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Pre-Registration Nursing Courses

(All Fields)

Practice Assessment Document: Part OneNameNumberCohortUniversityFieldPersonal Tutor

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Contents

PageVerification Pages 1-4

INTRODUCTION TO THE PRACTICE ASSESSMENT DOCUMENT

Introduction 5

Structure of the Practice Assessment Document 5

Student, Practice Supervisor, Practice Assessor and Academic Assessor Responsibilities

6

Assessment Guidance 10

Teesside University Specific Information 14

PART 1

Placement Attendance Record 19

Placement Orientation 20

Initial Interview 22

Mid-point Interview 23

Action Plan 24

End of Supervisory Period Interviews: Formative 25

Assessment Proficiences 30

End of Part Assessment: Summative 45

Administration of Medication Record of Assessments (Formative) 50

Medicines Management 53

Infection Prevention and Control Record of Assessment 56

Patient/Service User/Carer Assessment of the Student’s Interpersonal Skills

59

Episode of Care Assessment – Formative 60

Episode of Care Assessment – Summative 63

Written Reflections 66/tt/file_convert/5ea18894dd2f7f1aff367fb9/document.docx

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Certificate of Completion of Fire Procedures Training, Manual Handling and Basic Life Support

72

Learning Log for Alternative Client Groups 73

Record of Communication/Additional Feedback Pages 77

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List of Practice Supervisors

To be completed by Practice Supervisors, registered with a professional body NMC, HCPC, GPhC, GMC etc., who write in this document.

Surname

Please Print

First Name

Please Print

Professional Body and PIN Number

Eg NMC, HCPC, GPhC, GMC, etc

Signature Initials Placement Areaand Contact Details

Further pages may be downloaded as per University guidelines


List of Skills Facilitators

To be completed by all practice staff, not registered with NMC, HCPC, GPhC, GMC etc., who write in this document.

SurnamePlease Print

First NamePlease Print

Designated Job Title




List of Practice Assessors

To be completed by all Practice Assessors who write in this document.

Surname

Please Print

First Name

Please Print





List of Academic Assessors

To be completed by all Academic Assessors who write in this document.

Surname

Please Print

First Name

Please Print


Signature Initials Contact Details

Further pages may be downloaded as per University guidelines.


Introduction to the Practice Assessment Document

IntroductionThis Practice Assessment Document (PAD) is designed to fulfil the required Standards of Proficiency that student nurses are required to demonstrate at the point of registration, as outlined by the NMC (2018) Future Nurse: Standards of Proficiency for Registered Nurses. The Standards of Proficiency comprise seven platforms and two annexes:

Platform 1: Being an accountable professionalPlatform 2: Promoting health and preventing ill healthPlatform 3: Assessing needs and planning carePlatform 4: Providing and evaluating carePlatform 5: Leading and managing nursing care and working in teamsPlatform 6: Improving safety and quality of care Platform 7: Co-ordinating careAnnexe A: Communication and relationship management skills Annexe B: Nursing procedures

This document makes a major contribution to assessment of your progress on your course, and ultimately your achievement of the award.

You are responsible for the safekeeping and maintenance of this document. It must be available to the Practice Supervisor supporting you on a given day, Practice Assessor and Academic Assessor at all times when you are in placement. Alterations should be made in this document by crossing through with one line, with a signature and date.

Structure of the Practice Assessment DocumentThe Practice Assessment Document has several elements. Each NMC Platform has several proficiencies that the student must achieve to progress through the course. Each proficiency has been subdivided into supporting benchmarks that contribute to the achievement of the proficiency. Evidence that is essential to demonstrate the achievement of the proficiencies is prescribed in the PAD. This Essential Evidence takes several forms and the list of these forms is available on Page 29.

The contribution of patient/service user/carer feedback is a vital part of this document. Before approaching any patient/service user/carer for feedback you must discuss with the Practice Supervisor supporting you on a given day/Practice Assessor who will facilitate consent. You will have access to confidential information when in practice placements. The PAD should not contain any patient/service user/carer identifiable information. Contents must not be disclosed to any unauthorised person or removed, photocopied or used outside the placement or University.

As outlined in the Standards for Student Supervision and Assessment (NMC, 2018), Practice Supervisors, Practice Assessors and Academic Assessors all play a key role in contributing to student assessment. Students also have a key role to play in contributing to the Practice Assessment Document, which provides a record of their


ongoing achievement. The responsibilities associated with each of these roles are outlined below.

Responsibilities of the StudentAs a professional-in-training, and an adult learner you have several responsibilities with respect to your learning and completion of this Practice Assessment Document. You have a responsibility to ensure you demonstrate the core health and social care values and behaviours at all times and uphold the standards expected by regulatory, statutory and professional bodies.

You should ensure that you prepare adequately for forthcoming placements to facilitate the achievement of learning outcomes. Ensuring that whilst in the placement area, any learning opportunities are maximised and that these are discussed with your allocated Practice Assessor/Practice Supervisor supporting you on a given day.

There is an increasing emphasis on the student as an independent learner and it is the student’s responsibility to seek, receive and act upon constructive feedback from Practice Assessors, Practice Supervisors and Academic Assessors. It is your responsibility to ensure that any Action Plan constructed for your professional development is shared with the relevant Practice Supervisors.

You are responsible for raising concerns with an appropriate member of staff in a timely manner and should alert staff to any reasonable adjustments that may be required to support your learning.

You should ensure you are familiar with your University assessment and submission processes for this document and contact the academic representative from your University, or refer to your University’s intranet if you require support or advice on specific University procedures.

The Ongoing Record of Achievement (ORA) is a separate document that summarises your achievements in each placement and with the main document provides a comprehensive record of your professional development and performance in practice.

You are responsible for the safekeeping and maintenance of the PAD. It should be available to the Practice Supervisor supporting you on a given day, Practice Assessor and Academic Assessor at all times when you are in placement together with the ORA. Alterations should be made in this document by crossing through with one line, with a signature and date. You demonstrate each skill in the ORA and this demonstration must be observed by a skilled Practice Supervisor or Practice Assessor. Some skills may be achieved in simulation in the University or Practice and these must be signed by the relevant Practice Supervisors, Practice Assessor or Academic Assessor and indicated with the letter S. A Practice Supervisor, who has been deemed to possess the relevant skill being demonstrated by you, will satisfy themselves that the relevant skill has been demonstrated to an adequate level. The Practice Supervisor or Assessor will then sign and date that this skill has been observed. All skills NOT blanked out must be achieved in the relevant Part except procedures marked with an * which may be achieved in Part 2 or 3. Skills


undertaken in simulation may be signed by the observing academic (please indicate with an S).

Once achieved proficiency must be maintained throughout the ensuing elements of the course. If this ongoing proficiency is not demonstrated when required your progression through the course will be affected.

You will have access to confidential information when in practice placements. The PAD should not contain any patient/service user/carer identifiable information. Contents must not be disclosed to any unauthorised person or removed, photocopied or used outside the placement or University.

You have a responsibility to be proactive and actively engage with people receiving care, their families and carers respecting their dignity and diversity; always ensuring they are at the centre of care delivery. Before approaching any patient/service user/carer for feedback you must discuss with the Practice Supervisor supporting you on a given day/Practice Assessor who will facilitate consent.

The Nominated PersonThe Nominated Person is a named individual for each ward/department area. The Nominated Person will be nominated by the ward/department manager as appropriate for the role. The role of the Nominated Person is to provide a link between the ward/department, the University and the Practice Placement Facilitator. They will complete the education audit with the university representative and will oversee development of the placement information/education resources. The Nominated Person has a knowledge of the Practice Assessors and Practice Supervisors current in their practice area. They understand the course and support infrastructure within the practice environment and University setting. The nominated person is the first point of contact for students and offer support and advice for students who have concerns.

The Nominated Person will ensure that students have had an induction to the area, have been allocated off duty prior to the start of the placement and have access to the learning resources available and have been allocated to a Practice Assessor and their Practice Learning Team (including Practice Supervisors and Skills Facilitators as appropriate). The Nominated Person will ensure that students have had an induction to the area and have access to the learning resources available. The Nominated Person, in liaison with the Practice Learning Team will make students aware of the support and opportunities available to them within the learning environments, thereby ensuring that students are empowered to be proactive and to take responsibility for their learning.

A Practice SupervisorStudents will be supported by a range of Practice Supervisors on a placement. For any single Part a Practice Supervisor and the Practice Assessor cannot be the same person for the same student. A Practice Supervisor is a registered nurse/midwife, nursing associate or other registered health or social care professional. A Practice Supervisor has an important role in supporting and guiding the student through their learning experience. This includes facilitating learning opportunities including any reasonable adjustments the student may need to get maximum benefit from the


placement. Practice Supervisors should act as role models, demonstrating safe and effective practice in line with their code of conduct and working within their own scope of practice. Practice Supervisors provide formative feedback on student progress. This includes providing qualitative comments on their progress, supporting students to generate evidence, completing formative end of placement student evaluations and, working within their scope of practice, signing benchmarks and/or annexe skills and procedures as observed to have been performed adequately. The Practice Supervisor role is of key importance in contributing to student assessment. After relevant training, all registered health care and social care professionals can undertake and contribute to the Practice Supervisor role.

The role of a Practice Supervisor supporting a student on a given day is to ensure that:

Students are orientated to the placement area on their first day and the Placement Orientation Record is completed.

A Learning Plan which identifies goals to be achieved is agreed with the student and communicated to the Practice Assessor.

A formative end of placement experience evaluation is completed, which provides comprehensive feedback on the student’s progress.

Benchmarks and annexe skills/nursing procedures are appropriately identified as being observed to have been performed adequately as the student progresses through their placement experience.

The feedback offered on the student’s progression must be provided to the Practice Assessor.

Should the student be observed to have adequately performed annexe skills not formally identified as achievable in this PAD Part, this must be documented explicitly in the Practice Supervisor feedback.

Supervision in Placement Areas where there are no Health/Social Care RegistrantsA range of staff can support and facilitate the student’s experience and have a vital role in student learning and development. These are clinicians known as skills facilitators. Skills facilitators are non-registrants with particular competence.On placements where specific NMC proficiencies are not being assessed a range of staff members are encouraged to support learning and can provide student feedback within the PAD on the Record of Communication/Additional Feedback Pages.

The Practice AssessorThe Practice Assessor is a registered on nurse on the same part of the NMC register that the student is working towards joining. The nominated Practice Assessor will be a different assessor for each part of the student’s course. For any single Part a Practice Supervisor and the Practice Assessor cannot be the same person for the same student.

The Practice Assessor has a key role in assessing and confirming the student’s proficiency providing assurance of student achievements and competence, signing Proficiencies as summatively achieved.


The role of the Practice Assessor includes facilitating learning opportunities including any reasonable adjustments the student may need to get maximum benefit from the placement. Decisions about the student’s proficiency will be informed by feedback sought and received from Practice Supervisors including the written feedback from end of supervisory periods and the signed observation that benchmarks have been performed adequately to contribute to the Practice Assessor’s final determination of proficiency.

The Practice Assessor will undertake the assessment of the student’s medication management skills and the summative episodes of care relevant to the Part. Therefore, the Practice Assessor will observe the student, conduct and record student assessments informed by student reflections, feedback from Practice Supervisors and other relevant people to confirm achievement. This confirmation of achievement will be made in partnership with the student’s nominated Academic Assessor.

When assessing the student, the Practice Assessor should take into account sources of evidence that encompass knowledge, skills, attitudes and the views of those receiving care. Comments should acknowledge those exceptional students who are exceeding expectations for their stage in practice or who have particularly commendable attitudes, behaviours, knowledge or skills.

At any point in the Part, particularly at the midpoint interview, if the student is not meeting the required standards this should be highlighted as a development need. The ensuing Action Plan is shared with the Academic Assessor and the student is responsible for sharing this Action Plan with the relevant Practice Supervisors. If there is a cause for concern or a fitness for practice issue that requires prompt action an Action Plan should be instigated to address specific needs or concerns with a specified timeframe. In the event of this, the Practice Assessor will seek guidance from the Academic Assessor and/or senior practice representative

The Academic AssessorAcademic Assessors have a key role in confirming the student’s progress recording objective, evidence-based decisions on conduct, proficiency and achievement and make recommendations for progression providing assurance of student achievements and competence. The Academic Assessor has an understanding of the student’s learning and achievement in practice through working in partnership with the Practice Assessor to gather feedback regarding achievement and progression. An Academic Assessor cannot assess a student in consecutive Parts. For example the same Academic Assessor may not assess a student in both Part 1 and Part 2, Part 2 and Part 3, but may be the assessor in Part 1 and Part 3.


Assessment GuidanceThe PAD is designed to facilitate a smooth progression through the relevant Part of the course. Several people will be expected to contribute to this document and there are several forms of Essential Evidence that contributes to the PAD.

This PAD consists of Proficiencies, benchmarks, formative evidence and essential (summative) evidence. The feedback from Practice Supervisors is vital to allow the Practice Assessor in collaboration with the Academic Assessor to reach a decision of the student’s progression.

There is a template, based on the NMC Platforms, to facilitate this feedback. The feedback will be given at the end of each supervisory period, whether a long placement or a short focused placement with a specialist practitioner. The expectation being that the shorter placement will offer feedback on the specific objectives for that placement whereas longer time spent with a Practice Supervisor will lead to a fuller feedback.

There are several elements of summative assessment: summative episodes of care, medication assessments, written reflections and service user/patient feedback.The assessed episodes of care have a formative and a summative function. The student is expected to undertake the formative episode with a Practice Supervisor supporting a student on the day of the formative episode to enable them to reflect on constructive feedback before undertaking a summative assessment.

The summative assessment of the episodes of care are undertaken by the Practice Assessor. The medication management assessment is also summative, assessed by the Practice Assessor, but the student is expected to undertake a minimum of 10 formative administrations of medication with Practice Supervisors before undertaking the summative.

The written reflection that the student is expected to undertake are based on the NMC Platforms of greater relevance in the Part. The written reflections must be available to the Practice Assessor who will view them. The aim of these reflections is not to achieve an academic ‘mark’ but to give the Practice Assessor a clearer impression of the student’s critical thinking with respect to care.

A Practice Supervisor seeks service user/patient feedback on the student’s relationship skills. This feedback is anonymised, the student should not be aware that the service user/patient is giving feedback.

When the skills in a relevant Annexe in the Ongoing Record of Achievement are demonstrated, they must be signed and dated by the observing Practice Supervisor that they have been observed to have been performed adequately.

Should the student be observed to have adequately performed annexe skills not formally identified as achievable in this Part, this must be documented explicitly in the Practice Supervisor feedback. The benchmarks when observed to have been performed adequately, this observation will be also signed by the relevant Practice Supervisor.


At the midpoint of the Part the Practice Assessor will meet with the student and review the progress to that point. Summative evidence does not need to be completed by that point but the formative evidence should have been attempted. At this midpoint interview progress will be reviewed and an Action Plan constructed to bridge any deficits. This Action Plan must be shared with the Academic Assessor. It is the responsibility to share the Action Plan with all relevant Practice Supervisors.

At the end of the Part the Practice Assessor will view all the Essential Evidence and reach a conclusion in collaboration with the Academic Assessor as to the progression of the student. After the student has completed all practice placements for the Part, maintaining professional standards, and evidence of this has been shown to the Academic Assessor, and all academic results are known, the Academic Assessor confirms progression.

Please view the University-specific section of the PAD for any other specific guidance.


Progression

Preparation in University prior to student placement

Initial InterviewMeeting between student and Practice Assessor within the first week of placement Initial learning and development needs and agreement of a learning plan. Date for mid-point interview agreed.

Mid-Point InterviewThis involves a Practice Assessor review of the student’s overall progression and achievement to date. Feedback from Practice Supervisors is reviewed. If there are any concerns about student learning and progress, contact must be made with the nominated Academic Assessor and where relevant the Practice Placement Facilitator by telephone or in person.

If an Action Plan is required the Academic Assessor should be consulted. It is the student’s responsibility to share the Action Plan with the relevant Practice Supervisors.

Final InterviewOverall performance is reviewed and feedback from all staff in practice as well as the Academic Assessor is considered. All sections in PAD and relevant sections of ORA completed and signed by relevant individual. After the student has completed all practice placements for the Part, maintaining professional standards, and evidence of this has been shown to the Academic Assessor, and all academic results are known, the Academic Assessor confirms progression.

PAD, ORA and relevant assessment documentation submitted by the student.Please refer to the University-specific information pages for further details with respect to recommendation for progression.


Criteria for Assessment in Practice **

Guided participation in care and performing with

increasing confidence and competence

Active participation in care with minimal guidance and performing with increased

confidence and competence

Practising independently with minimal supervision and leading and co-ordinating

care with confidence

Part 1 Part 2 Part 3

Part 1: Guided participation in Care

‘Achieved’ must be obtained in all three criteria by the student

Achieved Knowledge Skills Attitude and Values

YES Is able to identify the appropriate knowledge base required to deliver safe, person-centred care under guidance.

In commonly encountered situations is able to utilise appropriate skills in the delivery of safe, person-centred care with some guidance.

Is able to demonstrate a professional attitude in delivering safe person-centred care. Demonstrates positive engagement with own learning.

NO Is not able to demonstrate an adequate knowledge base and has significant gaps in understanding, leading to poor practice.

Under direct supervision is not able to demonstrate safe practice in delivering care despite repeated guidance and prompting in familiar tasks.

Inconsistent professional attitude towards others and lacks self-awareness. Is not asking questions nor engaging with own learning needs.


Teesside University Specific Information

Pre-Registration Nursing Courses

The pre-registration Nursing courses will provide a transformational nurse education to realise the student’s potential and support their nursing career, in partnership with a community of health and social care experts by profession and by experience. Teesside students will be technologically skilled in many digital platforms.

The pre-registration BSc (Hons) Nursing Studies course is a three-year course. The course is in three stages equating to each year of the course. The course is modular and consist of 120 credits for each stage. The course has equal weighting between practice and theory. Of these credits, 50% (60 credits) are devoted to practice learning and 50% to theoretical learning.

The pre-registration MSc Nursing Studies course is a three-year course. The course is in two stages, stage 1 of the course, which students evidence through Recognition of Prior Experiential and Certificated learning (RPECL), this includes evidencing 500 hours of providing care in health and social care settings. The second stage of the course is modular and consists of 180 credits at Level 7, which is split over two years. The course has equal weighting between practice and theory hours. Of these credits, 60 credits are devoted to practice learning and 120 to theoretical learning.

Placement StructureThe Teesside University course utilises a ‘hub-and-spoke’ approach to placements. The student will be allocated a hub placement, which will be the base for their practice journey in this stage of the course. From this hub the student will ‘spoke’ into other placements areas to experience and undertake specific skills.

Students are required to undertake 37.5 hours of practice each week in placement. The placement journey for Stage 1 (BSc) consists of 16 weeks during which the practice proficiencies are expected to be achieved; followed by four weeks in ‘preferred option’ placements designed to broaden the experience of the student in different fields of nursing and varied practice areas. However, if the practice proficiencies are not achieved by the summative point of the placement they will be required to return to the placement for the four weeks as a reassessment period. Students are expected, by the end of Part 3, to undertake a minimum of 37.5 hours experiencing the work of nurses in Fields alternate to their own. This is recorded in the “Learning Log for Meeting Essential Care Needs and Demonstrating Experience of Working with the Alternative Client Groups”.


BSc (Hons) Nursing Studies Course Structure

Part 1: Academic Level 4All Fields: Introduction to Personal and Professional Effectiveness in Nursing Practice (20 credits)All Fields: Experts by Experience the Person’s Voice (20 credits)All Fields: Biopsychosocial Development Across the Lifespan (20 credits)All Fields: Biopsychosocial Approaches to Nursing Care and Decision Making (20 credits)All Fields: Foundations of Nursing Proficiency: The Professional Basis of Care and Caring (40 credits)Part 2: Academic Level 5All Fields: Developing Personal and Professional Effectiveness in Nursing Practice (20 credits)All Fields: Collaborative and Interdependent Working to Promote Health and Wellbeing (20 credits)All Fields: Nurse as Investigator and Leader of Change (20 credits)Field Specific: Therapeutic Nursing Practice in (field) Nursing (20 credits)Field Specific: Promoting (field) Nursing Proficiency: Developing Evidence Based Professional Care and Caring (40 credits)Part Three: Academic Level 6All Fields: Nursing Improvement and Entrepreneurship (40 credits)Field Specific: Enhanced Person Centred Assessment and Decision Making Skills in (field) Nursing (20 credits)Field Specific: Enhanced Therapeutic Nursing Practice in (field) Nursing (20 credits)Field Specific: Enhancing (field) Nursing Proficiency: Leading Evidence Based Professional and Caring Practice (40 credits)


MSc Nursing Studies Course Structure

Year 1 Stage 1Accreditation of Prior Experiential and Certificate Learning (APE&CL) Degree BA/BSc or Equivalent 2:2 or above, 500 hours Practice in a Health or Social Care setting or organisation, caring for different individuals, either paid or voluntaryYear 2 Stage 2: Academic Level 7All Fields: A Partnership in Care – Valuing the Experts by Experience (20 credits)All Fields: Contemporary Public Health in Nursing Practice (20 credits)Field Specific: Integrating Evidence-Based Decision Making in (field) Nursing (20 credits)Field Specific: Developing a Skilled and Compassionate (field) Nurse (30 credits) Year 3 Stage 2: Academic Level 7All Fields: Leading Innovative Evidence-Based Nursing (60 credits)Field Specific: Biopsychosocial Assessment and Decision Making in (field) Nursing (30 credits)

Student Support MechanismsPractice learning teams are used to support students. These are inter-professional and include one NMC registrant Practice Assessor, Practice Supervisors and Skills Facilitators. Skills Facilitators are non-registrants with particular competence.Each Practice Assessor is allocated a number of students. This number is identified through placement audit.

Students are allocated to their Practice and Academic Assessor prior to the start of the Part 1 placement period. A date will be identified near to the start of the first placement by the Practice Assessor for an initial group meeting. This meeting will include the Practice Assessor and all of the students they are assessing within the same cohort.

The initial meeting will identify the team of supervisors for each student, exploring the specific learning outcomes/proficiencies and experiences identified for the allocation and how these will be facilitated by the supervisors. The meeting will also explore the expected evidence to support achievement of the practice proficiencies.

The student and the Practice Assessor meet at a specified midpoint to review progress towards achievement of PAD Part 1 proficiencies. The midpoint interview with the Practice Assessor will not involve the Academic Assessor unless there is a need for an Action Plan, at which point this will be communicated to the Academic Assessor. The Academic Assessor will support the Practice Assessor and attend additional meetings if a cause for concern is identified relating to the student’s progress.

At the end of the Part the student will meet with the Practice Assessor to review their progress and achievement, and identify forward looking actions to support continuing development. The Academic Assessor and Practice Assessors will meet the student at the final interview point to work in partnership to evaluate and recommend the student for progression.


Concerns Regarding Student ProgressionIf you have any concerns about a student during their placement you should contact the Academic Assessor or Course Leader and Practice Placement Facilitator (PPF) immediately. This will result in a meeting with the student, Practice Assessor/ Supervisor and the Academic Assessor. Please note, that if the concern relates to safety issues then the student may be withdrawn from practice with immediate effect.

Where students are involved in untoward incidents/accidents, the student status must be clearly identified on the Datix form. The Academic Assessor and PPF should be informed of any untoward incidents/accidents which have involved students as soon as possible, to enable them to offer student support where needed.

Cause for concern relates to any concern the Practice Assessor, Practice Supervisor, Academic Assessor or student may have about the student's learning, progress, performance, achievement or their professional attitude within practice. As soon as a problem is identified the individual raising the concern should notify the other members of the practice support relationship (if the concern arises in practice the Practice Supervisor should notify the Academic Assessor as soon as possible) and an additional meeting should be arranged at the earliest opportunity. This meeting will explore the nature of the problem/concern and the evidence that has led to it being identified. This meeting should be documented on the Record of Communication/additional feedback page. An Action Plan will be devised and documented at this point. The Action Plan to address the concern should identify learning needs, methods of achieving them and the evidence and timeframe for achievement. A further meeting will be held to review progress after 1-2 weeks. A further meeting to assess whether the Action Plan has been completed and learning outcomes achieved will be held at the agreed time for completion of the Action Plan.


Part 1:Placement Documents


Part 1 Placement Attendance RecordThe placement attendance record must be completed by the student at the end of each shift worked and signed by the Practice Supervisor. The record is signed weekly by the student. Anyone who writes in this document must complete the List of Practice Supervisors page (p 1).

The number of hours worked each day must be recorded and totalled up at the end of each week. Please enter ZERO for planned days off and S for sickness or A for unauthorised absences. Please indicate Night Duty worked by adding N after the number of hours worked in a shift. Please see the HEI specific pages for more detail about the required hours that students must undertake. Tippex must not be used, any errors should be crossed out and initialled.

Week Commencing

Placement Area

Mon Tues Wed Thurs Fri Sat Sun Total Weekly Hours

Student Signature

HoursPlease note that you must subtract your meal break from the total hours worked column.


Practice Supervisor Signature





Part 1 Placement Orientation

Students should be orientated to each placement area on the first day of placement

Activity Placement:

………………

Initial/Date

Placement:

………………..

Initial/Date

Placement:

………………….

Initial/Date

Placement:

………………

Initial/Date

Placement:

………………

Initial/Date

The student has been given a general orientation to the placement setting.Local fire procedures have been explained and the student knows where to locate fire equipment and fire exits.Resuscitation policy and procedures have been explained and the student knows where to locate resuscitation equipment.The student knows how to summon help in the event of an emergency.The student is aware of information governance requirements and where to find local policies relating to the placement area.Placement area shift times, meal times and reporting sickness/absence policies have been explained to the student.The policy regarding safeguarding has been explained to the student.The student is aware of the policy and process for raising concerns.


Baseline assessment of handwashing technique.The student knows where to locate information relating to the placement profile of learning opportunities.The lone working policy has been explained (if applicable).Risk assessments/reasonable adjustments relating to disability/learning/pregnancy needs have been discussed (where disclosed or if applicable).


Part 1

Placement 1

Placement AreaDates Of Placement

Start Date:………………………………………………………

End Date:………………………………………………………Initial Interview

The initial interview should be completed in the first week of placement to develop a Learning Plan which identifies goals to be achieved.

The Learning Plan and goals should focus on strategies/opportunities to achieve the Part 1 proficency outcomes and annexes.

Practice Assessor updated within the last year

Agreed Learning Plan and goals:

Practice Assessor Signature:…………………………… Date:…………………………………

Academic Assessor Signature:…………………………… Date:…………………………………

Student Signature:………………………… Date:…………………………………


Mid-point Interview

The learning plan and goals identified at the initial interview should be revisited at the mid-point of the placement to review progress.

Proficiency outcomes and annexes achieved at the mid-point should be signed by a Practice Supervisor.Progress towards agreed Learning Plan and goals:

Action Plan Required?Please circle

YESNot progressing as expected - use Action Plan overleaf and also refer to specifc HEI guidance.

NOProgressing as expected - no further action required.

Practice Assessor Signature:……………………………… Date:…………………………

Student Signature:……………………………… Date:…………………………


Action Plan

It is the responsibility of the student to share this Action Plan with the relevant Practice Supervisor.

Date commenced:………………………………………..

Area of Concern

Should be related to proficiency outcomes, annexes or professional issues

Plan to address area of concern

Should identify planned learning opportunities/ strategies to address each area of concern

Review date

Identify review date

Final Outcome

Achieved/ not achieved

Signature and date


End of Supervisory Period Interview: Formative

The formative end of placement interview should be completed by a Practice Supervisor. Student progress towards the agreed Learning Plan and goals identified in the initial interview should be documented. Qualitative feedback should be provided in relation to the Part 1 proficiency outcomes and annexes.

Benchmarks and annexes observed as being performed adequately during the placement should be signed by a Practice Supervisor.General feedback on student progressTo include comments about conduct, proficiency and achievementAreas of Strength


Areas for Development

Platform 1Being an accountable practitioner

Platform 2Promoting health and preventing ill health

Platform 3Assessing needs and planning care

Platform 4Providing and evaluating care


Platform 5Leading and managing nursing care and working in teamsPlatform 6Improving safety and quality of care

Platform 7Co-ordinating care

Annexe ACommunication and relationship management skillsAnnexe BNursing procedures

Practice Supervisor


Signature:……………………………………………………………… Date:…………………………………………………

Student

Signature:……………………………………………………………… Date:…………………………………………………



Part 1 Evidence

This evidence should be used to inform achievement of the proficiency outcomes and annexe skills/procedures.

Evidence Viewed by Practice Assessor Date Viewed

Whole range of Practice Supervisor feedback from episodes of placement

Medication Assessment (Summative)

Five Service User/Patient Assessment of Student’s Interpersonal Skills

Assessed Episode of Care (Summative)

Written Reflection on NMC Platforms 1, 2 & 3

Certificates for Fire Lecture, Manual Handling and CPR

Ongoing Record of Acheivement

Learning Log For Alternative Client Groups

This must be completed by the end of Part 3


Part 1 Assessment of ProficienciesA Practice Supervisor signs each benchmark as they are observed to have been performed adequately.The adequate performance of benchmarks informs the Practice Assessor’s decision as to acheivement of the overall proficiency. Each Part 1 proficiency must be achieved to support progression to Part 2 of the course.

Part 1 ProficienciesFormative Summative

Platform 1: Being an accountable professional Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Proficiency 1: Demonstrates and articulates practice which adheres to the underpinning values of the NMC Code (2018)

PracticeSupervisor

Signature & Date

1.1 Articulate and apply the principles of courage, transparency and the professional duty of candour.

1.2 Recognise and report any situations, behaviours or errors that could result in poor care outcomes.

1.3 Demonstrate and articulate through reflection an understanding of, and the ability to challenge, discriminatory behaviour.

1.4 Demonstrate the ability to keep complete, clear, accurate and timely records in accordance with local and national policy and professional standards.

1.5 Behave in a professional manner at all times, acting as a positive role model in the clinical and social environments.

1.6 Behave in a professional manner if and when


using social media. 1.7 Create a positive professional presence by

adhering to relevant uniform/personal appearance policy, maintaining punctuality, adhering to sickness/absence procedures.


Formative SummativePlatform 1: Being an accountable professional Achieved

✓Not Achieved

X

Practice Assessor

Signature & Date

Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Proficiency 2:Communicates effectively to demonstrate a safe, caring and compassionate people-centred approach to practice

PracticeSupervisor

Signature & Date2.1 Participate in the provision of person-centred care

based on the individual needs and preferences promoting autonomy.

2.2 Recognising and appropriately sharing information of personal and external factors that may influence the provision of care.

2.3 Demonstrate the ability to communicate effectively using a range of skills and strategies with colleagues and people at all stages of life and with a range of mental, physical, cognitive and behavioural health challenges including people who are emotionally and/or physically vulnerable.


2.4 Demonstrate and articulate the skills and abilities required to develop, manage and maintain appropriate relationships with people, their families, carers and colleagues.

2.5 Provide and promote non-discriminatory, person-centred and sensitive care at all times, reflecting on people’s values and beliefs, diverse backgrounds, cultural characteristics, language requirements, needs and preferences, taking account of any need for adjustments.

2.6 Demonstrate acheivement of all communication and relationship management skills as stated in Annex A (Part 1).


Formative SummativePlatform 1: Being an accountable professional Achieved

✓Not Achieved

X

Practice Assessor

Signature & Date

Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Proficiency 3:Recognises and responds appropriately to the demands of professional practice

PracticeSupervisor

Signature & Date3.1 Demonstrate and articulate an understanding of

the demands of professional practice.3.2 Demonstrate the ability to recognise signs of

vulnerability in themselves or their colleagues and the action required to minimise risks to health.

3.3 Demonstrates the ability to take responsibility to maintain their own wellbeing and a healthy work/life balance so that they are able to provide holistic person-centred care.

3.4 Maintain an up-to-date portfolio and take responsibility for continuous self-reflection, seeking and responding to support and feedback to develop their professional knowledge and skills.


Platform 2: Promoting health and preventing ill health Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Proficiency 4:Recognise and utilise opportunites to promote improvement in health and well-being

PracticeSupervisor

Signature & Date4.1 Articulate and apply the aims and principles of

health promotion, protection and improvement and the prevention of ill health when engaging with people.

4.2 Discuss the factors which may influence health outcomes.

4.3 Provide information in accessible ways to help people understand and make decisions about their health, life choices, illness and care.

4.4 Discuss how health inequalities may impact on the health and wellbeing of the individual and their choices.


Platform 2: Promoting health and preventing ill health Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Proficiency 5:Recognise and utilise opportunites to prevent ill health

PracticeSupervisor

Signature & Date5.1 Demonstrate understanding and application of the

principles of infection prevention and control, including communicable disease surveillance and antimicrobial stewardship and resistance (PHPI 2.12).

5.2 Adheres to standard precautions of infection prevention and control.

5.3 Utilises appropriately available evidence-based tools and opportunities to promote the health and wellbeing of the individual, their families and carers.

5.4 Demonstrates understanding of the need to support and educate the individual, their families and carers about their condition and its management.

5.5 Under the direct supervision of registered practitioners safely participate in the process of medicines management and administration.


Platform 3: Assessing needs and planning care Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Proficiency 6Recognise and use best available evidence to support safe nursing practice and decision-making, utilising the skills of other professionals appropriately

PracticeSupervisor

Signature & Date6.1 Under supervision working in partnership with the

individual, family and/or carers assesses and records appropriately the person’s holistic care needs including physical, mental, emotional, social and spiritual needs.

6.2 Under supervision undertakes and accurately records routine investigations using appropriate tools, including manual blood pressure, reporting deviations from the norm to appropriate people.

6.3 Articulates knowledge and understanding of when and how to refer people safely to other professionals or services for clinical intervention or support.

6.4 Recognise and assist in the assessment of people who may be at risk of harm and the situations that may put them at risk, escalating concerns as appropriate to safeguard those who are vulnerable.


6.5 Under supervision demonstrates the ability in partnership with the individual, family and/or carers to devise a plan of care to meet the individual’s assessed needs.

6.6 Under supervision demonstrates the ability to understand and utilise the existing range of care planning tools to support the delivery of individualised care.


Platform 4: Providing and Evaluating Care Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Proficiency 7:Provide and evaluate evidence-based person-centred care in collaboration with the individual

PracticeSupervisor

Signature & Date7.1 Provide compassionate, evidence-based person-

centred care maintaining the privacy and promoting the dignity of the individual.

7.2 Under supervision deliver safe and effective care in accordance with the agreed plan.

7.3 Work in partnership with people to encourage shared decision-making in order to support individuals, their families and carers to manage their own care when appropriate.

7.4 Acknowledge and where appropriate participate in communicating accurate information and the development of relationships with people, families and carers that meets their needs before, during and after a range of interventions.

7.5 Under supervision demonstrate the knowledge, skills and ability to effectively provide high quality evidence-based essential care, involving the individual where appropriate.


7.6 Demonstrate, under appropriate supervision, the ability to safely use commonly encountered devices and confidently carry out related nursing procedures to meet the individual’s needs.

7.7 Participate in the evaluation of care provided in partnership with the individual where appropriate.

7.8 Under supervision participate in modifying the care plan based on the evaluation.

7.9 Demonstrate acheivement of all nursing procedures as stated in Annex B (Part 1).


Platform 4: Providing and evaluating care Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Proficiency 8:Recognise and respond appropriately to commonly encountered or urgent situations.

PracticeSupervisor

Signature & Date8.1 Recognise the signs and symptoms associated

with commonly encountered symptoms including anxiety, confusion, discomfort and pain and escalate concerns appropriately.

8.2 Recognise the signs and symptoms of a deteriorating patient and escalate concerns promptly and appropriately.

8.3 Demonstrate the knowledge, skills and confidence to provide both mental and physical first aid procedures and basic life support.


Platform 5: Leading and managing nursing care and working in teams

Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Achieved✓

Not AchievedX

Practice Assessor

Signature & Date

Proficiency 9:Demonstrate the ability to work within health and social care teams in order to provide high quality person-centred care.

PracticeSupervisor

Signature & Date9.1 Demonstrate self-awareness and emotional

intelligence when collaborating and communicating with all members of the health and social care teams.

9.2 Demonstrate and articulate an understanding of the roles, responsibilities and scope of practice of all members of the nursing and interdisciplinary team and how to best utilise and value the contributions of others involved in providing care.

9.3 Participate, where appropriate in the decision-making process of the interdisciplinary team.

9.4 Appreciate the potential impact of human and environmental factors on the functioning of the interdisciplinary team.


Platform 6: Improving safety and quality of care Achieved✓

Not AchievedX

Practice AssessorSignature & Date

Achieved✓

Not AchievedX


Proficiency 10:Practice safely and demonstrate understanding of the correct use, limitations and hazards of the work environment

PracticeSupervisor

Signature & Date10.1 Articulate understanding and apply the principles

of health and safety legislation and regulations and maintain safe work environments.

10.2 Recognise and identify the need to make improvements and proactively respond to potential hazards that may affect the safety of people.

10.3 Demonstrate and articulate understanding of how to identify, report and critically reflect on near misses, critical incidents, major incidents and serious adverse events in order to learn from them and influence their future practice.


Platform 7: Co-ordinating care Achieved✓

Not AchievedX


Achieved✓

Not AchievedX


Proficiency 11:Develop effective communication skills to enhance inter-professional/interagency working

PracticeSupervisor

Signature & Date11.1 Utilise a range of mediums to enhance and co-

ordinate care and collaboration between agencies involved in providing person-centred care across all relevant sectors and settings.

11.2 Demonstrate and adhere to the principles of consent and confidentiality in accordance with professional, local and national guidelines.


End of Part 1 Assessment: Summative

The summative end of Part assessment should be completed by the Practice/Academic Assessor at the end of Part 1 progression point. See specific University guidance on page 12 for more information about the progression point. Student progress should be documented, based on formative observation of adequate performance of relevant benchmarks/annexes A and B and qualitative feedback from Practice Supervisors across all Part 1 placements.

Practice Assessor Academic Assessor

General feedback on student progressTo include comments about conduct, proficiency and overall achievement.

General feedback on student progressTo include comments about conduct, proficiency and overall achievement.


Areas of Strength Areas of Strength

Areas for Development Areas for Development


Feedback on proficiency outcomes Feedback on proficency outcomes


The student has completed all Part 1 evidence requirements and achieved all Part 1 proficiency outcomes at the assessment point. Subject to succesful academic acheivement.

YES NO

Progress to next part A period of reassessment is required

Practice Assessor PRINT NAME: ……………………………………………………………………………………………….

Signature:…………………………………………………………… Date:……………………………

Academic Assessor PRINT NAME:……………………………………………………………………………………………..

Signature:…………………………………………………………… Date:……………………………

After the student has completed all practice placements for Part 1, maintaining professional standards, and evidence of this has been provided, I confirm that the student may progress to Part 2.

PRINT NAME:…………………………………………………………………(Academic Assessor)

Signature:…………………………………………………………… Date:……………………


EVIDENCE TO SUPPORT ACHIEVEMENT OF PROFICIENCES

Evidence Required by Midpoint Assessment

Required at Summative Assessment

Whole range of Practice Supervisor feedback from episodes of placementMedication Administration Tool (Formative)Medication Assessment (Summative)Infection Prevention and Control (Formative)Five Service User/Patient Assessment of Student’s Interpersonal SkillsAssessed Episode of Care (Formative)Assessed Episode of Care (Summative)Written Reflection on NMC Platforms 1, 2 & 3Confirmation of Acheivement Part 1 NMC Annex A & BCertification of completion of fire procedures trainingCertificate of completion of manual handling trainingCertificate of completion of Basic Life Support trainingCommunication and relationship management skills (Ongoing Record of Acheivement)Nursing procedures (Ongoing Record of Acheivement)Learning Log For Alternative Client Groups

This must be completed by the end of Part 3


Administration of Medication Record of Assessments (Formative)

Student's Name: Practice Supervisor Assessing Student

Please indicate if each skill is done correctly (Y) or not done correctly (X) not applicable (N/A)

Administration of Medication Episode 1 2 3 4 5 6 7 8 9 10Skills to Demonstrate: The Right Approach Drug trolley/cupboard/storage facility (according to care environment)

checked for supplies Sharps bin Drinking water and glasses/any other equipment required BNF/other reference book Washes/decontaminates hands correctly Introduces self to the patient/client and explains what they are going to

doDrug Chart Checks that the drug chart/prescription belongs to the service user Checks that the drug chart is written clearly according to

Trust/Organisational Policy Identifies service user:

o Nameo Hospital number/NHS Number (if in hospital setting)o Date of birtho Ward (if in hospital setting)o Consultant or GPo Allergieso Weight

Correct identity of Service User• Ensures chart/prescription belongs to the service user

• Other Trust/Organisation method of checking identity (please specify)


Service User Informed Identifies the drug(s) to be given for the service user Establish if service user has any allergies to the prescribed medication Evaluates service user’s knowledge and provides service user with a

brief description of the drug and expected action where appropriate Appropriate communication/language is used Informed consent gained from patient/client in accordance with the

Trust/Organisational Policy/Legal requirements Trust/Organisational Policy/Professional/Legal requirements adhered to

if the service user refuses medicationRecognition of Safe Prescription

Checks: Approved name Correct dose Correct route Frequency Prescription signed and dated If other prescription directions given Date drug therapy should commence and end if appropriate Times of administration If last/current dose given Any side effects Any contraindications Any allergies Identifies if drug is correctly prescribed

Preparing Medication for Administration Checks medication packaging/label for correct medication and

formulation and checks expiry date Medication checked against prescription Correct dose calculated Correct dose is prepared for administration without contamination

Administration of Medication to Service User Service user name band is checked against prescription Identifies correct service user by name, hospital number and date of

birth Additional method of checking identity used according to Trust/

Organisational policy Administers medication to the service user via the correct route using

the correct method Checks that service user takes the medication as appropriate Signs drug chart correctly when sure medication is taken/administered

and completes any other relevant documentation


Observes effect of medication and responds appropriatelyPoints to consider throughout the procedure

Security of drugs is maintained Any rubbish is disposed of appropriately (including sharps) Hands are washed/decontaminated correctly Ensures service user privacy and dignity is maintained Appropriate interpersonal skills and courtesy demonstrated Demonstrates knowledge and understanding of medication administered Demonstrates knowledge of adverse reactions which may occur as a

result of the administration of medication (e.g. anaphylaxis), and the procedure to be implemented if this occurs

Overall the student demonstrates safe practice in relation to the administration of medication

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Supervisor's Signature (Please sign each box):Date (Please date each box):


Part 1 Medicines Management**

This assessment must be completed by the end of Part 1 where the student safely administers medicines to one or a group of patients/service users in any care setting.

The student must be allowed to complete the formative assessment of medication administration on 10 occasions under supervision prior to this assessment.

The student must work within the legal and ethical frameworks that underpin safe and effective medicines management and work within national and local policies

Regulatory requirements: Future Nurse: Standards of Proficiency for Registered Nurses (NMC 2018), The Code (NMC 2018), A Competency Framework for all Prescribers (The Royal Pharmaceutical Society 2016)

The aim of this assessment is to ensure students can perform safe administration of medicines under direct supervision.


YES = Achieved No = Not AchievedCompetency Yes/No Competency Yes/No

1. Is aware of the patient/service user’s plan of care and the reason for medication demonstrating knowledge of pharmacology for commonly prescribed medicines.

7. Prepares medication safely. Checks expiry date. Notes any special instructions/contraindications.

2. Communicates appropriately with the patient/service user. Provides clear and accurate information and checks understanding.

8. Calculates doses accurately and safely. Demonstrates to assessor the component parts

of the calculation.3. Understands safe storage of medications in the care

environment.9. Checks and confirms the patient/service user’s identity and

establishes consent.(ID band or other confirmation if in own home).

4. Maintains effective hygiene/infection control throughout. 10. Administers or supervises self-administration safely under direct supervision.Verifies that oral medication has been swallowed.

5. Checks prescription thoroughly. Right patient/service user Right medication Right time/date/valid period Right dose/last dose Right route/method Special instructions

11. Describes/demonstrates the procedure in the event of non- compliance.

12. Safely utilises and disposes of equipment.

13. Maintains accurate records. Records, signs and dates when safely administered.

14. Monitors and reports effects and is aware of common side effects and how these are managed.

6. Checks for allergies demonstrating an understanding of the risks and management of these as appropriate. Asks patient/service user. Checks prescription chart or identification band.

15. Uses appropriate sources of information e.g. British National Formulary.

16. Offers patient/service user further support/advice/education, including discharge/safe transfer where appropriate.


Practice Assessor Feedback

Student Reflection on Learning and Development

Student’s Name: Signature: Date:

Practice Assessor’s Name: Signature: Date:


Infection Prevention and Control Record of Assessment (Formative)

1. Hand Hygiene Observation 1 Observation 2 Observation 3 Observation 4 Observation 5Comments:

Overall the student demonstrates safe practice.Practice Supervisor’s Signature (Please sign each box):Date (Please date each box):

2. Maintenance of effective standard infection and control precautions.

Comments:



3. AsepsisComments:


4. Personal Protective Equipment

Comments:

Overall, the student demonstrates safe practice.Practice Supervisor’s Signature (Please sign each box):Date (Please date each box):


5. Safe disposal of wasteComments:


6. Safe Disposal of SharpsComments:

Overall, the student demonstrates safe practice.Practice Supervisor’s Signature (Please sign each box):Date (Please date each box):


PATIENT/SERVICE USER/CARER ASSESSMENT OF THE STUDENT'S INTERPERSONAL SKILLS

Name of Student:I confirm that informed consent has been obtained from the patient/service user/carer (delete as appropriate) completing this form.

........ ... ..... . .......................... .............................................................(Name of Practice Supervisor) (Signature of Practice Supervisor)

The aim of this form is to help the student nurse develop effective interpersonal skills and enable patients/service users/carers to contribute to the assessment process.

You may ask the student's supervisor (the nurse who gave you this form) or your family to help you complete it. All questions are optional and the student nurse will not know who has been asked to complete forms.

Please rate how effective you felt the student nurse was in relation to the following areas by ticking one box for each statement:

Poor

☹OK

😐Good

🙂Excellent

☺

1. Introducing themselves to you

2. Asking permission to talk to you

3. Making you feel at ease

4. Giving you the opportunity to express your views,concerns and expectations about what is happening to you

5. Making you feel that your views, decisions and choices were respected

6. Listening to you and giving you time to talk

7. Providing you with information you need about your care

8. Giving you the opportunity to ask questions and clarify things

9. Explaining things in a way you could understand

10. Checking that you understood what was said

11. Responding to you in a caring way

12. Summarising the discussion and clarifying key issues

13. Thanking you for talking to them and discussing what has been happening to you


Part 1 Episode of Care Assessment – Formative**

This assessment must be completed by the end of Part 1 under the direct supervision of a Practice Supervisor during a specific episode of care.

The Practice Supervisor and student will identify an appropriate episode of direct care involving meeting the needs of a person receiving care. Professionalism underpins all aspects of the student’s performance.

The aim of this assessment is to demonstrate the student’s progression in the following five platforms within the Future Nurse: Standards of Proficiency (NMC, 2018) in the context of their field of nursing:

Promoting health and preventing illness Assessing needs and planning care Providing and evaluating care Improving safety and quality of care Co-ordinating care

Effective communication and relationship management skills underpin all aspects of care Students are required to use appropriate approaches and techniques considering the person’s motivation, capacity and need for reasonable adjustment.

Assessment Learning Outcomes

The student is able to:1. Work in partnership with the person receiving care, their families and carers (where appropriate), the student is able to undertake an accurate

assessment and provide evidence-based, compassionate and safe nursing care.2. Demonstrate understanding and can apply the relevant knowledge and skills to meet the individual’s needs relating to dignity, comfort, hygiene

and mobility.3. Communicate effectively utilising appropriate verbal and non-verbal skills in the delivery of person-centred care decisions.4. Identify the impact of lifestyle choices on the individual’s mental and physical health and wellbeing and demonstrates the principles of health

promotion and preventing ill health. 5. Demonstrate that they have maintained professional values and demonstrates knowledge of safety and safeguarding for the person receiving

care and the carers and/or family.


Student reflection on the episode of careWithin your reflection, describe the episode of care and how you assessed, delivered and evaluated care

What did you do well?

What would you have done differently?


Practice Supervisor FeedbackBased on the student’s reflection, your observation and discussion of the episode of care, please assess and comment on the following:

Yes= Achieved, No= Not achieved (refer to criteria for assessment in practice)

Standard to Achieve Yes/No Comments

Assessing needs and planning careTakes an accurate history and undertakes aperson-centred assessment in order to plan effective care.Providing and evaluating careProvides person-centred evidence-based care inmanaging dignity, comfort, hygiene and mobilityneeds of the individual.Promoting health and preventing illnessApplies the principles of health promotion andimprovement as appropriate when caring for theindividual and their families.Improving safety and quality of careUndertakes relevant risk assessments (e.g. falls,skin integrity, mental capacity) that may berequired and demonstrates an understanding ofthe difference between risk aversion and riskmanagement. Co-ordinating CareUtilises a range of communication skills toeffectively engage with the person receiving care, their family/carers and members of themultidisciplinary team in the provision andevaluation of care. Student Name: Signature: Date:

Practice Supervisor Name: Signature: Date:


Part 1 Episode of Care Assessment – Summative**

This assessment must be completed by the end of Part 1 under the direct supervision of the student’s Practice Assessor during a specific episode of care.

The Practice Assessor and student will identify an appropriate episode of direct care involving meeting the needs of a person receiving care. Professionalism underpins all aspects of the student’s performance

The aim of this assessment is to demonstrate the student’s progression in the following five platforms within the Future Nurse: Standards of proficiency (including skills from annexe A and B) (NMC, 2018) in the context of their field of nursing:

Promoting health and preventing illness Assessing needs and planning care Providing and evaluating care Improving safety and quality of care Co-ordinating care

Effective communication and relationship management skills underpin all aspects of care.Students are required to use appropriate approaches and techniques considering the person’s motivation, capacity and need for reasonable adjustment.

Assessment Learning Outcomes

The student is able to:1. Work in partnership with the person receiving care, their families and carers (where appropriate), the student is able to undertake an accurate

assessment and provide evidence-based, compassionate and safe nursing care.2. Demonstrate understanding and can apply the relevant knowledge and skills to meet the individual’s needs relating to dignity, comfort, hygiene

and mobility. 3. Communicate effectively utilising appropriate verbal and non-verbal skills in the delivery of person-centred care decisions.4. Identify the impact of lifestyle choices on the individual’s mental and physical health and wellbeing and demonstrates the principles of health

promotion and preventing ill health. 5. Demonstrate that they have maintained professional values and demonstrates knowledge of safety and safeguarding for the person receiving

care and the carers and/or family.


Student reflection on the episode of care:

Within your reflection, describe the episode of care and how you assessed, delivered and evaluated care.

What did you do well?

What would you have done differently?


Practice Assessor FeedbackBased on the student’s reflection, your observation and discussion of the episode of care, please assess and comment on the following:

Yes= Achieved, No= Not achieved (refer to criteria for assessment in practice)

Standard to Achieve Yes/No Comments

Assessing needs and planning careTakes an accurate history and undertakes aPerson-centred assessment in order to planeffective care.Providing and evaluating careProvides person-centred evidence-based care inmanaging dignity, comfort, hygiene and mobilityneeds of the individual.Promoting health and preventing illnessApplies the principles of health promotion andimprovement as appropriate when caring for theindividual and their families. Improving safety and quality of careUndertakes relevant risk assessments (e.g. falls,skin integrity, mental capacity) that may berequired and demonstrates an understanding ofthe difference between risk aversion and riskmanagement.Co-ordinating CareUtilises a range of communication skills toeffectively engage with the person receiving care, their family/carers and members of themultidisciplinary team in the provision andevaluation of care.

If any standard of proficiency is not achieved a reassessment will be required

Student Name: Signature: Date:

Practice Assessor Name: Signature: Date:


Written Reflection on Platform 1: Being an Accountable ProfessionalThis reflection is to support the Practice Assessor in their decision of proficiency for the student. It does NOT require to be marked in an academic sense.

Using the Gibbs' (1988) reflective cycle the student will reflect on an incident that was of meaning to them. The six stages of Gibbs’ cycle are:

Description: What happened?

Feelings: What were you thinking about?

Evaluation: What was good or bad about the experience?

Analysis: What sense can you make of the situation?


Conclusion: What else could you have done?

Action Plan: What will you do next time?


Written Reflection on Platform 2: Promoting Health and Preventing Ill HealthThis reflection is to support the Practice Assessor in their decision of proficiency for the student. It does NOT require to be marked in an academic sense.








Written Reflection on Platform 3: Assessing needs and planning careThis reflection is to support the Practice Assessor in their decision of proficiency for the student. It does NOT require to be marked in an academic sense.








Certification of Completion of Fire Procedures Training, Manual Handling and Basic Life Support

Learning Log for Meeting Essential Care Needs and Demonstrating Experience of Working with

the Alternative Client Groups


PRE-REGISTRATION NURSING COURSE ALL FIELDS

LEARNING LOG FOR MEETING ESSENTIAL CARE NEEDS AND DEMONSTRATING EXPERIENCE OF WORKING WITH THE

ALTERNATIVE CLIENT GROUPS

The following information is taken from Future nurse: Standards of Proficiency for Registered Nurses (NMC, 2018 p6).

Background:

All students irrespective of their field of practice are expected to meet the requirement at the point of registration that “registered nurses must be able to meet the person-centred, holistic care needs of the people they encounter in their practice who may be at any stage of life and who may have a range of mental, physical, cognitive or behavioural health challenges” (NMC, 2018, p 6). Your course has been designed to provide you with learning opportunities which will enable you to meet these expectations.

Logging Experiences:As part of the course you are required to log specific learning experiences which demonstrate development towards meeting these expectations. Some of your learning will take place in the University and some within practice environments.Within the practice environment you must log at least 37.5hrs with each of the alternative client groups – for example for Adult Field students this will be Children’s, Learning Disabilities and Mental Health nursing; for Mental Health Field students this will be Adult, Children’s and Learning Disabilities nursing. For Child Field students this will be Adult, Learning Disabilities and Mental Health nursing; for Learning Disability Field students this will be Adult, Children’s and Mental Health nursing.

In order to do this you must initially discuss your learning needs and negotiate learning objectives with your Practice Assessor. Where learning takes place in “spoke” placement experiences the record of learning for these, which is included in your portfolio documentation and timesheets must be completed.

When recording learning and completing the Learning Log you must ensure that you maintain confidentiality and anonymity at all times and that you adhere to the School of Health & Social Care’s procedures for obtaining informed consent. Your mentor/supervisor must verify and counter sign your logged learning and hours.

The Learning Log must be presented at your final tripartite each year. It is also essential evidence for the final year practice portfolio.


Learning Outcomes

People with Mental Health Needs Use basic mental health skills to reduce the distress associated with mental

health problems and help promote recovery. Act promptly to reduce the risk of harm in a crisis and to protect people who

are vulnerable. Have a basic understanding of mental health promotion, the links between

physical and mental health problems and the aetiology and treatment of common mental health problems.

Appreciate the impact of mental health problems and distress on a person’s cognition, communication, behaviour, lifestyle and relationships.

Be aware of the main provisions of mental health laws, especially those relating to capacity, human rights and safeguarding.

Recognise and address people’s essential mental health needs when these exist alongside other primary health needs.

Work and communicate with others to maintain continuity in meeting mental health needs in long term conditions.

People with a Learning Disability Recognise and respond to the needs of people with learning disabilities who

come into their care. Maintain continuity of care to meet pre-existing intellectual, physical and

emotional needs. Understand the prevention, effects, and treatment of common health

problems; the links between learning disabilities and physical and mental health.

Ensure that they have access to health and social care networks and specialist services to provide support and protect people who are vulnerable.

Actively listen, provide information, and involve people with learning disabilities in decision-making, including agreeing reasonable adjustments to minimise disruption to their usual way of life, and promote their autonomy, wellbeing and social inclusion.

Work with families, carers, support networks and, where necessary, specialist advocates to address people’s needs.

Use effective communication and active involvement in decision-making about treatment options taking into account the person’s wishes, lifestyle and capacity for consent.

Needs of Children and Young People Have a broad understanding of the development of children and young people

within the family context and how this affects their individual needs, health, behaviour and communication.

Work with children, young people, their families and others to provide family- centred care.

Understand common physical and mental health problems associated with childhood and adolescence, their effects and treatment.

Deliver the basic care required to meet essential needs. Recognise deterioration and provide safe care to infants, children and young

people in an emergency or act to protect them where there is risk of harm prior to referral or when accessing specialist services (This evidence will be


provided from simulation and contact-based learning within the University).

Adults with Physical Healthcare Needs A broad understanding of the lifespan development of adults and older people,

their roles within the family context, and how this affects their individual needs, health, behaviour and communication.

Understand and recognise the common physical health problems of adults and older people who come into their care, including their effects, treatment and immediate nursing care requirements.

Deliver basic care to adults and older people required to meet essential needs. Provide safe care to adults and older people in an emergency, or act to protect

them where there is risk of harm, including first aid, basic life support and obtaining emergency assistance when needed.

Provide immediate treatment and care for the adult or older person who becomes acutely ill or is injured.

Make a baseline physical health assessment of an adult or older person, monitor their condition and recognise and respond to any deterioration.

Safely use medical devices to assist with the immediate care or treatment for an adult or older person.

Seek expert advice or support where needed to ensure ongoing safe, effective and evidence based care of an adult or older person or when accessing specialist services.


LEARNING LOG FOR MEETING ESSENTIAL CARE NEEDS AND DEMONSTRATING EXPERIENCE OF WORKING WITH THE ALTERNATIVE CLIENT GROUPS

Please identify the Date and Activity Learning Signature of student:experience under one duration inof the following hours ………………………..headings:

Needs of children andDate: ………………..

young people Name of practitioner

People with mental health needs

verifying the learning experience

People with a learning………………………..

disability Practitioner’ssignature:

………………………….

Designation

…………………………

Date: ………………..



Record of Communication/Additional Feedback Pages

Student Name Skills FacilitatorName

Activity

Areas of Strength

Areas for Development


Other Comments

Skills Facilitator Signature and Date:



AcknowledgementThe assistance of the Pan London Practice Learning Group is gratefully acknowledge for giving permission for the use of some elements of their Pan London PAD indicated by **.

Some elements indicated by have been developed over a number of years by the Essential/Complex Skills Group (a Pre-registration partnership group with representatives from the Teesside University School of Health & Social Care and clinical staff from the Partnership sites).
