement hours

When working a full week, it is expected that the student works the usual hours for an early or late shift or 12 ½ hour shifts to meet the 37.5 hours a week.

From the completion of Semester 2 of the first academic year, students may work the 12 ½ hour shifts.

Duties should be so determined that:

o the student works as closely as is possible with the mentor (which may include night duty if thought suitable and acceptable)

o the student works no more than one weekend in three Making reasonable adjustments

All students who undertake nursing programmes that include clinical placements are encouraged to declare any disabilities during their course and it is a condition that it is disclosed for full registration as an adult nurse.

In the event of this disclosure, a risk assessment should be completed by managers in practice areas and may result in reasonable adjustments being made to the work based learning environment to ensure the safety of both patients and the student.

Risk assessments should be considered for all students with additional needs or those who should be given special consideration, including students under the age of 18 years and those pregnant or breast feeding who are working within the practice area.

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Induction

All students should be inducted to the practice learning environment

Insert Date Insert Date

Area of Governance The student nurse has been:

Answer Community Community Adult Adult

Semester 1 Summer Vacation Semester 2 Summer Vacation

Introduced to their named mentor, other team members and provided with a work rota

Yes

No

Given information about the geographical area including the location of fire points and exits

Yes

No

Provided with details about emergency procedures, equipment and telephone

numbers

Yes

No

Provided with details about policies relating to client confidentiality, information sharing and

professional behaviour

Yes

No

Given information about area specific policies or frameworks as appropriate

Yes

No

N/A

Record of Signatories

Mentor’s full name printed

Mentor’s signature and initials

Designation

Placement address

Dates of placement

TO

FROM

LENGTH

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Assessment of Essential Skill Achievement

Students are expected to be competent in all skills by the end of Year One to progress to Year Two


Domains Competencies Essential Skills Cluster Assessment

Community Community Adult Adult

Semester 1 Summer Vacation


Care, Compassion and Communication

People can trust a newly registered graduate nurse to: Provide collaborative care based on the highest standards, knowledge and competence

Professional Values 1.1

Articulates the underpinning values of The Code: Standards of conduct, performance and

ethics for nurses and midwives (NMC 2008)

Observed

Participated

Competent

Professional Values/ Nursing Practice & Decision Making

1.8

3.6

3.10

Works within limitations of the role and recognises own

level of competence

Observed

Participated

Competent

Professional Values

1.1

1.1.1

1.2

Promotes a professional image

Observed

Participated

Competent

Professional Values

1.1.1

1.2

1.3

1.5

Shows respect for others

Observed

Participated

Competent

Mentors should use this section to note any points that will aid decision making for the final assessment

Comments / Action Points

Mentor’s Signature / Initials

Date of Final Report

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Professional Values / Communication &

Interpersonal Skills

1.2

1.5

2.1

Is able to engage people and build caring professional

relationships

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Engage in person centred care empowering people to make choices about how their needs are met when they are unable to meet them for themselves

Professional Values / Nursing Practice & Decision Making

1.2

1.3

1.4

1.5

3.1

3.1.1

3.4

Takes a person-centred, personalised approach to

care

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Treat them with dignity and respect as individuals


1.2

Demonstrates respect for diversity and individual

preference, valuing difference, regardless of

personal view

Observed

Participated

Competent





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1.4

2.1

2.2

2.3.1

2.4

2.5

Engages with people in a way that ensures dignity is

maintained through making appropriate use of the

environment, self and skills and adopting an appropriate attitude

Observed

Participated

Competent

Communication & Interpersonal Skills

2.2

Uses ways to maximise communication where

hearing, vision or speech is compromised

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Engage with them and their family or carers within their cultural environments in an acceptant and anti-discriminatory manner free from harassment and

exploitation

Professional Values/ Nursing Practice & Decision Making

1.2

1.3

1.4

3.3

Demonstrates an understanding of how

culture, religion, spiritual beliefs, gender and sexuality

can impact on illness and disability

Observed

Participated

Competent

Professional Values 1.2 Respects people’s rights

Observed

Participated

Competent





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1.1

1.1.1

1.2

3.1

3.6

Adopts a principled approach to care underpinned by The

Code (NMC 2008)

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Engage with them in a warm, sensitive and compassionate way.


1.2

3.9 Is attentive and acts with kindness and sensitivity

Observed

Participated

Competent


2.1

2.4

Takes into account people’s physical and emotional

responses when engaging with them

Observed

Participated

Competent



1.2

1.3

2.2

2.3

2.4

Interacts with the person in a manner that is interpreted as

warm, sensitive, kind and compassionate, making appropriate use of touch

Observed

Participated

Competent





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1.1

1.1.1

1.3

2.1

2.4

Provides person-centred care that addresses both physical and emotional needs and preferences

Observed

Participated

Competent


Interpersonal Skills / Nursing Practice & Decision Making /

Leadership, Management & Teamwork

1.7

2.3

3.4

4.2

4.4

Evaluates ways in which own interactions affect

relationships to ensure that they do not impact

inappropriately on others

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Engage therapeutically and actively listen to their needs and concerns, responding using skills that are helpful, providing information that is clear, accurate, meaningful and free

from jargon


2.2

2.3

2.7

Communicates effectively both orally and in writing, so that the meaning is always

clear

Observed

Participated

Competent

Communication & Interpersonal Skills / Nursing Practice & Decision Making

2.3

2.7

3.3

Records information accurately and clearly on the

basis of observation and communication

Observed

Participated

Competent





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2.2 Always seeks to confirm

understanding

Observed

Participated

Competent


2.3 Responds in a way that

confirms what a person is communicating

Observed

Participated

Competent


2.4

2.8

Effectively communicates people's stated needs and

wishes to other professionals

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Protect and keep as confidential all information relating to them


Interpersonal Skills / Leadership, Management

& Teamwork

1.1

2.8

4.7

Applies the principles of confidentiality

Observed

Participated

Competent





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Interpersonal Skills / Leadership, Management

& Teamwork

1.1

2.4

2.8

4.7

Protects and treats information as confidential except where

sharing information is required for the purposes of

safeguarding and protecting the public

Observed

Participated

Competent



1.1

2.8 Applies the principles of data

protection

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Gain their consent based on sound understanding and information prior to any intervention and ensure that their rights in decision making and consent will be

respected and upheld



1.1

2.8

Seeks consent prior to sharing confidential information

outside of the professional care team, subject to agreed safeguarding and protection

procedures.

Observed

Participated

Competent

Organisational Aspects of Care





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People can trust a newly registered graduate nurse to: Treat them as partners and work with them to make a holistic and systematic assessment of their needs; to develop a personalised plan that is based on mutual understanding and

respect for their individual situation promoting health and well-being, minimising risk of harm and promoting their safety at all times




1.4

2.4

3.1.1

3.2

3.7

3.7.1

4.6

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

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Safeguard children and adults from vulnerable situations and support and protect them from harm


1.1.1

1.2

3.9

Acts within legal frameworks and local policies in relation to safeguarding adults and

children who are in vulnerable situations

Observed

Participated

Competent





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1.6

1.8

2.4

3.1

4.7

Shares information with colleagues and seeks advice

from appropriate sources where there is a concern or

uncertainty

Observed

Participated

Competent

Professional Values / Leadership, Management

& Teamwork

1.7

4.4

Uses support systems to recognise, manage and deal

with own emotions

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Respond appropriately to feedback from patients/clients, the public and a wide range of sources as a vehicle for learning and development

Professional Values 1.7 Responds appropriately to

compliments and comments

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Be an autonomous and confident member of the multi-disciplinary or multi-agency team and to inspire confidence in others


Works within the Code (NMC 2008) and adheres to the Guidance on professional conduct for nursing and

midwifery students (NMC 2010)

Observed

Participated

Competent





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People can trust a newly registered graduate nurse to: Safely delegate to others and to respond appropriately when a task is delegated to them

Professional Values / Leadership, Management

& Teamwork

1.7

1.8

4.4

Accepts delegated activities within limitations of own role,

knowledge and skill

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Work safely under pressure and maintain the safety of service users at all times




1.4

1.8

2.4

2.8

3.1

3.6

3.7

3.7.1

3.7.2

3.9 4.6

4.7

Recognises when situations are becoming unsafe and

reports appropriately

Observed

Participated

Competent

Professional Values / Nursing Practice & Decision Making /


1.7

3.10

4.4

Understands and applies the importance of rest for

effective practice

Observed

Participated

Competent





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People can trust a newly registered graduate nurse to: Enhance the safety of service users and identify and actively manage risk and uncertainty in relation to people, the environment, self and others


1.1

1.9

3.10

Under supervision, works within clinical governance

frameworks

Observed

Participated

Competent


Interpersonal Skills / Nursing Practice & Decision Making / Leadership, Management &

Teamwork

1.7

1.8

2.4

2.7

3.1.1

3.6

3.7

3.9

4.6

Reports safety incidents regarding service users to

senior colleagues

Observed

Participated

Competent

Professional Values / Nursing Practice & Decision Making /


1.1

1.4

1.8

3.1.1

3.3.1

3.9

4.6

Under supervision assesses risk within current sphere of knowledge and competence

Observed

Participated

Competent

Communication & Interpersonal Skills / Nursing Practice & Decision Making / Leadership, Management &

Teamwork

2.4

2.8

3.9

3.10

4.6

Follows instructions and takes appropriate action,

sharing information to minimise risk

Observed

Participated

Competent


Interpersonal Skills / Nursing Practice & Decision Making / Leadership, Management &

Teamwork

1.1

1.1.1

1.7

1.8

2.8

3.6

3.9

4.4

Under supervision works within legal frameworks to

protect self and others

Observed

Participated

Competent





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Interpersonal Skills / Nursing Practice & Decision

Making / Leadership, Management & Teamwork

1.7

1.8

1.9

2.3

3.10

4.4

Knows and accepts own responsibilities and takes

appropriate action

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Work to prevent and resolve conflict and maintain a safe environment

Communication & Interpersonal Skills / Nursing Practice & Decision Making /


2.3

2.4

3.9

4.6

Recognises signs of aggression and responds appropriately to keep self

and others safe

Observed

Participated

Competent


Interpersonal Skills / Nursing Practice & Decision Making

1.3

1.4

1.5

1.6

2.2

2.4

3.1

Assists others or obtains assistance when help is

required

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Select and manage medical devices safely





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2.7

3.4.1

3.6

Safely uses and disposes of medical devices under

supervision and in keeping with local and national policy and understands reporting

mechanisms relating to adverse incidents

Observed

Participated

Competent

Infection Prevention and Control

People can trust a newly registered graduate nurse to: Identify and take effective measures to prevent and control infection in accordance with local and national policy


1.1

1.7

1.9

3.1

Follows local and national guidelines and adheres to standard infection control

precautions

Observed

Participated

Competent

People can trust a newly registered graduate nurse to: Maintain effective standard infection control precautions and apply and adapt these to needs and limitations in all environments

Nursing Practice & Decision Making

3.1

3.6

Demonstrates effective hand hygiene and the appropriate

use of Standard Infection Control Precautions when

caring for all people

Observed

Participated

Competent





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People can trust a newly registered graduate nurse to: Fully comply with hygiene, uniform and dress codes in order to limit, prevent and control infection


1.1

1.7

3.6

Adheres to local policy and national guidelines on dress

code for prevention and control of infection including: footwear, hair, body piercings

and nails

Observed

Participated

Competent


1.1

1.7

3.6

Maintains a high standard of personal hygiene

Observed

Participated

Competent


1.7

3.6

Wears appropriate clothing for the care delivered in all

environments

Observed

Participated

Competent

Nutrition and Fluid Maintenance





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People can trust a newly registered graduate nurse to: Assist them in creating an environment that is conductive to eating and drinking


2.2

3.1.1

3.7

Reports to an appropriate person where there is a risk

of patients’ meals being missed

Observed

Participated

Competent

Professional Values 1.1.1 Follows food hygiene

procedures in accordance with policy

Observed

Not Applicable

Participated

Competent

Medicines Management

People can trust a newly registered graduate nurse to: Correctly and safely undertake medicines calculations (Indicative content: Numeracy skills, drug calculations required to administer medicines safely via appropriate routes

including specific requirements for children and other groups)


1.1

3.4.1

Is competent in basic medicines calculations (*)

relating to: tablets and capsules, liquid medicines,

injections including unit dose, sub and multiple unit dose,

SI unit conversion

Observed

Participated

Not Applicable

Competent





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Record of Mentor/Student contact YEAR 1 – COMMUNITY SEMESTER 1

Mentor comments on jointly discussed initial learning development plan about ESCs and outcomes to be achieved Signature of mentor: Date:

Did you receive adequate information about the student’s learning needs from the University prior to the student commencing?

(Please circle) Yes No

Student comments/reflections on jointly discussed initial learning development plan about ESCs and outcomes to be achieved Signature of student: Date:

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Interim feedback from mentor about student’s performance and progress to date Signature of mentor: Date:

Action Plan

Need / Issue identified

Action required by student

Action taken by mentor/lecturer

Outcome Review Date

Student comments/reflections on interim feedback Signature of student: Date:

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Final ‘end of placement’ evaluation by mentor about student’s performance and achievements

Service Users’ views sought by mentor (please circle) Yes No

Comments

Team members’ views sought by mentor (please circle) Yes No

Comments

Mentor’s overall comments: Mentor’s Signature: Date:

Action Plan




Outcome Review Date

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Student comments/reflections on ‘end of placement’ review Signature of student: Date:

Verification of discussions from the liaison lecturer/ placement organiser/ year organiser with the mentor and student

Signature of placement organiser Date:

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Attendance Record (Can be completed by the student but must be authorised by the mentor/charge nurse)

Abbreviations for completion

P = Present (Hours) M = Mentor (min 40% of time) U = University S = Sick A = Absent (not sick)

DO = Day off N = Nightshift (hours) C = Compassionate leave T = Time made up

Week Beginning:

Day Attendance

(Use abbreviations)

Mentor

Contact Hours Day

Attendance

(Use abbreviations)

Mentor

Contact Hours

Monday Monday

Tuesday Tuesday

Wednesday Wednesday

Thursday Thursday

Friday Friday

Saturday Saturday

Sunday Sunday

Weekly total hours: Weekly total hours

Final placement hours

Mentor’s signature: Date:

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Record of Mentor/Student contact

YEAR 1 – ACUTE MEDICAL PLACEMENT SEMESTER 2

Mentor’s comments on jointly discussed initial learning development plan about ESCs and outcomes to be achieved Signature of mentor: Date:

Did you receive adequate information about the student’s learning needs from the University prior to the student commencing? (Please circle) Yes No Did you review the student’s On-going Achievement Record? Yes No

Student’s comments/reflections on jointly discussed initial learning development plan about ESCs and outcomes to be achieved Signature of student: Date:

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Action Plan




Outcome Review Date

Student’s comments/reflections on interim feedback Signature of student: Date:

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Comments


Comments

Mentor’s overall comments: Mentors Signature: Date:

Action Plan




Outcome Review Date

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Student’s comments/reflections on ‘end of placement’ review Signature of student: Date:



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Week Beginning:

Day Attendance

(Use abbreviations)

Mentor

Contact Hours Day

Attendance

(Use abbreviations)

Mentor

Contact Hours

Monday Monday

Tuesday Tuesday

Wednesday Wednesday

Thursday Thursday

Friday Friday

Saturday Saturday

Sunday Sunday




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YEAR 1 – COMMUNITY PLACEMENT SUMMER




33


Action Plan




Outcome Review Date


34



Comments


Comments


Action Plan




Outcome Review Date

35




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Week Beginning: Week Beginning:

Day Attendance

(Use abbreviations)

Mentor

Contact Hours Day

Attendance

(Use Abbreviations)

Mentor

Contact Hours

Monday Monday

Tuesday Tuesday

Wednesday Wednesday

Thursday Thursday

Friday Friday

Saturday Saturday

Sunday Sunday

Weekly total hours: Weekly total hours:


Day Attendance

(Use abbreviations)

Mentor

Contact Hours Day

Attendance

(Use Abbreviations)

Mentor

Contact Hours

Monday Monday

Tuesday Tuesday

Wednesday Wednesday

Thursday Thursday

Friday Friday

Saturday Saturday

Sunday Sunday


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Attendance Record


Day Attendance

(Use abbreviations)

Mentor

Contact Hours Day

Attendance

(Use abbreviations)

Mentor

Contact Hours

Monday Monday

Tuesday Tuesday

Wednesday Wednesday

Thursday Thursday

Friday Friday

Saturday Saturday

Sunday Sunday




38


YEAR 1 – MEDICAL PLACEMENT SUMMER




39


Action Plan




Outcome Review Date


40



Comments


Comments


Action Plan




Outcome Review Date

41




42






Day Attendance

(Use abbreviations)

Mentor

Contact Hours Day

Attendance

(Use Abbreviations)

Mentor

Contact Hours

Monday Monday

Tuesday Tuesday

Wednesday Wednesday

Thursday Thursday

Friday Friday

Saturday Saturday

Sunday Sunday



Day Attendance

(Use abbreviations)

Mentor

Contact Hours Day

Attendance

(Use Abbreviations)

Mentor

Contact Hours

Monday Monday

Tuesday Tuesday

Wednesday Wednesday

Thursday Thursday

Friday Friday

Saturday Saturday

Sunday Sunday


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Attendance Record


Day Attendance

(Use abbreviations)

Mentor

Contact Hours Day

Attendance

(Use abbreviations)

Mentor

Contact Hours

Monday Monday

Tuesday Tuesday

Wednesday Wednesday

Thursday Thursday

Friday Friday

Saturday Saturday

Sunday Sunday




assessment of practice-based performance ongoing ... - year 1 oar prog 1 (example).pdf ·...

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