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BSc (Hons) Nursing (Mental Health) Assessment of Competence Booklet

2015 Intake valid for 2017/2018 & 2018/2019

Catherine McAuley School of Nursing and

Midwifery

University College Cork

&

Health Service Executive - South

Cork Mental Health Services

BSc (Hons) Nursing (Mental Health)

ASSESSMENT OF COMPETENCE BOOKLET

NU3054 & NU4094

2015 INTAKE

(YEARS THREE AND FOUR)

Note: The Student is responsible for returning this document in its original form

either in person or by registered post to the School of Nursing and Midwifery, UCC,

on the dates specified by the School. Failure to do so may result in failing the

Practice Placement Module. Please ensure that you sign for the submission of the

document if you return it in person. Students submitting the document by registered

post should, in their own interest, make a photocopy of the document before

posting. Except in the case of a document lost in the post, photocopied documents

will not be accepted.

Student’s Name: ______________________________________________________

Student ID: __________________________________________________________

This booklet remains the property of the UCC School of Nursing and Midwifery at

all times.

If found, please return this document to the School of Nursing and Midwifery,

University College Cork.


2015 Intake valid for 2017/2018 & 2018/2019

TABLE OF CONTENTS Practice Placement Agreement …………………………………………. …. 1

Practice Placement Overview ……………………………………………. 4

Self-Assessment Forms ……………………………………………………… 6

Student Declarations …………………………………………………………. 8

Professional Behaviour and Standards …………………………………… 9

Assessment of Competence Guidelines ……………………………………. 11

Adapted Steinaker and Bell’s Experiential Taxonomy (1979) ………………. 13

Guidance in using the Assessment of Competence Booklet ………………… 18

Competencies Years Three and Four ……………………………………... 22

Domains ………………………………………………………………………. 23

Student Reflective Notes: Guidelines ………………………………………… 32

Gibbs Reflective Cycle 1988 …………………………………………………. 34

Student Reflective Notes ……………………………………………………... 35

Assessment of Competence Interview Forms ………………………………. 65

Supportive Mechanisms for Student Learning - Guidelines……………………… 111

Supportive Learning Plan for Supernumerary Practice (Forms) ………………… 119

Year 3 Review …………………………………………………………………. 129

Year 4 Review …………………………………………………………………. 130

Reflection Time Record Sheets ………………………………………………… 131

Internship Students - Record of ‘on ward/unit’ Prep Activities ………………… 136

Appendices

Appendix 1: Practice Module Descriptors NU3054 & NU4094 …………… 140

Appendix 2: Required reading prior to, and during, all clinical placements… 142

This Booklet has been developed by the BSc Nursing Clinical Practice Committee,

comprising representatives of the participating Health Service Providers and the

School of Nursing and Midwifery, UCC

BSc (Hons) Nursing (Mental Health) Assessment of Competence Booklet 2015 Intake valid for 2017/2018 &

2018/2019 1

SCHOOL OF NURSING AND MIDWIFERY, UCC AND

PARTICIPATING HEALTH SERVICE PROVIDERS

PRACTICE PLACEMENT AGREEMENT 2017

INTRODUCTION

As a Nursing student you are studying to obtain a University Degree that will allow you to register

with the Nursing and Midwifery Board of Ireland (NMBI) and upon registration, to work as a

Registered Nurse. During your study you will gain practice experiences in various health care

settings, interacting with individuals1, members of staff2, and other health care professionals. It is

therefore essential that you agree with the conditions set out below to ensure that you can learn

effectively and become a competent nurse. These conditions are based upon NMBI’s Requirements

and Standards for Nurse Registration Education Programmes (2005)

http://www.nursingboard.ie/en/education.aspx, and Code of Professional Conduct and Ethics for

Registered Nurses and Midwives (2014) http://www.nursingboard.ie/en/code/new-code.aspx,

University College Cork’s (UCC) Student Policies

http://www.ucc.ie/en/study/undergrad/orientation/policies/, and the School of Nursing and

Midwifery’s Student Policies http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/. Failure

to comply with the conditions set out in this agreement, which you will be asked to sign, may result

in you not being allowed to continue in your BSc Nursing programme.

School of

Nursing and Midwifery/

Participating Health Service Providers

Student Name: __________________________ Student ID Number: ___________________

I AGREE THAT:

1. I will listen to individuals and respect their views, treat individuals politely and

considerately, and respect their privacy, dignity, and their right to refuse to take part in

teaching.

2. I will act according to NMBI’s Code of Professional Conduct and Ethics for Registered

Nurses and Midwives (2014).

3. My views about a person’s lifestyle, culture, beliefs, race, colour, gender, sexuality, age,

social status, or perceived economic worth will not prejudice my interaction with

individuals, members of staff, or fellow students.

4. I will respect and uphold an individual’s trust in me.

5. I will always make clear to individuals that I am a nursing student and not a registered

nurse.

6. I will maintain appropriate standards of dress, cleanliness and appearance.

7. I will wear a health service provider identity badge with my name clearly identified.

8. I will familiarise myself and comply with the Health Service Provider’s values, policies and

procedures.

1 ‘Individual’ also refers to patient, client, resident, significant other, colleague, other health care professional 2 ‘Member of staff’ refers to both academic and health service personnel.

http://www.nursingboard.ie/en/education.aspx

http://www.nursingboard.ie/en/code/new-code.aspx

http://www.ucc.ie/en/study/undergrad/orientation/policies/

http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/


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9. I have read and understood the guidelines as set out in the current Practice Placement

Guidelines Booklet http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/.

10. I understand and accept to be bound by the principle of confidentiality of individuals’

records and data. I will therefore take all necessary precautions to ensure that any personal

data concerning individuals, which I have learned by virtue of my position as a nursing

student, will be kept confidential. I confirm that I will not discuss individuals with any

other party outside the clinical setting, except anonymously. When recording data or

discussing care outside the clinical setting, I will ensure that individuals cannot be

identified by others. I will respect all Health Service Providers’ and individuals’ records.

11. I have read and understand the BSc Programme’s Grievance and Disciplinary Procedures

http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/.

12. I understand that, if I have (or if I develop) an impairment or condition that may impact in

any way on my ability to learn, perform safely in the clinical environment or affect the

welfare of myself or others, it is my responsibility to share this with an appropriate person

in the clinical setting (e.g. Allocations Liaison Officer, Clinical Placement Coordinator,

Staff Nurse, Staff Midwife) and to declare on the relevant Fitness to Practice disclosure

form http://www.ucc.ie/en/study/undergrad/orientation/policies/. I accept that only through

disclosure of this impairment/condition can an appropriate plan of support to reach the

required clinical learning outcomes/competencies be explored.

13. I understand that if I have any criminal conviction(s) during the programme that I will

declare same on the relevant Fitness to Practice disclosure form

http://www.ucc.ie/en/study/undergrad/orientation/policies/.

14. If I am returning from a period of illness/hospitalisation/surgery, it is expected that I report

this to the Allocation Liaison Officer (attached to my Health Service Provider), as I may be

required to attend the occupational health department prior to accessing my clinical

placement.

15. I understand and accept that any dispute between parties in relation to this Agreement,

outside of UCC’s and NMBI’s relevant regulations, may be referred to the BSc Nursing

Joint Disciplinary Committee for a decision.

16. I confirm that I shall endeavour to recognise my own limitations and shall seek

help/support when my level of experience is inadequate to handle a situation (whether on

my own or with others), or when I or other individuals perceive that my level of experience

may be inadequate to handle a situation.

17. I shall conduct myself in a professional and responsible manner in all my actions and

communications (verbal, written and electronic including text, e-mail or social

communication media).

18. I will attend all scheduled teaching sessions and all scheduled clinical placements, as I

understand these are requirements for satisfactory programme completion. If I am unable to

attend any theoretical or Mandatory/Essential Skills element (including online requirement)

of the programme, I will notify the Attendance Monitoring Executive Assistant in G.03

(prior to scheduled date) and provide a written explanation for the Module Leader as soon

as possible and in accordance with the current Mandatory and Essential Skills Policy

(http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/). I will also inform the

relevant HSP Allocation Liaison Officer prior to the commencement date of my clinical

placement. If I am then unable to attend my scheduled clinical placement due to the above

reasons, I will act according to Local Health Service Provider Guidelines and the Practice







2018/2019 3

Placement Agreement, and will inform the relevant personnel in a timely manner e.g.

Clinical Placement Coordinator, Clinical Nurse Manager, as soon as possible.

By my signature hereunder I confirm that I have read and understood all the above conditions and

that I agree to comply with ALL of these for the duration of the BSc Programme.

Student Signature: _________________________________Date: _______/________/_______

Signed on behalf of the Health Service Provider:

Health Service Provider: ________________________________________________________ Please print name

Director of Nursing/Nominee/Title: _______________________________________________ Please print name

Signature: ________________________________________Date: _______/________/_______

Signed on behalf of University College Cork:

Head, School of Nursing and Midwifery/Nominee/Title: _______________________________ Please print name

Signature: _________________________________Date: _______/________/_______


2018/2019 4

PRACTICE PLACEMENT OVERVIEW

STUDENT NAME: _______________________________________________________________

ID NUMBER.: __________________ YEAR OF ENTRY TO BSc: ___________________

PRACTICE PLACEMENT TYPE: ___________________________________________ (*Note: Do not name Unit/ Ward)

Allocation Dates: From: ________________ To____________

Clinical Assessor / Preceptor: ___________________________________________________

Print Name Signature


















2018/2019 5

























Total number of weeks in Practice Placement in Years Three and Four:


2018/2019 6

SELF-ASSESSMENT FORM - YEAR 3

Dear Module Leader,

Please find enclosed my competency booklet which I have self-assessed.

All the following criteria have been met and signed off as being complete:

Student Signature

Name and Student ID on cover of Booklet ________________________

Practice Placements Details written up ________________________

Student Declaration signed _________________________

Student signature and preceptor signature and date for all competencies achieved

__________________________

Number of competencies achieved at identification and internalisation ______

Number (identification) ____ ___________________

Number (internalisation) __________________________

Reflective notes written up & signed __________________________

Reflection record sheet written & signed __________________________

All Assessment of Practice Interviews completed and signed by student and

Preceptors

__________________________ __________________

Signed Date

_______________________

Please print name


2018/2019 7

SELF-ASSESSMENT FORM - YEAR 4

Dear Module Leader,

Please find enclosed my competency booklet which I have self-assessed.

All the following criteria have been met and signed off as being complete:

Student Signature

Name and Student ID on cover of Booklet ________________________

Practice Placements Details written up ________________________

Student Declaration signed ________________________

Student signature and preceptor signature and

date for all competencies achieved ______________________

Number of competencies achieved at identification and internalisation _________

Number (identification) _________________________

Number (internalisation) _________________________

Reflective notes written up & signed __________________________

Reflection record sheet written & signed __________________________

All Assessment of Practice Interviews completed and signed by student and

Preceptors

__________________________ _______________

Signed Date

_______________________

Please print name


2018/2019 8

STUDENT DECLARATION - YEAR THREE

Note: Please do not sign until after final placement in year 3 & 4.

I declare that I have achieved all the signed indicators, domains, skills and

competencies through my own efforts, and that all signatures are the authentic

signatures of the relevant named personnel.

Student Name (please print name): _________________________________________

Student Signature: ________________________________________________________

Date: ________________________________________

---------------------------------------------------------------

STUDENT DECLARATION - YEAR FOUR

I declare that I have achieved all the signed indicators, domains, skills and

competencies through my own efforts, and that all signatures are the authentic

signatures of the relevant named personnel.

Student Name (please print name): _________________________________________

Student Signature: ________________________________________________________

Date: ________________________________________


2018/2019 9

Professional Behaviour and Standards Nursing and Midwifery undergraduate programmes prepare students for entry onto a

professional Register with Nursing and Midwifery Board of Ireland (NMBI). The Code of

Professional Conduct and Ethics for Registered Nurses and Midwives states that the “nurse

and midwife has a responsibility to uphold the values of the professions to ensure their

practice reflects high standards of professional practice and protects the public” (NMBI 2014,

pg.8)

Thus any suspected forgery of a signature or other unprofessional tampering with Clinical

Learning Outcome or Assessment of Competence Booklet entries is deemed to be a very

serious issue and will necessitate the invoking of the “Joint Health Service Provider and

School of Nursing and Midwifery Disciplinary Procedures for Pre-registration BSc Nursing

and BSc Midwifery students”.

Under this procedure, if a student is found to have signed/forged another person’s signature,

the disciplinary committee will recommend appropriate actions under the auspices of the joint

disciplinary procedures. A minimum penalty as follows will apply: A fail judgement for the

clinical practice module will automatically be recorded for anybody who is found to

have forged another person’s signature either while on placement in clinical practice or

within their clinical learning assessment documentation.

If a situation exits where a student finds it difficult to access a preceptor to sign their booklet

(while on a placement area or within a short time frame of leaving a placement area), the

student is advised to discuss this in the first instance with their clinical placement co-ordinator

or clinical nurse/midwife manager or associate preceptor or link lecturer. If a difficulty

continues to arise the student should make contact with the branch leader or midwifery

coordinator to discuss the matter. It is far better to leave a section unsigned and to explain the

reasons for same to a clinical placement co-ordinator or practice module leader rather than to

falsify a signature.

NOTE: Please refer to School of Nursing & Midwifery website where further information

relating to the BSc Programme can be accessed. Specific guidelines relating to professional

and clinical matters are available for your information on this website. It is important that

each student takes the time to familiarise themselves with these matters at the commencement

of each Academic Year.

Submission of Booklet

Students must submit their competency booklets at the agreed submission date(s), (as per grid

on the school of nursing and midwifery website). Approximate dates for submission are May

2018 (3rd Year) and May and September 2019 (4th Year). Specific dates are outlined in the

grid. Please also ensure you check your e-mails while on clinical placements.

For students who are unable to submit their booklet by the agreed submission date, an

extension request form must be submitted in advance of the submission date. The extension

request form must detail the reason for which an extension is required.

Failure to complete the above will result in your competency booklet not being processed in

time for the relevant examination board. If a student is paying back time/completing extra

clinical time they must still submit their booklet on the specified date. If a student has any

queries in this regard, please contact the clinical module leader.

The clinical module (Part B of BSc programme) is assessed when the competency booklets

are examined. Students must also submit their time-sheets to the allocations office within two


2018/2019 10

week of completion of the relevant clinical placement (Note, specific date of return of time-

sheet is noted on the time-sheet).

"Entries made in error should be bracketed and have a single line drawn through them so that

the original entry is still legible. Errors should be signed and dated. No attempt should be

made to alter or erase the entry made in error. Erasure fluid should never be used. If an

enquiry or litigation is initiated, then the record must not be altered in any way either by the

addition of further entries or by altering an entry made in error". (Recording Clinical Practice:

Professional guidance, NMBI 2015, pg.13).

Students must collect their booklets from UCC in a timely manner so as to enable their

availability on clinical placement.

Loss of Booklet and student responsibilities

The competency booklet remains the responsibility of the student during the completion of

the clinical elements of the programme, once the clinical module results have been

successfully completed and ratified at an examination board in year 4, the booklet is

maintained on file in the School of Nursing and Midwifery, UCC thereafter as a permanent

record of student attainment of the clinical elements of the programme.

The competency booklet contains most of the evidence of attainment of the requirements for

passing the clinical module in each of the years of the BSc programme. It is each student’s

individual responsibility to ensure that they photocopy the relevant sections of their booklet

after completion of each placement and retain such photocopies in a safe manner. Thus, in the

rare event of a booklet being stolen (or lost etc.) the student has some evidence of what had

been attained up to the time of the loss of the booklet. If your booklet is lost or stolen, please

make contact with your practice module leader and clinical placement co-ordinator(s) In the

event of a booklet being misplaced it is the student’s responsibility to compile the evidence of

having completed all the relevant competencies and skills etc. and present such evidence to

the practice module leader by the dates specified in the assignment submission grid. Evidence

of having completed all the clinical module requirements is required for students to pass the

clinical module.

Extra Clinical Time for Extended Leave

If a student has been absent from clinical placement for a continuous year they are

recommended to undertake a minimum of two weeks’ clinical placement which is extra to

NMBI requirements. This placement is to facilitate re-visiting of fundamental skills and

learning outcomes.


2018/2019 11

ASSESSMENT OF COMPETENCE GUIDELINES

Introduction

The emphasis during practice placement experiences is on providing mental health nursing

students with opportunities to engage in reflective nursing practice within a supportive

learning environment, thereby enabling them to develop the attitudes, knowledge, and skills

necessary for thoughtful, efficient and effective practice.

The assessment of a student’s practice is organised around 5 domains (NMBI 2014)

A. Professional and Ethical Practice

B. Holistic Approaches to Care and the Integration of Knowledge

C. Interpersonal Relationships

D. Organisation and Management of Care

E. Personal and Professional Development

Each domain has a number of competencies and each competency has a number of indicators.

The student’s development of competence during her/his 4-year programme will be assessed

against criteria based on Steinaker and Bell’s (1979) experiential learning taxonomy. This

taxonomy has 5 levels: exposure, participation, identification, internalisation and

dissemination. By the end of the second year of the programme, the student needs to have

achieved the participation level (see the Clinical Learning Outcomes Booklet for further

details). This Assessment of Competence Booklet refers only to the levels of identification

and internalisation, and is designed to assist in the assessment of the student’s learning during

the Supernumerary Practice Placements in year 3 and the Internship Placement in Year 4. By

the end of the programme, the student is required to be competent at the internalisation level.

The focus in Years Three and Four then is on assisting the student to achieve competencies

required for entry to the NMBI Register. Competence is defined as the ability of the

Registered Nurse to practice safely and effectively, fulfilling his/her professional

responsibility within his/her scope of practice (NMBI 2014). These competencies will

develop as the student identifies with and internalises nursing practice situations over a period

of time.

Identification Steinaker and Bell (1979) define this level in the following terms:

“At this level the student actively participates in the experience using and testing

data, indicating that the initial learning experience has been achieved. The student

combines the organisational, emotional and intellectual context of a learning

experience. The student begins to identify personally with the experience, recognises

the organisation and structure of the experience, gains a deeper insight into its value,

and is able to express recognition of her/his own achievement.”

NMBI (2005)3 interpreted Steinaker & Bell’s (1979) taxonomy4 in the following manner as

regards Identification in a nursing and healthcare context.

“The student now shows the ability to participate in the delivery of care under

supervision on a more sustained basis with less prompting and greater confidence.

The student shows a greater ability to communicate effectively, and demonstrates a

wish to acquire further information. The student is able to analyse and interpret

information, demonstrating a problem solving skills and knowledge base to meet

different situations.”

3 Nursing and Midwifery Board of Ireland (2005) (3rd Edition) Requirements and Standards for Nurse Registration Education

Programmes Dublin Stationery Office 4 Steinaker, N. and Bell, R., (1979) The Experiential Taxonomy: A New Approach to Teaching and Learning New York:

Academic Press


2018/2019 12

Internalisation Steinaker and Bell (1979) define this level in the following terms:

“The student is an active and self-directive individual in the learning experience, with

progress no longer controlled from the outside. Experiences are incorporated and

further reinforced in the student thus becoming a part of unconscious problem

solving. The highest level of internalisation has been achieved when an experience

touches and continues to influence the lifestyle of a student.”

NMBI (2005)5 interpreted Steinaker & Bell’s (1979) taxonomy6 in the following manner as

regards Internalisation in a nursing and healthcare context.

“The student is able to explain the rationale for her/his nursing action. The student

requires less supervision whilst caring for a group of individuals, and is able to

transfer knowledge to new situations. The student seeks and applies new knowledge

and research findings, and demonstrates the ability to use problem solving skills,

critical analysis and evaluation.”

It is important to recognise that practice placement experiences differ from student to student.

There are differences in the order and sequence, but also differences in the length of the

various experiences. Some experiences are assessed, other are not. The context of learning in

Years Three and Four, as outlined above, therefore needs to be interpreted flexibly.

5Nursing and Midwifery Board of Ireland (2005) (3rd Edition) Requirements and Standards for Nurse Registration Education

Programmes Dublin Stationery Office 6 Steinaker, N. and Bell, R., (1979) The Experiential Taxonomy: A New Approach to Teaching and Learning New York:

Academic Press

BSc (Hons) Nursing (Mental Health) Assessment of Competence Booklet 2015 Intake valid for 2017/2018 & 2018/2019 13

ADAPTED STEINAKER AND BELL’S (1979) EXPERIENTIAL TAXONOMY

Steinaker and Bell’s (1979) first four levels (exposure, participation, identification and internalisation) of their experiential taxonomy have been adopted to guide and assist both

the students and preceptors in the assessment of the students’ learning outcomes (Years One and Two) and competencies (Year Three and Four). The framework presented

below is based on an in-depth examination of Steinaker and Bell’s 1979 text ‘The Experiential Taxonomy: A New Approach to Teaching and Learning’. The guiding principle in

developing the framework has been to retain as far as possible the language used by Steinaker and Bell. Please note that the dissemination level is included for information

purposes only. It is suggested that this level may be adopted when assessing the practice of students (Registered Nurses) who undertake Higher Diploma programmes.

Taxonomy = A classification of organisms into groups based on similarities of structure or origin (Collins English Dictionary, 1999)

Experience = “A hierarchy of stimuli, interaction, activity and response within a scope of sequentially related events beginning with exposure and culminating in dissemination”

(Steinaker and Bell, 1979:9). “Experience is cyclic as is life” (Steinaker and Bell, 1979:33).

EXPOSURE Level Sub categories of

Exposure Level

Examples of

Activities at

Exposure Level

Implications for Students Implications for Preceptors Guidance for

Assessment

of Practice

The process of becoming

consciousness of an experience.

The invitation to an experience

where extrinsic forms of

motivation are used to:

gain and focus attention

reduce anxiety and

establish in the student a

willingness to participate

further

Sensory

The student is exposed to

an experience

Leading to a

Response

The student interacts with

the experience

Leading to

Readiness

The student accepts the

experience and anticipates

participation in it.

Uses audio or visual

materials

Observes examples

to illustrate a

principle, concept or

skill

Locates resources

Listens to facts or

principles being

resented

Views situations,

objects, roles

Asks fundamental /

naïve questions

Recognises changing

relationships

between previously

used words, images,

activities

The student uses all 5 senses:

Seeing

Hearing

Smelling

Touching

Tasting

The student reacts, recognises

and

notices with a degree of

controlled thought

The preceptor:

Motivates the

student

Focuses attention on

the experience

Keeps the student’s

anxiety within

bounds

Maintains the

student’s confidence

Observe and sense

the positive and/or

negative reactions of

the student

Determine initial

understanding and

willingness to

proceed


PARTICIPATION Level Sub categories of the

Participation Level

Examples of

Activities at

Participation Level

Implications for Students Implications for Preceptors Guidance for

Assessment of

Practice

The level at which the student

decides to become physically a

part of the experience

or

becomes an active participant

(to replicate in some way to

which the student has been

exposed)

Representation

(characterised by a feeling

of discovery)

Reproducing, mentally

and/or physically, an

experience either:

covertly - a private

rehearsal or

overtly - in a

small/large group

interaction.

Leading to

Modification

(characterised by cognitive

confirmation)

With the input of past

personal activities, the

experience develops and

grows (the student defines a

beginning frame of

reference)

The student becomes an

active participant

Participates in

structured data

gathering activities

Discusses and

reviews data

presented

Avails of

opportunities to

practice an observed

event

Participates in hands-

on activities

Reacts to new,

difficult or unusual

occurrence

The student engages in

mental and/or physical

activities:

Mental Activities

Visualising

Modelling

Recalling

Role playing (‘walking

through’) of experiences

Physical Activities

Exploring

Manipulating

Collecting, discussing

and inferring from

available data relevant to

the experience

The preceptor:

acts as a catalyst for the

student’s progress

provides initial guidance and

supportive feedback

bridges gap between what the

student already knows and

what the student needs to

know

encourages the student to

think critically about the

experience

Examine and judge

the designed and

implemented

learning activities

Ask questions that

demonstrate

understanding and

ability to succeed

Determine whether

the student’s

knowledge and skills

need further

advancement

or

need to revise

learning activities


IDENTIFICATION Level Sub categories of the

Identification Level

Examples of Activities at

Identification Level

Implications for

Students

Implications for

Preceptors

Guidance for

Assessment of

Practice

This is an interacting level at which the

student actively participates in the

experience using and testing data,

indicating that the initial learning

experience has been achieved

The student combines the organisational,

emotional and intellectual context of a

learning experience

The student begins to identify personally

with the experience, recognises the

organisation and structure of the

experience, gains a deeper insight into its

value, and is able to express recognition of

own achievement

Reinforcement

As the experience is

modified/repeated, it is

reinforced through an

unconscious decision to

identify with the experience

Emotional

The student identifies

emotionally with the

experience. It becomes “my

experience”

Personal

The student moves from an

emotional identification to an

intellectual commitment.

Involves a rational decision

to identify

Sharing

Begins to share the

experience with others as an

important factor in life

Employs procedures to

practice and combine

psychomotor, cognitive and

affective activities and

skills, linking theory to

practice

Engages in student or

preceptor led discussions,

supported by evidence

Organises activities, selects

data and retrieves data

Documents data accurately

and chronologically

Focuses in on specific

subject areas

Presents and / or

demonstrate learning to

peers

The student

experiments by

applying,

associating,

classifying,

categorising and

Evaluating data

The student engages

in investigative,

interpretive and

problem solving

activities

The preceptor:

Acts as a resource

leader prompting the

student to use data

Provides corrective

feedback to

reinforce learning

Constantly analyses

the student’s

difficulties/

deficiencies and

selects additional

learning resources

and/or instruction

methods

Use appropriate

standardised

measures and / or

preceptor-made

criteria to evaluate

learning

The student

demonstrates that

agreed learning has

been achieved

Verify the

correctness of the

course of learning


INTERNALISATION

Level

Sub categories of the

Internalisation Level


Internalisation Level

Implications for

Students

Implications for Preceptors Guidance for Assessment of

Practice

At this level the student is

viewed as an active and self-

directive individual in the

learning experience, with

progress no longer

controlled from the outside.

Experiences are

incorporated and further

reinforced in the student

thus becoming a part of

unconscious problem

solving

The highest level of

internalisation has been

achieved when an

experience touches and

continues to influence the

lifestyle of a student.

Expansion

The experience enlarges

into many aspects of the

student’s life, changing

attitudes, beliefs and

activities.

Intrinsic

(Fusion)

The experience

characterises the

student’s life-style in a

more consistent manner.

Engages in activities in

which the student

evaluates similarities and

differences between

experiences

Challenges the student to

think at higher cognitive

levels

Avails of opportunities to

transfer learning

experiences to new

situations

Provides opportunities for

the student to develop

her/his own ‘style’

Becomes actively

involved in seminar

activities for groups of

students to resolve

activities of mutual

interest, present case

studies, examine aspects

of care experiences

The student begins to

generalise and create

new uses for various

aspects of their

learning

The student develops,

reinforces, modifies

and evaluates

concepts, and transfers

these to other

experiences

The student develops

the skills of:

Analysing, transferring

appreciating, enquiring

and debating

experiences with self

and others

The preceptor:

Provides situations where the

student has more control yet

practices within limits set by

the preceptor

Conducts periodic review of

learning, showing sensitivity

to the student’s needs

Conducts wider and deeper

probing of learning

Provides solution focused

problem solving experiences

initially, gradually

progressing to more complex

experiences

Use rating scales, check lists,

questionnaires, and/or

interviews etc.

Devise situations for the

student to demonstrate

growth in their learning

experiences

Determine student’s

awareness, values and beliefs

and discuss areas of concern

for improvement


DISSEMINATION Level Sub categories of the

Dissemination Level


Dissemination Level

Implications for

Students

Implications for

Preceptors

Guidance for Assessment

of Practice

At this level the student has

more control to choose

learning activities. It

involves primarily a

voluntary, outward

expression and reflects the

degree of transfer, of

reward, and of motivation

achieved by the student

Informational

The student sees the

experience as beneficial,

and feels strongly

enough to attempt to

inspire and motivate

others through

descriptive and

personalised sharing

Advocacy

Student sees the

experience as imperative

for others.

Continued devotion to

search for direct and

indirect influence

Engages in political &

debating activities

Presents cases /

philosophies

Structures/organises

student-led seminars and

presentations, illustrating

advantage or excellence of

a specific process or

approach

Facilitates peer teaching

and counselling

Produces materials

(videos, drama, poetry,

leaflets) to influence

ideas, structures and

systems

Publishes papers

Designs courses

Participates in recruiting

activities

Assumes most of the

teaching role

Becomes the resource,

presenter,

demonstrator,

motivator, developer

and the critic of the

outcomes of

experiences

Reorganises

accumulated data to

meet learning

outcomes and to

express feelings and

ideas

Act as professional,

coach and/or leader

The preceptor:

Acts as a critic

Provides corrective,

supportive and informational

feedback

Sustains the experience to

facilitate further

learning/development beyond

the existing setting

Provides a variety of

methods whereby the student

can express the experience

Determine adequate measures

of achievement based on

learning objectives

Ensure evaluation design

includes provision to

determine how well the

student feels the objectives

have been achieved

.


2018/2019 18

Guidance in using the Assessment of Competence Booklet

The following guidelines are intended to facilitate the assessment of practice procedures.

These guidelines have been divided into content and process elements of the assessment. In

addition, there are a number of important additional guidelines for the student.

The Content: Domains, Competencies, and Indicators

1. The assessment of practice is organised around 5 domains. Each domain has a

number of competencies and each competency has a number of indicators.

2. The competencies are assessed against the identification and internalisation level,

based on Steinaker and Bell’s (1979) experiential learning taxonomy.

3. Students must achieve a minimum of 10 competencies at identification level or 5 at

Identification level and 5 at Internalisation level, as well as the scheduled time, by the

Autumn Examination Board of Year Three, as part of the requirements for passing

NU3054.

4. Students must have achieved ALL competencies at Identification and Internalisation

Level, as well as the scheduled time, by the end of the final placement in Year 4, as

part of the requirements for passing NU4094.

5. Each competency achieved needs to be signed and dated by the student and the

preceptor7. A competency can only be achieved if all the indicators, which represent

the competency, have been assessed.

6. In the case of a student who has not met all the indicators in relation to a competency

during a placement, the preceptor should initial and date the indicator(s) met to enable

the student to follow up the outstanding indicators in subsequent placements. The

preceptor in these subsequent placements will then be aware which indicators the

student has ‘worked’ on so far.

7. Where competencies have been achieved, it is important that the student continues to

demonstrate these within subsequent placements, and students may be asked to revisit

previously achieved competencies.

8. Students should have ample opportunities to achieve the competencies.

The Process of Assessment

1. The student and the preceptor agree at the 1st meeting (beginning of the placement)

the specific competencies the student can best work on and achieve. These should be

identified and listed in the commencement of placement interview form. The

preceptor decides whether a competency can be assessed within the time frame in

which the student has had appropriate learning opportunities to avail her/himself of.

2. The student and the preceptor may wish to consider the learning opportunities

available, the student’s prior health care experience and the student’s course booklet

for the academic input to assist in the identification of learning needs and the

achievement of competencies.

3. The agreed number of competencies should be determined by the nature and length of

the practice placement experience

4. The student and the preceptor meet for mid placement interview for assessment and

review of learning. A mid-placement interview is not required for placements of up

to and including 3 weeks’ duration. However, if a student is viewed by the preceptor

as not progressing towards agreed competencies, the student must be advised of this

at the earliest opportunity during the placement.

5. Preceptors can adopt a variety of methods to assess the competencies. This may be

through direct observation, feedback from staff, interview, discussion, assessment of

documentation, or any other evidence that is considered to be relevant.

6. The student is encouraged when not working with their preceptor to ensure that other

registered nurses comment on their clinical performance in notes page for

Preceptors/Associate Preceptors/Staff Nurses/CPC/CNMs

7. The student is expected to self-assess as an integral part of the assessment process.

7 In the absence of a preceptor, a designated assessor undertakes this function.


2018/2019 19

8. Students may be required to revisit skills and competencies where indicated.

9. The student is required to write reflective notes (using the Gibbs’ Cycle page 25), and

provide other sources of evidence to assist in the assessment process. Evidence can be

in the form of care-plans, specific assessments undertaken, feedback from service

users, and/or appraisal of own skill development

10. The student is encouraged to keep a personal reflective diary of his/her learning

experiences, which s/he may wish draw on in meetings with preceptors, Clinical

Placement Co-ordinators8 (CPC) and link lecturers. Keeping a reflective diary may

help to refine reflective writing skills and help students to select situations that can be

used when writing reflective notes

11. Reflective Notes must be completed and shown to the Preceptor on or before final

interview. Each reflective note must be dated, and signed by the Preceptor.

12. The student and the preceptor meet for end of placement interview for assessment and

review of learning

13. The preceptor is required to make some concluding comments at the end of each

assessment that evaluate the student’s achievement of agreed competencies.

Additional Support 14. A concern about a student not achieving the agreed competencies in a specific

placement needs to be ‘flagged’ by the preceptor to the student and the CPC at the

earliest opportunity. Discussions and collaborations involving the student, the

preceptor, CPC and the Link Lecturer will ensue to facilitate a student to work

towards achievement of the competencies.

15. The CPC requests a meeting with the student, the Link Lecturer and the Preceptor.

The purpose of this meeting is twofold:

a. To ascertain the student’s view of their progress and

b. To highlight to the student the concerns which the Preceptor and CPC

have in relation to the student’s clinical learning.

16. This is documented in the appropriate section of the Additional Interview Section,

which can be found on the reverse of the Interview schedule. It is at this meeting that

the possibility of a Supportive Learning Plan9 (SLP) may be introduced to assist the

student to achieve their learning. The student will be given guidance on how to

achieve the competencies.

17. If, however a student is judged not to be progressing towards achievement of

competencies, the CPC informs the Link Lecturer of the need to arrange a Supportive

Learning Plan meeting.

Other Student-specific Guidance

1. The student ensures that the Booklet is at hand/available at each day of the placement.

2. The student maintains the Booklet in a neat and workable order during the two years of its

use.

3. The student is responsible for ensuring that the achieved competencies are signed prior to

completion of the practice placement. Where this is not possible the student must

negotiate an agreed date with the preceptor (but this should be within a three-week time-

frame of finishing the clinical placement).

4. The student returns the Booklet to the School of Nursing and Midwifery, UCC at

scheduled dates as prescribed by the School of Nursing and Midwifery.

5. It is recommended that students take photocopies/scans of their booklet for consideration

in the event of loss of the booklet. Each page must be authenticated with student’s name,

signature and student number.

8 8In placement areas where a CPC is not attached, the preceptor makes contact with the relevant link

Lecturer. 9 Details to be found in the Section entitled ‘Guidelines for the Initiation/use of a Supported Learning

Plan on Internship Placement’.


2018/2019 20

Commencement of Placement Interview:

The student and preceptor meet to explore learning needs and opportunities, so that specified

competencies can be identified, practised and achieved. These should be identified and listed

in the commencement of placement interview form as (a) a guide to structuring the practice

experience, and (b) as a guide for discussion at the Mid Placement Interview.

Mid Placement Interview

A mid-placement interview is not required for placements up to and including 3 weeks’

duration. However, if a student is viewed by the preceptor as not progressing towards agreed

competencies, the student must be advised of this at the earliest opportunity during

placement.

Where a mid-placement interview is required, the student and preceptor meet to review

relevant aspects of the learning experiences and opportunities to date, and to assess progress.

The student and the preceptor discuss and reflect upon the students’ learning needs, with

particular emphasis on those areas that require particular attention. It is important that

students should not learn of identified concerns at the end of the placement without having

had the opportunity to reflect on those aspects of their learning, which require particular

attention. On this basis, further opportunities are identified to meet specific competencies.

These are documented, and form the basis of discussion at the end of placement assessment

and interview. The achievement of specific competencies is recorded.

End of Placement Interview

At the End of Placement Interview, the student and Preceptor meet to assess and discuss the

student’s learning, to discuss the overall placement experience, and to identify areas for future

learning. The achievement of specific competencies is recorded. Reflective notes are signed

and dated by preceptor and student (to verify that they have been completed prior to the

final interview).

Additional interview section

This section can be used to highlight areas of concern by either the preceptor or CNM or

CPC, before the final interview.

Notes pages for preceptors/associate preceptors/staff nurse.

This section can be used by the above personnel to communicate with each other regarding

student’s progress. In addition, there is an onus on each student to seek feedback regarding

their progress from preceptors/associate preceptors/staff nurses.

References

Nursing and Midwifery Board of Ireland (2005) (3rd Edition) Requirements and Standards for

Nurse Registration Education Programmes Dublin Stationery Office

Steinaker, N. and Bell, R., (1979) The Experiential Taxonomy: A New Approach to Teaching

and Learning New York: Academic Press


2018/2019 21

BSc NURSING ASSESSMENT OF CLINICAL COMPETENCE

YEARS 3 & 4

IDENTIFICATION LEVEL

THE CUES ARE:

ACTIVE PARTICIPATION WITH LESS PROMPTING FROM

PRECEPTOR

MORE DEVELOPED COMMUNICATION SKILLS

HUNGER FOR MORE INFORMATION

ANALYSE/BREAKDOWN INFORMATION

INTERPRET/EXPLAIN THE MEANING OF THIS INFORMATION

DEMONSTRATE PROBLEM SOLVING SKILLS

DEMONSTRATE ABILITY TO REFLECT ON THE EXPERIENCE-

EMOTIONAL, INTELLECTUAL, ORGANISATIONAL, STRUCTURAL &

VALUE

INTERNALISATION LEVEL

THE CUES ARE:

SELF-DIRECTED

PROGRESS COMES FROM WITHIN THE STUDENT

PROBLEM SOLVING BECOMES AN UNCONSCIOUS ABILITY

EXPERIENCE INFLUENCES/IMPACTS UPON THE STUDENTS’

LEARNING


2018/2019 22

COMPETENCIES YEARS THREE AND FOUR

REQUIREMENTS FOR PASS AND PROGRESSION

Please read this in conjunction with relevant module descriptor and the BSc programme

marks and standards both of which are available on the UCC examinations webpage:

http://www.ucc.ie/en/records-exams/ This table describes the pass progression requirements

for years 3 and 4 of the BSc Mental Health Nursing Programme.

Third year of programme Fourth year of programme

(19 SCP weeks) (36 weeks RCP and 1 SCP)

Pass progression requirements Pass progression requirements

Mental

Health

nursing

students

Year 3: NU3054

Completion of scheduled hours

Students must achieve a

minimum of 10 competencies at

identification level or 5 at

identification and 5 at

internalisation level by the

autumn examination board of

year three as part of the

requirement for passing

NU3054

Completion of relevant sections

of the assessment of

competence booklet

Year 4: NU4094

Completion of scheduled

hours

Students must complete all

remaining competencies at

both identification and

internalisation level by the

Autumn Examination

Board

Completion of relevant

sections of the assessment

of competence booklet

COMPETENCIES YEARS THREE AND FOUR

LEVEL STAGE OF ACHIEVEMENT

Identification

The student actively participates in the experience using and testing data,

indicating that the initial learning experience has been achieved;

the student combines the organisational, emotional and intellectual

context of a learning experience; the student begins to identify personally

with the experience, recognises the organisation and structure of the

experience, gains a deeper insight into its value, and is able to express

recognition of own achievement.

Internalisation

At this level the student is viewed as an active and self-directive

individual in the learning experience, with progress no longer controlled

from the outside; experiences are incorporated and further reinforced in

the student thus becoming a part of unconscious problem solving; the

highest level of internalisation has been achieved when an experience

touches and continues to influence the lifestyle of a student.

A more detailed description of the Adapted Steinaker and Bell’s Taxonomy is available

beginning on p.13

http://www.ucc.ie/en/records-exams/


2018/2019 23

DOMAINS

DOMAIN A: PROFESSIONAL AND ETHICAL PRACTICE

Competency 1 Student conducts his/her practice in a legal, ethical and

accountable manner and remains open to the scrutiny of peers,

ensuring the primacy of the individual’s interest and well-being

Indicators:

1. Promotes and practices within the boundaries of confidentiality in respect to

the individual’s rights in its application to verbal, written and electronic

communications and records

2. Formulates, structures and records nursing care taking account of legal and

ethical considerations

3. Demonstrates knowledge of contemporary ethical issues and their impact

on nursing and healthcare.

4. Consults with a registered nurse when nursing care requires expertise

beyond one’s own current competency.

5. Demonstrates professional behaviour including accountability, implements

appropriate individual care, and effectively communicates with service

users and members of the interdisciplinary health care team within the

context of this competency.

Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date

Identification

Internalisation

Revisit if applicable

Competency 2 Student practices in accordance with legislation affecting nursing

practice and integrates accurate and comprehensive knowledge

of the following professional guidelines for practice Indicators:

1. Code of Professional Conduct and Ethics for Registered Nurses and Midwives (NMBI 2014)

2. Scope of Nursing and Midwifery Practice Framework (NMBI 2015)

3. Guidance to Nurses and Midwives on Medication Management (NMBI 2007)

4. Recording Clinical Practice: Professional guidance (NMBI 2015);

Guidance to Nurses and Midwives on Social Media and Social

Networking (NMBI 2013)

5. Professional Guidance for Nurses working with older people (NMBI 2015);

Mental Health Act (2001; amended 2015)




context of this competency


Identification

Internalisation


No. ID INT

1

2

3

4

5

No. ID INT

1

2

3

4

5

6


2018/2019 24

Competency 3 Student practices within the philosophies, policies, protocols and

clinical guidelines of the local Health Service Provider taking

cognisance of professional guidelines for practice

Indicators:

1. Demonstrates application of local philosophies, policies, protocols and

clinical guidelines when working with the individual.

2. Practices within the criteria as specified in the Practice Placement

Agreement, see pages 2-3

3. Demonstrates professional behaviour including accountability,

implements appropriate individual care, and effectively communicates

with service users and members of the interdisciplinary health care team

within the context of this competency


Identification

Internalisation


Competency 4 Student practices in a way that promotes equal opportunities for

all people

Indicators:

1. Responds to the needs of people in an honest, non-judgemental and open

manner, which respects the rights of individuals and groups.

2. Responds to the needs of people sensitively with regard for age, culture,

race, gender, ethnicity, social class, and disability, and modifies behaviour

to optimise the helping relationship.

3. Acts as an advocate for the rights of individuals and groups where

possible.



with service users and members of the interdisciplinary health care

team within the context of this competency


Identification

Internalisation


No. ID INT

1

2

3

No. ID INT

1

2

3

4


2018/2019 25

DOMAIN B: HOLISTIC APPROACHES TO CARE AND THE

INTEGRATION OF KNOWLEDGE

A. ASSESSMENT

Competency 5 Undertakes and documents a comprehensive, systematic,

collaborative, holistic assessment, utilising current evidence

based literature

Indicators:

1. Utilises a holistic assessment framework using subjective and objective

data.

2. Assesses risk of self-harm, self-neglect, harm to others or suicidal

behaviour.

3. Assesses the psychosocial needs of the individual (psychosocial

functioning, relationships, employment, housing, finance).

4. Assesses the physical health needs of the individual (nutrition,

hydration, skin integrity, body temperature, pulse, respiration, blood

pressure, mobility, elimination).

5. Selects valid and reliable assessment tools for the required purpose.

6. Analyses and interprets data accurately to inform nursing care.

7. Incorporates relevant evidence and research to assist in the assessment.

8. Conducts the assessment process in collaboration with the individual

and, where appropriate, with significant others.






Identification

Internalisation


B. PLANNING Competency 6 Formulates and documents a plan of nursing care in

collaboration with the individual, significant others and

members of the healthcare team Indicators

1. Plans nursing care with consideration for the actual and potential

needs of the individual

2. Documents aspirations and goals with the individual for improved

quality of life

3. Reflects the uniqueness of the individual in the collaborative approach

to care planning and setting outcomes.

4. Empowers individuals to collaborate in the planning of their own

health care and to make informed choices.

5. Determines priorities in planning whilst differentiating between

immediate, intermediate and long-term needs.

6. Identifies expected outcomes that are achievable, measurable and set

within a particular time frame.

7. Plans for discharge of individuals and follow-up care requirements.





No. ID INT

1

2

3

4

5

6

7

8

9

No. ID INT

1

2

3

4

5

6

7

8


2018/2019 26


Identification

Internalisation


C. IMPLEMENTATION

Competency 7 Applies knowledge and an appropriate repertoire of

interventions indicative of effective safe nursing practice to

achieve identified outcomes, in collaboration with the

individual, significant other and members of the health care

team Indicators:

1. Utilises a range of nursing interventions, in accordance with the

individual’s care plan and within the student’s current scope of practice.

2. Demonstrates safe, comprehensive and effective nursing care in

collaboration with the individual.

3. Stimulates and maintains the individual’s interest in their own care, using

positive incentives and exploration of options.

4. Provides for the physical, psychological, psychosocial and spiritual

comfort needs of each individual.

5. Maintains and enhances the dignity, integrity and privacy of each

individual.

6. Recognises and reports appropriately when the need for a change in care

is necessary.

7. Utilises appropriate research and evidence in implementing nursing care.

8. Contributes to the implementation of interventions initiated by other

health care professionals, monitors adverse effects, and manages these

appropriately.

9. Contributes to the provision of a range of psychotherapeutic interventions

(e.g. early intervention, early signs monitoring, relapse prevention,

cognitive behavioural interventions).






Identification

Internalisation


No. ID INT

1

2

3

4

5

6

7

8

9

10


2018/2019 27

Competency 8 Creates and utilises opportunities to promote health and well-

being of individuals and groups

Indicators:

1. Consults with individuals and groups to identify their needs and desires for

health promotion advice.

2. Provides relevant and current health information to individuals and groups in

a form which facilitates their understanding and acknowledges

choice/individual preference.

3. Provides support and education in the development and/or maintenance of

independent living skills.

4. Facilitates therapeutic group activities.

5. Seeks specialist/expert advice as appropriate.


appropriate individual care, and effectively communicates with service users

and members of the interdisciplinary health care team within the context of

this competency


Identification

Internalisation


D. EVALUATION

Competency 9 Evaluates and documents the effectiveness of nursing care in

collaboration with the individual, significant others and

members of the health care team

Indicators:

1. Evaluates and documents the effectiveness of nursing

care/interventions in achieving the planned outcomes.

2. Revises outcomes, nursing interventions and priorities in accordance

with changes in the individual’s condition, needs and circumstances.

3. Consults and collaborates with the individual, significant others and

members of the health care team in the evaluation process.

4. Uses objective and subjective data when collaborating with the

individual in the evaluation of his or her care.




team within the context of this competency.


Identification

Internalisation


No. ID INT

1

2

3

4

5

6

No. ID INT

1

2

3

4

5


2018/2019 28

DOMAIN C: INTERPERSONAL RELATIONSHIPS

Competency 10 Establishes, maintains and enhances a caring interpersonal

relationship with individuals, significant others and members of

the health care team in a sensitive, professional and tactful

manner

Indicators:

1. Facilitates and promotes therapeutic relationships with individuals and

significant others

2. Conducts nursing care ensuring individuals receive and understand

relevant information concerning current health care.

3. Assists, encourages and empowers individuals, groups and significant

others to communicate needs and to make informed decisions.






Identification

Internalisation


Competency 11 Engages in, develops and disengages from therapeutic

relationships through the use of appropriate communication and

interpersonal interventions

Indicators:

1. Establishes therapeutic relationships across the age range, gender

groups, cultural groups, ethnic groups and with individuals with

varying lifestyles or personalities.

2. Involves the individual or group as an active participant.

3. Maintains and, where appropriate, disengages from professional caring

relationships which focus on meeting the individual’s needs within

professional therapeutic boundaries.

4. Utilises a range of effective and appropriate communication and

engagement interventions (e.g. negotiation, motivational interviewing).

5. Applies strategies to promote self-esteem, including identifying and

using appropriate support networks.

6. Identifies situations which may threaten the dignity and integrity of

others and takes appropriate action on behalf of individuals or groups.






Identification

Internalisation


No. ID INT

1

2

3

4

No. ID INT

1

2

3

4

5

6

7


2018/2019 29

DOMAIN D: ORGANISATION ANDMANAGEMENT OF CARE

Competency 12 Facilitates the co-ordination of care to ensure that the

individual’s care is appropriate, effective and consistent

Indicators: 1. Demonstrates the ability to work as a team member, respecting and valuing each

member’s unique role.

2. Utilises effectively formal and informal channels of communication within an

organisation.

3. Demonstrates the effective application of information technology that takes

account of the legal and ethical dimensions of care.

4. Manages time effectively while demonstrating ability to prioritise individual care

5. Selects and utilises resources effectively and efficiently.

6. Participates in the information handover of individuals to other members of the

nursing and multi-disciplinary team.

7. Contributes to interdisciplinary team meetings / case conferences/

multidisciplinary meetings

8. Manages referrals and discharges in line with the individual’s care plan.

9. Manages a case load, demonstrating an awareness of responsibility and

accountability.

10. Manages the health care environment under supervision for an agreed period of

time.


appropriate individual care, and effectively communicates with service users and

members of the interdisciplinary health care team within the context of this

competency.


Identification

Internalisation


Competency 13 Demonstrates sound clinical judgement and decision making

skills across a range of differing professional and care delivery

contexts, within the student’s scope of professional practice Indicators:

1. Effectively plans and manages the delivery of evidence based nursing care.

2. Ensures clinical effectiveness through the use of prescribed standards,

clinical audit and evidence based practice.

3. Utilises methods to demonstrate quality assurance and quality management.

4. Demonstrates the ability to transfer skills and knowledge across a range of

differing professional and care contexts.

5. Recognises the need to adapt nursing practice and approaches to meet

varying and unpredictable circumstances.

6. Demonstrates critical analysis and flexibility in responding to the needs of

individuals and to the functioning of the care team.

7. Ensures that nursing actions do not compromise the nurse’s duty of care to

individuals or to the public.




context of this competency Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date

Identification

Internalisation


No. ID INT

1

2

3

4

5

6

7

8

9

10

11

No. ID INT

1

2

3

4

5

6

7

8


2018/2019 30

Competency 14 Maintains a physical, psychological and psychosocial

environment, which promotes safety, security and optimal

health Indicators:

1. Uses appropriate risk assessment tools to identify actual and potential

risks.

2. Acts to prevent or minimise risk to individuals in relation to:

Anger or aggression (e.g. de-escalation, conflict avoidance, conflict

resolution)

Self-harm

Suicidal feelings, thoughts and intentions

Self-neglect

Confusion

Medical and other emergencies (e.g. fire)

3. Communicates safety concerns to the preceptor / clinical nurse manager.

4. Practices in accordance with legislation in relation to:

The safe administration of therapeutic substances

health and safety (universal precautions, safe handling of food, hand

washing)

moving and handling

5. Assesses the risk inherent in the use of therapeutic substances, and takes

appropriate action.

6. Uses evidence based knowledge from nursing and related disciplines

which promotes safety, security and optimal health.

7. Demonstrates professional behaviour including accountability, implements appropriate

individual care, and effectively communicates with service users and members of the

interdisciplinary health care team within the context of this competency


Identification

Internalisation


DOMAIN E: PERSONAL AND PROFESSIONAL DEVELOPMENT

Competency 15 Demonstrates a commitment to enhance the personal and

professional development of self and peers Indicators:

1. Actively seeks out learning opportunities.

2. Acts as an appropriate role model for junior colleagues.

3. Contributes to creating a climate conducive to learning in

accordance with Quality Clinical Learning Environment:

Professional Guidance (NMBI 2015).

4. Contributes to the learning experiences of colleagues through

support, encouragement, supervision and teaching.

5. Reflects on own strengths and learning needs.


implements appropriate individual care, and effectively

communicates with service users and members of the

interdisciplinary health care team within the context of this

competency.


Identification

Internalisation


No. ID INT

1

2

3

4

5

6

7

No. ID INT

1

2

3

4

5

6


2018/2019 31

Competency 16 Identifies one’s own professional development needs and takes

measures to develop own competence.

Indicators:

1. Demonstrates a commitment to the need for continuing professional

development and personal supervision activities in order to enhance

knowledge, skills, values and attitudes needed for safe and effective

nursing practice.

2. Manages the delivery of nursing care within sphere of own

accountability.

3. Accepts responsibility for consequences of own actions or omissions.

4. Shares experiences with colleagues and individuals in order to

identify the additional knowledge and skills needed to manage

unfamiliar or professionally challenging situations.






Identification

Internalisation


Competency 17 Demonstrates a positive and professional attitude towards

individuals, colleagues, other professionals and significant others.

Indicators

1. Demonstrates effective professional and collaborative working relationship

with all members of the health care team.

2. Demonstrates willingness to reflect on own behaviour(s).

3. Demonstrates awareness of and maintains professional boundaries.

4. Participates effectively within the multi-disciplinary team.


appropriate individual care, and effectively communicates with service users

and members of the interdisciplinary health care team within the context of

this competency


Identification

Internalisation


No. ID INT

1

2

3

4

5

No. ID INT

1

2

3

4

5


2018/2019 32

STUDENT REFLECTIVE NOTES: GUIDELINES FAQs

1. What is reflective learning? Reflective learning encourages you to make clearer links between your own practice experiences and theory. It is a process that enables you to learn from what you see and what you do during your clinical placements. The aim of reflection is to encourage you to examine and explore your behaviours, thoughts, feelings and attitudes about your clinical experiences. You are expected to write one reflective note for placements of 1-3 weeks’ duration, two reflective notes for placements of 4-6 weeks’ duration and 3 reflective notes for placements of 7-10 weeks’ duration. During internship placement you are required to write one reflective note every six weeks.

2. Why do I need to reflect on my practice?

There are many reasons why you need to reflect on your practice. For example, it helps you to acknowledge your thoughts and feelings, thereby enabling you to scrutinize your practice. Following on from this it may prompt you to embrace new ideas and better ways of delivering nursing care. This helps to improve your nursing skills and make clearer links between theory and practice. Reflection assists you to identify your own learning needs and develop your practice further. Reflecting on practice will identify for you your own core decision making skills, help you to problem solve and assist you in developing your critical thinking skills.

3. What should I reflect on? You may reflect on anything that occurs during clinical placement. It may be an experience that went well, an experience that was particularly demanding, a very ordinary, everyday experience or an experience in which things did not go as planned. You may link your reflective notes back to any one of the Competencies or Domains that you have achieved or reflect broadly on an incident that occurred.

4. How can I reflect?

Use Gibbs’ Cycle (1988) framework and use all stages of that framework You may also find it helpful to refer to lecture/practice notes on reflection from NU1042 You might find it useful to use the headings within Gibbs’ cycle to structure your

reflective notes Keeping a reflective diary may help to hone reflective writing skills and help you select

situations that you can use when writing reflective notes. Use experiences that you feel comfortable with for your reflective notes

Start writing as early as possible, in your own words. You may find it helpful to refer to the literature for examples of how to write reflectively e.g. Burns & Bulman (2000).

While there is no right or wrong style of writing up your reflections, these guidelines may make it easier for you.

You should make reference to local policies, procedures and literature that have relevance to your reflective notes, particularly in the analysis section.

You need to make time to write up your reflections It may be helpful to write something, leave it, return to it later and then try to question

different aspects of this experience Remember to maintain confidentiality and anonymity of the individual, staff and

placement area Your CPCs, preceptors, link lecturer, and other students may advise you on structuring

your reflective notes. It may help you to get started by talking through an experience with somebody

Remember reflection is a skill that you can develop, so the more you practice the better you will become. Also, you may find that you will write less as your skills of reflection develop.

5. Do I need to reflect when I am repeating time or making up time?

Yes. It is important that you reflect on all clinical experiences. You should write reflective

notes for any placements of 30 hours or more.

Note: All Reflective Notes must be read and signed by preceptor prior to/or at the final interview


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References

Bulman, C. & Schultz, S. (2004) Reflective practice in nursing 3rd Ed. Oxford: Blackwell.

Burns S and Bulman C (eds) (2000) Reflective Practice in Nursing~ the Growth of the Professional

Practitioner 2 edn. London, Blackwell Science.

Gibbs, G. (l988) Learning by Doing A guide to Teaching and Learning’ Methods. Oxford Polytechnic,

Further Education Unit.

Johns, C. (2000) Becoming a reflective practitioner: a reflective and holistic approach to clinical

nursing, practice development, and clinical supervision. Oxford: Blackwell


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GIBBS REFLECTIVE CYCLE 1988

1. Description

What Happened?

6. Action Plan 2. Thoughts & Feelings

5. Conclusion 3. Evaluation

4. Analysis

What sense can you make of the situation?

(Gibbs, 1988)

If it arose again, what would you do?

What else could you have done? What was positive and/or negative

about the experience?

What were you thinking and feeling?

Stage 1: Description of the event/experience

Describe an event/experience that you feel you would benefit from reflecting on. Include e.g. where

you were; who else was there; what were you doing; what was the context of the event; what happened;

what was your part in this; what was the result.

Stage 2: Thoughts / Feelings

At this stage try to recall and explore the things that were going on inside your head i.e. why does this

event/experience stick in your mind. Include e.g. how you were feeling when the event started; what

you were thinking about at the time; how did it make you feel; how did other people make you feel and

how did you feel about the outcome of the event.

Stage 3: Evaluation

Try to evaluate or make a judgement about what has happened. Consider what was good/ positive

about the experience and what was bad/ negative about the experience or what didn’t go so well.

Stage 4: Analysis

Break the event/experience down into its component parts and ask more detailed questions relating to

the last stage (evaluation). Explore for example; what went well; what did you do well; what did others

do well; what went wrong or did not turn out how it should have done; in what way did you or others

contribute to this. Here you also need to draw on your own knowledge; past experience; policies,

literature, or research.

Stage 5: Conclusion

This differs from the evaluation stage in that now you have explored the issue from different angles and

have a lot of information on which to base your judgement. It is here that you are likely to develop

insight into your own and other people’s behaviour in terms of how they contributed to the outcome of

the event. Remember the purpose of reflection is to learn from an experience. Without detailed analysis

and honest exploration that occurs during all the previous stages, it is unlikely that all aspects of the

event/experience will be taken into account.

Stage 6: Action Plan

During this stage you should think about the possibility of encountering this event again and try to plan

what you would do – would you act differently or would you be likely to do the same?

Here the cycle is tentatively completed and suggests that should the event occur again it will be the

focus of another reflective cycle.

Reflections on writing this incident/activity/experience

What has been your most valuable learning from this incident/experience during this placement?

When writing your reflective account, ensure individual confidentiality & anonymity.

Description of the reflective account adapted from Jasper M 2003 Beginning Reflective

Practice Foundations in Nursing and Health Care Nelson Thornes. Cheltenham. P.77-82 (chapter 3)


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STUDENT REFLECTIVE NOTES

PLACEMENT AREA: _______________________________________ (E.G. ACUTE, COMMUNITY, CONTINUING CARE, SPECIALIST)

To ensure anonymity throughout, please do not make any reference to named individual service users

/relatives/professionals. Please use black or blue pen only.

All reflective notes must be dated, and signed by the preceptor to verify that note(s) has/have been

written prior to the final interviews.

Date Note Written: _ _/ _ _/ _ _ Student signature:

Preceptor Name: Preceptor Signature:


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Assessment of Practice Interview(s) Form *Please do not name unit/ward

Discuss practice placement in the context of: The Practice Placement Agreement; Practice Placement

Guidelines; Code of Professional Conduct and Ethics for Registered Nurses and Midwives (NMBI

2014); Scope of Nursing and Midwifery Practice Framework (NMBI 2015)

Student Name: Preceptor Name:

Practice Placement Area: Placement Dates: From To

Commencement of Placement Interview

Please identify and list the agreed Competency

Student Comments:

Preceptor/Assessor Feedback:

Student Signature: Date:

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List Competencies Achieved:

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Preceptor// CNM/ Assessor Signature: Date:


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ADDITIONAL INTERVIEW SECTION

Student’s view of his/her progress

Preceptor’s concern about student’s progress

Decisions reached

Preceptor signature Date


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NOTES PAGE FOR PRECEPTORS/ASSOCIATE

PRECEPTORS/STAFF NURSES

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NOTES PAGE FOR CLINICAL PLACEMENT CO-ORDINATORS

(CPCs)


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Clinical Supportive Mechanisms

for Student Learning

Additional Support

Additional Supportive Interview

Supportive Learning Plan

BSc Nursing and BSc Midwifery

Agreed by:

Steering Group – July 2015

Revised by:

Clinical Practice Committee – February 2016

Review Date: May 2017


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Supportive Mechanisms for Student Learning

1. ADDITIONAL SUPPORT

Every effort is made to support and guide a student in achieving their Clinical

learning outcomes (CLOs), Competencies and Clinical skills however, some students

may require additional support. The need for additional support does not mean that a

student will not achieve or is more likely not to achieve their clinical requirements but

quite the contrary, in that, the earlier a preceptor/associate preceptor or indeed the

student themselves may see that more support is needed in a specific area then the

more likely they are to achieve their clinical requirements. Furthermore, the earlier

this is addressed by either party also the more time there is to set out specific

objectives to support a student with achieving their identified requirements.

Additional support is provided by way of an Additional Supportive Interview or a

Supportive Learning Plan.

2. ADDITIONAL SUPPORTIVE INTERVIEW

The Additional Supportive Interview section should (where possible), be

implemented prior to the initiation of a Supportive Learning Plan (SLP). This can be

done at any time e.g. before, during, or after the mid interview or at any time in a

practice placement. The Additional Supportive Interview page is located in the

student’s Clinical Booklet in the Student Interviews section. See page for specific

requirements to complete.

Process for conducting an Additional Supportive Interview

The Preceptor/Associate preceptor/CPC and/or other relevant personnel request a

meeting with the student as soon as possible to address this concern. Depending on

the nature of the concern the Link Lecturer (LL) may also attend. The purpose of this

meeting is to:

Ascertain the student’s view of their practice and progress

Highlight to the student by giving specific examples of the concerns which the

Preceptor/CPC and/or relevant personnel have in relation to their CLOs,

Competencies, skills, professional nursing practice/other.

Give constructive feedback and direction by giving 2 - 3 specific guidelines to

the student on what they need to do or work on to address the identified

issue(s) or concern(s).

Specify a date to review the learning/practice/concern with the

student/Preceptor/other

The nature of the concern, feedback and direction given with review date of

next meeting or other outcome of meeting must be documented in the

Additional Supportive Interview Section.

It is essential that the Preceptor/Associate preceptor/CPC or other member of staff

document any concerns in the students’ clinical booklet in an objective and factual

manner, providing examples from student’s practice.

The student should be provided with a reasonable timeframe (pending length of

placement) to address performance/learning issues identified (two days to one week

where possible). This record, including “decisions reached” must be signed and dated


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by both the student and preceptor. If after this time the original concern(s) remain, a

Supportive Learning Plan (SLP) or other mechanism10 may be introduced in advance

of their final interview.

If an Additional Supportive Interview remains open at the end of a clinical placement,

then this (Additional Supportive Interview) is carried forward to the student’s next

clinical placement area. The student, on commencing their next placement must

inform his/her Preceptor/CPC/CNM/CMM, if an issue raised in the Additional

Supportive Interview is still ongoing. The student must then be assessed and

evaluated during the 1st week of placement in relation to issues/actions identified in

the Additional Supportive Interview. A decision is then made to either close the

Additional Supportive Interview or to progress to opening a Supportive Learning Plan

(SLP).

At this meeting (Additional Supportive Interview) however, depending on the nature

of the concern and following some discussion, there is a possibility that the need for

an SLP or other mechanism may be suggested to the student to assist with their

practice/learning issues or to address professional matters. The LL, if not present at

the Additional Supportive interview must be informed by the CPC that an Additional

Supportive interview has occurred. If an SLP/other mechanism is suggested, then the

L.L. and Practice Module Leader/Programme Leader are informed of the need to

arrange a meeting as appropriate.

N/B: [In exceptional circumstances however, and pending nature of event, an

SLP/other mechanism may need to be introduced immediately without an

Additional Supportive Interview e.g. student performing outside their scope of

practice and/or individual safety concerns].

The Clinical Placement Co-ordinator (CPC) / Link Lecturer (LL) will inform CPC/LL

for next placement as appropriate.

3. SUPPORTIVE LEARNING PLAN

NB – See section on “Additional Support” and “Additional Supportive

Interview” above prior to initiating a Supportive Learning Plan.

Definition

A Supportive Learning Plan (SLP) is a structured process to provide additional

support to a student in the achievement of agreed clinical learning requirements

during a practice placement. The process is a supportive mechanism undertaken by

UCC and respective HSP personnel. All personnel involved will demonstrate respect

for the dignity of the student and their colleagues, and will maintain confidentiality at

all times during the process.

Indicators for a Supporting Learning Plan

The need for a SLP may reflect:

When a student has not achieved requirements using the Additional

Supportive Interview section

A requirement for additional support for a student in order to achieve agreed

clinical learning requirements at the required rate with respect to the BSc

programme and reasonable for that clinical area.

10 Other mechanism for example may include disciplinary procedures, fitness to practice, occupational health etc.


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Explicit loss of a student’s earlier level of achievement

The student’s own wishes for additional support because they are not

achieving clinical learning requirements relative to their identified learning

needs

Where a student could benefit from support in relation to professional

behaviour (for example, interpersonal relationships)

Support for a student to practice within their agreed/signed Practice Placement

Agreement.

Please note: Placement duration should have no bearing on the need to initiate an

SLP.

Timing of Opening an SLP

In the absence of exceptional circumstances, an SLP must not be initiated on last day

of placement. A Supportive Learning Plan (SLP) can only be initiated during

allocated clinical placement time and SLP meetings can only take place during

allocated clinical placement time. A student must not be called out of theory (study

leave or any other leave) for an SLP meeting.

Setting up a Supportive Learning Plan Meeting The Preceptor must liaise with the Clinical Placement Co-ordinator (CPC)11 who will

contact the area specific Link Lecturer (LL) regarding the need to initiate an SLP. The

CPC12 must liaise with the LL to arrange a meeting of the relevant personnel,

consisting of a minimum of four and a maximum of five people. This must include

the student, preceptor, LL, CPC and/or the CNM/CMM. The CPC/LL, in advance of

the meeting will provide the student and other personnel with the details of the

meeting (the process, purpose, date, time, venue and persons to be present).

In the event of the unavailability of a LL for a specific clinical area (ideally the LL

should arrange their own cover for SLP meetings), and to avoid an unnecessary delay

in the scheduling of an SLP meeting, the CPC or LL are required to inform the

Practice Module Leader, Programme Leader if LL (or cover) is unavailable. The

Practice Module Leader/Programme Leader will then take responsibility for

allocating a replacement LL to attend SLP meeting.

The Process of Conducting and Documenting the SLP Plan Meeting

INITIAL MEETING The CPC/LL or CNM/CMM will chair the meeting and the LL or CPC will record the

process that includes the student’s specific learning requirements. All parties, or their

representatives, must be present at all meetings relating to the SLP.

First, the student is invited to give a view of his/her progress.

Secondly, the preceptor is asked to comment on the following: (using specific

examples/incidents)

why he/she considers it necessary to implement an SLP

11Where CPCs are not in place, the preceptor must liaise with the Clinical Development Coordinator or

LL. 12 If no CPC linked to a clinical area the LL arranges the SLP meeting of the relevant personnel,

consisting of a minimum of three and a maximum of five persons and must include student, preceptor,

LL and a CNM/CMM where possible.


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identify the student’s clinical learning requirements needing attention (See

indicators for SLP above).

The student is given the opportunity to respond to the preceptor’s

comments/concerns.

Thirdly, any other evidence that supports the preceptor’s concerns in relation to the

student can then be presented e.g. from a CPC/CNM/CMM or LL where relevant. The

student is given the opportunity again to respond.

Fourthly, the steps the student needs to take towards achieving their learning

requirements must be clearly identified and documented as Agreed Goals. The Agreed

Goals must reflect the associated Domains, and outcomes specified in the Clinical

Learning Booklet13.

The SLP should also identify methods of achieving the Agreed Goals. For example,

provide a maximum of three measurable outcomes (measured by observation,

problem-solving exercises, regular communication or other evaluation methods),

using active verb statements (e.g. report, plan, document, demonstrate, communicate

etc.) to give the student specific direction of how to achieve their clinical learning.

Finally, a reasonable review date must be agreed and set to provide the student with

an opportunity to discuss/demonstrate progress by that date or for further supports to

be put in place. The SLP must be signed and dated by both the Preceptor, student and

all others present at the meeting.

The Link lecturer informs the Practice Placement Module Leader, Programme Leader

and Director of Practice Education of the implementation of an SLP. The Link

lecturer must place a copy of the SLP in the student’s file in G03, School of Nursing

& Midwifery, UCC. The original copy must remain in the student’s Clinical Booklet.

REVIEW MEETING At the review meeting, the CPC/CNM/CMM or LL will either chair the meeting or

record the process. Similar to the Initial meeting (as outlined above) the student is

asked to comment on his/her progress. Then the preceptor responds to the student’s

comments. Others present at meeting may comment on the student’s progress where

relevant. A judgment will be made by the preceptor following discussion (at the

meeting) with all parties present whether to continue or close the SLP on the basis of

progress made by the student. The section “Review of student’s progress and further

recommendations” in the Clinical Booklet is intended for use at the review meeting.

The SLP review meeting record must be signed and dated by the preceptor, student

and all others present at the meeting. The LL informs the Practice Placement Module

Leader, Programme Leader and Director of Practice Education of the outcome of the

SLP review meeting. The LL must place a copy of the SLP review meeting in the

student’s file in G03, SONM, UCC. The original copy must remain in the student’s

Clinical Booklet.

13 Students can also work to achieve clinical learning outside of identified learning within the SLP

during their Clinical Placement if deemed appropriate


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The Process of Notification

Student Responsibilities. The student must:

On commencing their next placement, inform his/her preceptor/CPC14 either

verbally or via e-mail that they are carrying an OPEN SLP forward from a

previous placement or previous academic year.

The Clinical Placement Coordinator (CPC) Responsibilities. The CPC must:

Inform the Nurse/Midwife Practice Development Coordinator if a student has

an open SLP.

Inform the CPC/CDC for the next practice placement of the open SLP15.

Liaise with the student at the commencement of the next clinical placement.

The Link Lecturer (LL) Responsibilities. The LL must:

Inform the Practice Module Leader, Programme Leader, Director of Practice

Education and LL in the student’s next placement of a student having an open

SLP.

Liaise with the external hospital sites, in relation to a student going to or

leaving a placement with an open SLP.

The Programme Leader/Practice Module Leader in consultation with the Allocations

Officer (AO), Allocations Liaison Officer (ALO) may consider the suitability of the

next placement in order for the student to achieve the learning requirements outlined

in the SLP. This is in context of a general or specialist placement. Whilst some re-

organisation may be achievable for years one, two or three of the BSc programme

however, students must complete the entire 18 weeks of their specialist placements

prior to internship placements in year four as stated by ABA, 2005)

“All theory, supernumerary core placements and the specialist placements must be

completed prior to students undertaking the final placement of 36 weeks’ internship

which consolidates the completed theoretical learning and supports the achievement

of clinical competence within the learning environment” (ABA, 2005, p.20).

Therefore, SLPs may be carried over to specialist placements.

Process for Carrying an Open SLP to the Next Academic Year

Students are required to meet the pass and progression requirements for the respective

years. However, if an SLP is initiated during an academic year and remains open at

the end of that year, then on commencement of their next clinical placement for the

next academic year, a meeting must be held to review the open SLP. Follow

guidelines for review meeting and student responsibilities outlined above.

Student Refusal to Engage with the SLP process

The SLP is initiated with the agreement of the student. If a student refuses an SLP, the

CPC must arrange a meeting with the student, preceptor, CPC and LL. to discuss the

14Where CPCs are not in place, the student must liaise with the Clinical Development Coordinator or

LL. 15 BSc Integrated Children’s programme only: Child and Adult specific learning requirements must be

achieved in the relative disciplines whereas shared can be achieved in either child or adult placements.

These principals remain relevant during the SLP process.


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matter. This can be done at mid interview or as an additional interview. Here the

student’s reasons for refusing an SLP must be documented as well as advice given

and signed by all present. The student is made aware of the implications of this i.e.

they may not achieve Pass and Progression requirements for their clinical module.

If a student refuses to engage with the SLP processes and/or refuses to sign the SLP,

in the interest of individual safety the student will be notified by the CPC/LL that this

refusal to engage with the SLP process may be in breach of the Practice Placement

Agreement for example

“I confirm that I shall endeavour to recognise my own limitations and shall

seek help/support when my level of experience is inadequate to handle a

situation (whether on my own or with others), or when I or others perceive

that my level of experience may be inadequate to handle a situation”.

“I shall conduct myself in a professional and responsible manner in all my

actions and communications (verbal, written and electronic including text,

email or social communication media).

The student is advised that this may have implications for their pass and progression

to the next academic year.

The student will also be notified by the CPC/LL that they may be removed from

placement as deemed appropriate16. In the event of a student refusing to engage with

the SLP processes and /or refusing to sign the SLP, the LL/CPC (if applicable) must

organise a meeting to review this situation within a maximum timeframe of 2 weeks

with the relevant personnel in the Health Service Provider & School of Nursing &

Midwifery, UCC. This meeting must include the student, CPC, Nurse/Midwife

Practice Development Co-ordinator (N/MPDC), Programme Leader and Director of

Undergraduate Practice Education.

Student with Continuous or high volume of SLPs If a student has continuous open SLPs or has a high number of SLPs within an

academic year, the LL/CPC (if applicable) must organise a meeting to review this

situation prior to completion of the student’s clinical placement for that academic

year. A review meeting with the relevant personnel in the HSP and SONM, UCC will

be held. This meeting must include the student, CPC, LL, Nurse/Midwife Practice

Development Co-ordinator (N/MPDC) and Programme Leader.

16 In the event of a student being removed from placement the AO in UCC and ALO in the HSP must

be notified immediately by the CPC/LL. Any time missed from clinical practice by the student must be

repaid in full as per the NMBI requirements and standards.


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SUPPORTIVE LEARNING PLAN (SLP) ALGORITHM

Planning the SLP

Review outcome of Additional Supportive Interview (where relevant) Preceptor/CNM/CMM/CPC/LL identifies that a student is not achieving their clinical

learning requirements, is not conducting themselves in a professional and responsible manner and/or not working within their agreed Practice Placement Agreement (PPA).

Preceptor/CNM/CMM liaises with CPC/CDC to discuss the ongoing concerns in relation to a student’s failure to progress following Additional supportive interview.

Student is informed by the preceptor/CNM/CMM/CPC or LL in advance of the proposed/scheduled SLP meeting and of their preceptors/CNMs concerns.

CPC/CDC/LL liaises with all relevant personnel (student, preceptor/CNM/CMM, CPC, LL) to arrange a meeting, giving details of the purpose, date, time and venue.

Initial Meeting

The CPC/LL or CNM/CMM will chair the meeting and either the LL/CPC will record the process. First, the student is invited to give a view of his/her progress. Secondly, the preceptor is asked to comment on the following: (using specific examples/incidents)

why he/she considers it necessary to implement an SLP

identify the student’s clinical learning requirements needing attention (See indicators for SLP above).

The student is given the opportunity to respond to the preceptor’s comments/concerns. Thirdly, any other evidence that highlights a student’s learning deficits is then presented/discussed e.g. from a CPC/CNM/CMM or LL where relevant. The student is given the opportunity again to respond. Fourthly, an appropriate plan with Agreed Goals and support mechanisms are identified to help the student to achieve the learning/practice concern(s). Finally, a time frame is agreed and review date set. SLP is signed and dated by all present. The SLP is documented in the student’s Clinical Booklet and a copy must be placed in the student’s file in the School of Nursing and Midwifery, GO3, UCC.

Review Meeting

The student’s progress is reviewed. Follow procedure as for Initial meeting (outlined above) Student is invited to give a view of his/her progress. Preceptor/CNM/CMM/CPC/LL gives his/her feedback. If learning/practice concern(s) has been achieved - SLP is signed off and closed If the student is not achieving the Agreed Clinical Goals, a revised plan is formulated

with a new review date within a reasonable timeframe. (Refer to ‘notification’ section above if student with open SLP moving to a new placement area)

The section “Review of student’s progress and further recommendations” in the Clinical Booklet is intended for use at the review meeting.

The SLP review meeting record must be signed and dated by all present at meeting. LL must place a copy of the SLP review meeting in the student’s file in G03, SONM, UCC.

On closure of an SLP, there is no requirement to notify future placement areas

of the prior existence of an SLP, thus upholding confidentiality.


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SUPPORTIVE LEARNING PLAN FOR SUPERNUMERARY PRACTICE

Student Name: ______________________ Intake Year: _______________

Student I.D Number: ____________________

Practice Placement Area: ______________________________________________

Practice Placement Dates: From ___________________ To __________________

Preceptor’s Name & Grade: _____________________________________________

Date_________________

Description of specific concern/s as described by Student and Preceptor. (Link

specific concerns with the Domains and the Competencies).

Agreed Goals

(Suggested/recommended methods to facilitate achievement of Competencies)

Student Signature __________________

Preceptor Signature ___________________

Link Lecturer_________________________________________

Clinical Placement Coordinator _________________________________________

Clinical Nurse Manager _________________________________________

Review Date Agreed ___________________________

Date of Review Meeting _________________


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Agreed Evaluation of agreed goals


Preceptor Signature ______________________

Link Lecturer_________________________________________





greed Evaluation of agreed goals


Preceptor Signature _______________

Link Lecturer_________________________________________

Clinical Placement Coordinator ___________________________

Clinical Nurse Manager _________________________________


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Date_________________



Agreed Goals




Link Lecturer_________________________________________






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Link Lecturer_________________________________________








Link Lecturer_________________________________________




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Date_________________



Agreed Goals




Link Lecturer_________________________________________






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Link Lecturer_________________________________________








Link Lecturer_________________________________________




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Date_________________



Agreed Goals




Link Lecturer_________________________________________






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Link Lecturer_________________________________________








Link Lecturer_________________________________________




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Date_________________



Agreed Goals




Link Lecturer_________________________________________






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Link Lecturer_________________________________________








Link Lecturer_________________________________________




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YEAR 3 REVIEW

Date: __________________

Name: __________________

Dear __________________

Well done on your work in achieving your competencies so far. On review

of your Booklet some issues regarding completion were noted and the issue(s) relevant

to your booklet are ticked below.

NB: - Please review/attend to the following and resubmit booklet by .

(a) Specific unit/ward/centre etc. named

(Please do not name specific ward/unit name)

(b) Details of Placement incomplete

(c) Competency not achieved

(d) Pace of achievement is too fast

(e) Pace of achievement is too slow

(f) Interview(s) not all signed/dated

(g) Reflective notes not written up/included

(h) Reflective notes not always signed/dated

(i) Student declaration not signed

(j) Other (specify)

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Actions required:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

If you have any queries, please do not hesitate to contact the Branch or Module Leader

Yours sincerely,


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YEAR 4 REVIEW

Date: __________________

Name: __________________

Dear __________________

Well done on your work in achievement of your competencies so far. On review

of your Booklet some issues regarding completion were noted and the issue(s) relevant

to your booklet are ticked below.

NB: - Please review/attend to the following and resubmit booklet by .

(a) Specific unit/ward/centre etc. named

(Please do not name specific ward/unit name)

(b) Details of Placement incomplete

(c) Competency not achieved

(d) Pace of achievement is too fast

(e) Pace of achievement is too slow

Interview(s) not all signed/dated

(g) Reflective notes not written up/included

(h) Reflective notes not always signed/dated

(i) Student declaration not signed

(j) Other (specify)

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Actions required:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

If you have any queries, please do not hesitate to contact the Branch or Module Leader

Yours sincerely,


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Reflection Time Record Sheet

During clinical placements students work a 35 hour working week, 5 of those hours

are allocated to reflection to give students the opportunity to augment their learning.

This time can be spent outside the practice placement area. A record of activities

undertaken during those 5 hours should be kept below.

Include an account of any of the following: Reflection/Self-Directed Study/Directed

Learning/Problem Solving Activities.

Student Name____________________________

Student Number _____________________________

Date Activity Theme Student

Signature

Hours Total Hours

(running total)


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Student Name____________________________

Student Number _____________________________


Signature

Hours Total Hours

(running

total)


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Student Name ___________________________

Student Number _____________________________


Signature

Hours Total Hours

(running

total)


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Student Name ____________________________

Student Number _____________________________


Signature

Hours Total Hours

(running

total)


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Student Name ____________________________

Student Number _____________________________


Signature

Hours Total Hours

(running

total)

FINAL TOTAL


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BSc Nursing (Mental Health) Internship Students

Record of ‘off ward/unit’ Prep Activities

Student Name:

Date Hours Activity Preceptor/CPC/Lecturer

signature

Total

hours*

Total hours:

*Please keep a running total for this column


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BSc Nursing (Mental Health) Internship Students

Record of ‘off ward/unit’ Prep Activities

Student Name:


signature

Total

hours*

Total hours:



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BSc Nursing (Mental health) Internship Students

Record of ‘on ward/unit’ Prep Activities

Student Name:


signature

Total

hours*

Total hours:



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BSc Nursing (Mental health) Internship Students

Record of ‘on ward/unit’ Prep Activities

Student Name:


signature

Total

hours*

Total hours:


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APPENDIX ONE

PRACTICE MODULE DESCRIPTORS

NU3054 Skilled Mental Health Nursing Practice 3

Credit Weighting: 10

Semester(s): Semesters 1 and 2.

No. of Students: Min 20, Max 30.

Pre-requisite(s): None

Co-requisite(s): None

Teaching Method(s): 16weeks(s) Placements (Practice Placement, Supervision, role modelling,

reflection); 20hr(s) Other (Lectures, Practicals, Directed Learning).

Module Co-ordinator: Dr Stephen Bradley, School of Nursing & Midwifery.

Lecturer(s): Staff, School of Nursing & Midwifery, and participating Health Service Provider.

Module Objective: To facilitate enhancing student's clinical practice at Identification and

Internalisation levels with an emphasis on the recovery principles and developing the therapeutic,

teaching, educative, technical and research roles of the mental health nurse.

Module Content: Clinical practice (under supervision) in a variety of health care settings with an

emphasis on the recovery principles and developing the therapeutic, teaching, educative, technical

and research roles of the nurse.

Clinical practice in mental health nursing units/contexts with an emphasis on five domains of

clinical practice (1. professional/ethical practice, 2. holistic approaches to care and the integration

of knowledge, 3. interpersonal relationships, 4. organisational and management of care and, 5.

personal and professional development) and promoting health and well-being of patients/clients

and their families. Moving and Handling, Basic Life Support for Healthcare Providers,

Professional Management of Agression and Violence (PMAV), Hand Hygiene, waste

segregration, blood and body fluid exposure. Introduction to and utilisation of the assessment of

competence booklet and clinical placement procedures and processes. Evaluation of the clinical

learning environment and practice placement processes.

Learning Outcomes: On successful completion of this module, students should be able to:

Discuss competencies achieved at Identification and Internalisation levels with registered nurses

using examples from clinical practice.

Demonstrate effective participation in the delivery of care under supervision on a sustained basis

with minimal prompting.

Collaborate and engage in effective interpersonal skills with the individual, significant others and

the healthcare team.

Demonstrate a commitment to acquiring further knowledge and information to improve their

professional practice.

Analyse and interpret information, demonstrating problem solving skills and a knowledge based

approach to a recovery focused practice.

Demonstrate and role model professional attitudes and behaviour in clinical practice.

Engage in reflective nursing practice within a supportive learning environment.

Discuss rationale for nursing care activities drawing on current research findings.

Discuss national (e.g. NMBI, MHC) and local (Health Service Provider and School of Nursing

and Midwifery) policies and guidelines.

Assessment: Completion of required competencies at Identification and Internalisation levels

(Competency Booklet) (Pass/Fail). Attendance in Clinical Practice over 16 weeks as scheduled in

the programme (Pass/Fail). Completion of Clinical Hours Record Timesheet (Yes/No).


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Compulsory Elements: Students must complete all Preparatory Practice Requirements prior to

commencing clinical practice placements as prescribed by the School of Nursing and Midwifery.

Penalties (for late submission of Course/Project Work etc.): Work which is submitted late

shall be assigned a mark of zero (or a Fail Judgement in the case of Pass/Fail modules).

Pass Standard and any Special Requirements for Passing Module: ? Achievement of 10

Competencies at one level e.g. Identification or a combination of Identification and Internalisation

levels. Completion of the required reflective notes, interviews and clinical placement details,

signed/dated by student and registered nurse/midwife. Completion of student 'End of Year

Declaration' and 'Student self-assessment' pages in Competency Booklet. Completion of scheduled

clinical time (16 weeks), submission of a signed/completed time sheet by the specified submission

date to the Allocations Office, UCC.

Formal Written Examination: No Formal Written Examination.

Requirements for Supplemental Examination: Passed elements of continuous assessment are

carried forward. Failed elements must be repeated as prescribed by the School of Nursing and

Midwifery. Students failing to achieve a pass judgement at the Autumn Examination Board will

be required to repeat the module in a repeat year. In addition, failure to attend 'repeat time' and/or

'time owing' as prescribed/scheduled by the School of Nursing and Midwifery will result in a fail

judgement and students will be required to repeat the module in a repeat year.

NU4094 Skilled Mental Health Nursing Practice

Please see Book of Modules (2018 – 2019) for NU4094 module descriptor

www.ucc.ie/modules/

NOTE: Please refer to BSc Programme regulations, Undergraduate Calendar entry and

BSc Nursing/BSc Midwifery Marks & Standards.

http://www.ucc.ie/modules/


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APPENDIX 2

REQUIRED READING PRIOR TO, AND DURING,

ALL CLINICAL PLACEMENTS

Please note students are required to refer to the most up to date version of these

policy and guidance documents, available at:


Disciplinary Policy

Grievance Policy

Intravenous BSc Student Nurse Competency Policy for BSc Nursing (General

& Integrated) Students

Manual Handling and People Load Moving and Handling Training Policy

Policy for Repeating Clinical Module

Practice Placement Guidelines

‘Request for Extension’ Form

Mandatory and Essential Skills for BSc Nursing & BSc Midwifery Students

Clinical Supportive Mechanisms for Student Learning: Additional Support,

Additional Supportive Interview, Supportive Learning Plan BSc Nursing and

BSc Midwifery

Appendix 2 is not an exhaustive list and is intended as a guide only, students are

required to refer to the School of Nursing & Midwifery web site, current students

section, for the most up to date versions of the documents listed above.


