· web viewacademic advisor for doncaster and barnsley nicola murdock- lecturer direct line:...

SHEFFIELD HALLAM UNIVERSITY

BSc (Hons)

OPERATING DEPARTMENT PRACTICE

YEAR 1 (LEVEL 4)

DAY OF THE WEEK

WEEK 1 WEEK 2

Date of Shift

Hours WorkedDate of Shift

Hours Worked

Hours Minutes Initials Hours Minutes Initials

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

MISSED SHIFTS TOTALOVERALL TOTAL hours worked

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DAY OF THE WEEK

WEEK 3 WEEK 4

Date of Shift

Hours WorkedDate of Shift

Hours Worked

Hours Minutes Initials Hours Minutes Initials

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

MISSED SHIFTS TOTALOVERALL TOTAL hours worked

CONTENTSPAGE CONTENT

2 Timesheet4 Module Descriptor5 How do I progress through year 1 clinical practice?6 Absence reporting7 ODP Team contact information9 CPC contact information11 Clinical competencies

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INTRODUCTION TO CLINICAL DOCUMENTATIONThis document covers the required clinical competencies for our first year ODP students on placement and is part of the ODP FOUNDATIONS IN CLINICAL PRACTICE module within our curriculum at Sheffield Hallam University. Students must complete all sections and act professionally at all times to be able to complete year 1 of our programme. The documentation is there to support both the student and the Practice Educator, and clearly states the requirements within each section of the paperwork. Sheffield Hallam University has a website for continual professional support which addresses all aspects of the student learning on clinical placement. This site is also available to Practice educators.

https://www3.shu.ac.uk/HWB/placements/OperatingDepartmentPractitioners/

Further support is accessible via the named Visiting Lecturer/Academic Advisor for each placement site can be found on page 7 & 8 of this document.

By the end of this year the student will be able to meet the following statements:

Anaesthetics"At Level 4 the focus is on developing safe and effective transferable practice under direct supervision, for example; checking the anaesthetic room and selecting and preparing equipment, participating in surgical safety checklists (Sign In). Students should be able to contribute to the team caring for the patient undergoing elective procedures" (CODP, 2018, page 26).

Surgery"At Level 4 the focus is on developing safe and effective transferable practice under direct supervision. For example, generic circulating skills and fundamental surgical skills; gowning, gloving, aseptic technique, preparation of instrument trolleys, maintaining the sterile field, safe disposal of contaminated items. Students should be able to contribute to the team caring for the patient undergoing elective procedures. Students should also participate in the surgical safety checklist (Time Out and Sign Out)" (CODP, 2018, page 29)

College of Operating Department Practitioners (2018), Bachelor of Science (Hons) in Operating Department Practice; Curriculum Document. London: CODP

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https://www3.shu.ac.uk/HWB/placements/OperatingDepartmentPractitioners/

MODULE DESCRIPTORTITLE ODP Foundations in Clinical Practice TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR THIS MODULE

Based on 10 notional study hours per credit 200MODULE CODELEVEL 4 TOTAL NUMBER OF SCHEDULED LEARNING AND TEACHING

ACTIVITIES 40CREDITS 20ECTS CREDITS VALUE 10 TOTAL NUMBER OF INDEPENDENT LEARNING HOURS

Including time allowed for assessment activities 160FACULTY Health & WellbeingDEPARTMENT Allied Health Professions TYPICAL NUMBER OF SCHEDULED LEARNING AND TEACHING

ACTIVITIES PER WEEK 4SUBJECT GROUP Operating Department Practice

LEARNING OUTCOMES

By engaging successfully with this module, you will be able to:LO Ref Learning Outcome1 Demonstrate safe and effective clinical skills within your scope of practice in peri-operative care related to anaesthesia and surgical practice.2 Demonstrate appropriate professional behaviours, team work, communication and skills related to your current scope of practice. Ensuring

you demonstrate appropriate health care values and adherence to placement policy and procedures3 You will reflect upon the development of your skills during clinical placement and develop an action plan to inform your learning objectives for

your next placement.

MODULE SUMMARY (including indicative content)The module aims to provide you with the opportunity to develop and apply your knowledge and understanding of the clinical environment to practice, and to develop your role as part of the multi-disciplinary team looking after patients holistically.

Indicative content for the module includes:● Behavioural Change

● Care Planning

● Codes of Conduct for Operating Department Practice

● Confidentiality

● Infection control

● Informed Consent

● Introduction to the peri-operative journey

● Patient History taking

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● e-folio development

● Health and Safety

● Human Factors

● Improvement Science

● WHO checklist

● Patient positioning

● PPE

● Range of specialities inclusive of the shared airway

● Simulated clinical scenarios

● Terminology

LEARNING, TEACHING AND ASSESSMENT SUMMARY You will be supported in your learning, to achieve the above outcomes, in the following ways:

Support for learning: Preparation for placement via face to face seminars, practical's, simulation activities. You will attend placements during this module which will include a 1 day observational placement and an introduction placement before

attending a 4 week assessment block where you will work alongside and with practice educators. Each placement learning experience will be different according to the practice area but all placements should allow you opportunities to engage in practice and demonstrate your capability and competence in the areas to be assessed. Your practice educator will guide and support you in gaining appropriate experience.

These opportunities will be used to assess your knowledge and understanding and skill development, with an emphasis on ensuring that theory is integrated with and applied to practice. Placement learning will be an essential part of developing an understanding of your role and that of the wider health care team and the needs of the patient/service user.

You will receive feedback on your performance in 2 ways:

Formative feedback● Formative feedback will be provided by your placement educators and through your halfway review process. You will also be encouraged to seek

feedback from service users, colleagues and peers to support your self-development.

Summative assessment & feedback● Task 1: Your learning & professional development during placement will be monitored and assessed via Clinical placement documentation.

● Task 2: A professional development e-portfolio will enable you to reflect, self-assess and develop action plans thus exploring your own practice and

the practice of others. You will reflect upon the development of your skills during clinical placement and develop an action plan to inform your learning objectives for your next placement.

ALL tasks must be passed in order to pass this module

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ASSESSMENT INFORMATIONTask No.

LO Ref Assessment Task Description Assessment Task TypeCoursework (CW)Practical (PR)

Word Count or Exam Duration

Task Weighting %

1 1 -2 Placement 1 PR 6 weeks P/F2 3 Reflective assessment CW 1500 words 100%

LEARNING RESOURCES FOR THIS MODULEThis is an indicative reading list and will be updated annually. Resources include the clinical environment itself, Blackboard, Resource Lists online, learning centre resources and the clinical skills suite.

Week Number Date commencing Activity

41 03-May Placement PEEP



44 24-May XX ASS R Wellbeing Week

45 31-May Wellbeing week Placement

46 07-Jun PEEP Placement



49 28-Jun XX ASS CL

50 5-Jul

Placement Referral Period51 12-Jul

52 19-Jul

1 26-Jul

PROGRESSION.

You will complete placement

If you fail the first attempt on placement then the programme will change as follows.

Fail Placement

If you fail placement you will have a second attempt in the referral period

If you fail the referral placement you will have failed overall and will be unable to progress on the ODP programme.

You can only progress to year 2 clinical placements by completing year 1 of the programme.

Please note that you will not be granted extensions for clinical placements. If you miss a significant amount of time you must contact the Academic Advisor and student support, to plan your continuation on the programme.

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ABSENCE REPORTINGYou must attend your allocated placement for the whole day/shift on all dates assigned to you by your placement provider.

Please report sickness absence as soon as possible when you know that you will be unable to attend your placement because of sickness.

Please note that you should report both 'Practice Placement Absence' and 'Taught Session Absence' by completing the Student Absence Form. If you are not currently logged in to Google Drive, clicking on the link will require you to log in using your email address as per the below example ([email protected]). This will then take you to the Sheffield Hallam University login page where you would login using your single sign on Sheffield Hallam University login details. The HWB Student Absence Google Form will then open for your completion.

New Google Form Student Absence Form

Example Email Login [email protected]

WE WILL CLOSELY MONITOR ATTENDANCE IN ACADEMIC AND CLINICAL PLACEMENT AS THIS IS A PROFESSIONAL REQUIREMENT. POOR ATTENDANCE IN PRACTICE CAN DIRECTLY AFFECT YOUR PROGRESS IN THE PRACTICE BASED LEARNING ENVIRONMENTS AND ON THE COURSE. IF YOU ARE GOING TO REQUIRE SIGNIFICANT TIME OUT OF PLACEMENT DUE TO SICKNESS YOU MUST TALK TO PLACEMENT PROVIDER, STUDENT SUPPORT OFFICERS AND YOUR ACADEMIC ADVISOR WHO WILL ADVISE AND SUPPORT YOU.

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https://docs.google.com/forms/d/e/1FAIpQLSdzs7Q-2Vlm070GRz0akFpY-27U3Okg9kAkWqrWxi4SpdJ2XA/viewform

ODP TEAM CONTACT INFORMATIONMartin Reilly - Principal Lecturer/Professional LeadDirect Line: 0114 225 5612

Mobile: 07919 696004

Email: [email protected]

Victoria Cadman - Senior Lecturer/ Course LeadDirect Line: 0114 225 5781

Mobile: 07879 803338


Academic Advisor for Northern General/Hallamshire and

Bassetlaw

Frankie Milton - Senior Lecturer/Placement LeadDirect Line: 0114 225 5431

Mobile: 07919 696056


Academic advisor for Derby/ Nuffield and Nottingham and

Lincoln

Karen DeMasi – Senior LecturerDirect Line: 0114 225 5686

Mobile: 07919 696010


Academic Advisor for Rotherham and Leeds and Thornbury

Marie Stanton - Senior Lecturer - Admissions LeadDirect Line:0114 225 2412

Mobile: 07909873297


Academic Advisor for Chesterfield and Claremont

Katie McCallum - LecturerDirect Line:0114 225 5673

Mobile: 07766774008


Academic Advisor for Doncaster and Barnsley

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Nicola Murdock- LecturerDirect line: 01142256572

Mobile 07867407224

Email [email protected]

Academic Advisor for SCH and Mexborough and Mansfield

Mel Hogan - Senior AdministratorDirect Line: 0114 225 5458


Student Support AdvisorAnna BenjaminTo contact you must go through Hallam Help on 01142252222


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mailto:[email protected]


CPC Contact InformationSheffield Teaching Hospitals NGH/RHH

Sinead Peckham/ Noella [email protected] [email protected]

0114 2715194 NGH

0114 2711840 RHH

Sheffield Children's Hospital

Nick Kent/ Chris [email protected] [email protected]

Direct Line 0114 2717793

Thornbury Hospital

Lesley [email protected]

Reception 01142661133 Theatre 674525

Claremont Hospital

Jessica [email protected]

Reception 01142630330 ask to be put through to theatres.

Rotherham Trust

Ken Roberts [email protected]

Direct line 01709 427100

Doncaster Trust

Linda [email protected]

Kirsty [email protected]

direct line 01302644839

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Barnsley Trust

Caroline (Katy) North

[email protected]

01226435473 Katy 07795181015

Mansfield Hospital (Kings Mill)

Caroline Robinson [email protected]

01623622515 ext 2049/3717/3707

Lincoln Hospital

Barton Sarah (ULHT)[email protected]

01522 573752

Nottingham Hospital

Tess [email protected]

0115 9249924

Leeds Teaching Hospitals

Stanimira Stoeva/Clare Quinlan/Holly Cartwright and Michelle [email protected]

[email protected]

[email protected]

[email protected]

Tel 0113 66106/66403

Chesterfield Royal Hospital NHS Foundation Trust

Leanne Stevens Melissa Price- Earnshaw

[email protected]

[email protected]

Tel 01246512307

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Student Name

________________

Student Number

________________

Completion date

________________

Pass/Fail

________________

SHEFFIELD HALLAM UNIVERSITYBSc (Hons)

OPERATING DEPARTMENT PRACTICE

YEAR 1 (LEVEL 4)

CLINICAL COMPETENCIES

CLINICAL COMPETENCIES INTRODUCTIONThis document contains the clinical requirements for Year 1. You will have observed practice during your observational placement. By the end of this placement you should progress to being a supervised participant in patient care. You are required to complete all the competency statements.

To proceed through the clinical placement, you must also achieve the following broad competence statements.

C.1 Professional Behaviours

C.2 Patient Care

C.3 Cleaning & Waste Disposal

C.4 Anaesthetics

C.5 Circulating and Surgery

Practice Educators must ensure that the student is effectively supported during their time on placement by:

- Allocating a named Practice Educator to complete all aspects of the paperwork

- Ensuring there is an effective introduction to the clinical area

- Completing all aspects of the paperwork including the introduction and learning agreement, mid-term review and progression statement with the student.

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INTRODUCTION TO THE CLINICAL AREA PLEASE COMPLETE THIS FORM FOR EACH NEW PLACEMENT AREA

This section should be completed by the Practice Educator Practice Educator/supervisor with the student, before or as soon as possible after, the student has commenced in the new work area and prior to completing their learning agreement. The purpose of this introduction is to ensure the student has been fully orientated to their new placement area and has been made aware of specific policies, procedures and protocols related to this work area. By completing the checklist, and signing and dating this declaration, the ‘introducer’ and the student confirm a thorough introduction was carried out to the satisfaction of both parties.

Content Requirements TICKPractice Educator Designated named Practice Educator for that clinical placementSecurity and safety Security badges and key codes. Fire procedure and incident reportingOrientation Department geography / layout and facilitiesStaff changing and recreation facilities Protocol and any specific requirements e.g. lockers, padlocks, personal

itemsStorage areas- equipment, instruments, consumables.

Equipment and items used for Anaesthetics, Surgical and PACU.Stocking and storage protocols

Communication Work area contact numbersAttendance Expected protocol for the work area and sickness reporting policy.Shift Patterns Staff shift patternsSickness Policy Sickness policy discussed and telephone number for the department given tel no.Emergency Protocol Discussion about emergency protocols and location of equipmentPrevious experience Previous achievements and areas for improvements discussedComments- please identify any specific issues discussed in the initial meeting i.e. shift pattern of Practice Educators, student requests for shift patterns e.g. cannot work on certain days, travelling distance or child care issues.Any concerns / potential problems are required to be identified and documented at induction; otherwise they may not be considered later.

Student name: Practice Educator name:

Student signature: Practice Educator Signature:

Date of agreement: Placement:

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LEARNING AGREEMENT FOR YEAR 1

This learning agreement the competency requirements for year 1 of the 3-year degree programme.

By the end of this placement the student will be expected to be able to demonstrate awareness but not be proficient in, all the equipment which is required for a minor procedure this includes the checking of equipment. Students should also assist in the checking in of patients and preparation for a surgical procedure as per local and national policies and guidelines. At no point should the student be unsupervised.

To successfully complete the clinical competencies for this placement, the student must;

Complete all the competency statements. Continue to utilise the skills acquired from the previous skills developmental periods. Maintain a professional attitude. Understand the roles of the team within this placement environment. Observe practice within the recovery area for experiential knowledge and understanding. Ensure they are under supervision at all times Recognise their limitations

Please sign on page 2 of learning agreement.

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LEARNING AGREEMENT FOR YEAR 1 P2

PLEASE COMPLETE THIS FORM FOR EACH NEW PLACEMENT AREA

This is identify learning opportunities available during this placementInitial interview




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If there is a cause for concern or a lack of progression, then please consult the 'Cause for Concern' Process.

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MIDTERM REVIEW FOR YEAR 1 P2

PLEASE COMPLETE THIS FORM FOR EACH NEW PLACEMENT AREA

This is identify learning opportunities available during this placementMidterm interview





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C.1 PROFESSIONAL BEHAVIOURS (REQUIREMENTS)COMPETENCE PASS - The student consistently; FAIL - The student consistently;Communication Uses appropriate language and communication skills as required for

their developmental level on the programme. Works effectively within professional boundaries

Consistently unable to communicate with staff to effectively work as part of the team. Uses inappropriate language and displays a disregard for professional boundaries. Are unable to communicate with patients at the required level of development on the course.

Team working Understands the roles within the MDT and embraces a team ethic towards patient care.

The student does not understand the various roles of the MDT and shows no awareness of the concept of what it is to be a professional within the MDT. The student is disrespectful to other members of the team.

Commitment & Motivation Motivated towards working within various roles within the clinical environment and not just the roles they prefer, but all aspects of practice. Students should display a commitment to learning and professional development.

The student is not motivated towards studying ODP. They have not studied materials to support learning or attempted to develop skills. They refuse to do roles within their scope of practice due to personal preference. There is no commitment to learning or professional development as required at this level of the course.

Application of theory to practice Has an understanding of their actions and is able to discuss their activities within the practice based learning environment in relation to theoretical concepts and clinical competence.

Cannot articulate reasoning for actions, nor discuss why actions occur at a particular time in relation to the working environment. Consistently is unable to apply theoretical concepts to practice.

Care & Compassion Is aware of patient care pathways and is able to contribute where possible towards the continuity of care within a department to ensure patient, personal and staff safety. Student should demonstrate an ability to be compassionate with those in the working environment.

Is unaware of patient care pathways. Is unable to contribute to patient care or acts in an unsafe way or puts the patient/staff in unsafe situations. Does not display an ability to be compassionate towards those they work with or care for.

Punctuality and attendance They understand the importance of attendance on their progression. They understand the importance of being on time and adhering to their work schedule. If they are absent they use the appropriate lines of communication and process to report this and ensure that the work area and/or University are informed of their situation e.g .return to work dates.

Is frequently absent without authorisation, is late for shifts, has extended coffee or dinner breaks and/or does not use effective communications to keep the Practice Educator or workplace informed as to where they are. Is unaware or repeatedly does not use the absence polity and procedures to inform placement or University of their absence.

Courage The student displays an ability 'to do the right thing' in relation to all of the above sections. Shows an understanding of the importance to speak up and can explain the term advocacy.

Clearly does not understand the concept of advocacy and cannot discuss what this means in terms of their patients. They fail to speak up when required for patient or staff safety issues.

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C.1 PROFESSIONAL BEHAVIOURS PLEASE COMPLETE THIS FORM FOR EACH NEW PLACEMENT AREA

During the Operating Department Practitioner programme students will be expected to uphold key professional behaviours in order to be able to progress on the programme. The student should achieve a pass in all of the sections below.

A FAIL IN ANY SECTION MEANS THEY FAIL THIS PATHWAY

Competence Pass Fail Practice Educator Comments: Sign and DateCommunication

Team working

Commitment & Motivation

Application of theory to practice

Care & Compassion

Punctuality and attendance + Timesheet (Signed Daily)Courage

Student Name: Placement:

Student & CPC/Practice Educator declarationThe student can demonstrate practical competence and supporting knowledge regarding the above elements and this is supported by the CPC.Student signature and date CPC/Practice Educator signature and date


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C.2 PATIENT CARE (REQUIREMENTS)COMPETENCE PASS - The student consistently; FAIL - The student consistently;Awareness of possible patient requirements prior to arrival within the department.

Students should start to routinely check operating lists and start to anticipate patient needs and requirements prior to their arrival. As indicated, expertise is not a requirement; some awareness is enough. Aspects for discussion may include anaesthetic requirements for the surgical procedure, position requirements, or alternative requirements for patient conditions.

Displays no preparation awareness and does not check the operating lists to prepare for the operation or does not understand what operations entail with regards theatre preparation at the level expected on the course. They are unable to adequately discuss issues concerning anaesthetic and surgical positioning or alternative patient requirements.

Attempts to welcome the patient utilising good communication. Including WHO led protocols, with a view to building student self-esteem and understanding of patient care

Attempts to communicate with patients in an appropriate manner using a holistic approach to care. They act within the professional boundaries of their role and respects equality and diversity. Is building confidence and knowledge of the requirements of the WHO checklist.

Does not communicate effectively with patients or they consistently use inappropriate language. There is no evidence of a holistic approach nor does the student displays a knowledge regarding professional boundaries and/or does not respect equality and diversity. cannot effectively demonstrate awareness of the importance of checking patients into the department.

Students will be expected to observe and to report afterwards on patient handover, this should include some patient follow through into the recovery area. This will allow introduction to recovery and development of patient care

Engages in patient handovers, by observing, discussing and where possible practising elements of an effective handover. Accepts feedback on how to improve and develop.

The student has not practiced patient handover to an extent where they can have a meaningful discussion post event to aid development.

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C.2 PATIENT CAREThis competence pertains to the students' understanding of patient care within the practice based learning environment. The student should display a professional manner which incorporates good communication, anti-discriminatory practice and a holistic approach to individualised patient care. Subjects for development include;

Competence description Practice Educator Comments: Sign and DateA Awareness of possible patient requirements prior to arrival within

the department.

B Attempts to welcome the patient utilising good communication. Including WHO led protocols, with a view to building student self-esteem and understanding of patient care.

C Students will be expected to observe and to report afterwards on patient handover, this should include some patient 'follow through' into the recovery area. This will allow introduction to recovery and development of patient care


Student & CPC/ Practice Educator declarationThe student believes they can demonstrate practical competence and supporting knowledge regarding the above elements and this is supported by the CPC.

Student signature and date CPC/ Practice Educator signature and date

If there is a cause for concern or a lack of progression, then please consult the 'Cause for Concern' Process

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C.3 CLEANING & WASTE DISPOSALCOMPETENCE PASS - The student consistently; FAIL - The student consistently;

Cleaning agents used in theatre

Student can discuss a variety of cleaning agents and demonstrates an awareness of their specific use and is able to acknowledge any prevalent safety issues, e.g. the prevention of cross contamination

The student lacks knowledge or cannot apply knowledge in regard to this aspect of practice.

Clinical waste Student understands how to safely dispose of and correctly label different types of waste to promote safety in the workplace.


Non clinical waste The student should demonstrate an awareness of the difference between clinical and non-clinical waste and be aware of local policy.


Sharps and single use item safe disposal

The student should demonstrate an awareness of local policies and procedures for sharps safety.Incident reporting should be discussed at this stage, e.g. what if they have a needle stick injury?


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C.3 CLEANING & WASTE DISPOSALPersonal safety is paramount to professional practice especially as the student will be exposed to numerous chemical and biological hazards on a daily basis. Students should always undertake a risk assessment to ensure their safety whilst undertaking this competency. It is important that the student should understand the use of and safe handling of all the following;

Competence descriptionStudents ensure a risk assessment is undertaken before access to the following:

Mentor Comments: Sign and Date

A Cleaning agents used in theatre

B Clinical waste

C Non clinical waste

D Sharps and single use item safe disposal


Student & CPC/Practice EducatorThe student believes they can demonstrate practical competence and supporting knowledge regarding the above elements and this is supported by the CPC.Student signature and date CPC/Practice Educator signature and date


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C.4 ANAESTHETICS (REQUIREMENTS)COMPETENCE PASS - The student consistently; FAIL - The student consistently;

Assistance with airway management of airway adjuncts and I-gel.

Begins to understand the requirements of airway management and equipment. This element is also about assisting the anaesthetist with insertion and removal of airway devices. Under guidance of the mentor.

Does not show an awareness of the different airway devices (adjuncts used).

To assist with IV cannulation including checking the integrity of fluids.

Is able to prepare equipment and assist with IV cannulation. The student should demonstrate an understanding of the issues around this subject such as what can go wrong and the importance of infection control.

Cannot assist with IV cannulisation and is unable to discuss issues related to their use, incorrect site insertion and or infection control.

To be exposed to and understand BASIC monitoring and be able to describe expected patient parameters accounting for diversity in patients physical and physiological states.

Can identify normal patient parameters with an awareness of patient diversity e.g. .the athlete whose base line pulse is 40. They should be showing an awareness of the changes which occur to physiology throughout the patient’s journey and understand the importance of regularly acknowledging monitors. Observation of patient’s colour and visible changes should also be included.

Cannot discuss normal patient parameters or variations from the normal and apply knowledge as to why some are acceptable.They cannot explain the impact of anaesthetic procedures on the patient parameters or do not respond accordingly.

Demonstrates an understanding of how to check Anaesthetic machine(s).

Students are not expected to be able to adequately check the machine but attempts to using the AAGBI guidelines. Recognises when checks are required prior to and during (after a change to the set up) a list. What to do if a fault is found but more importantly at this stage, to have the confidence to ask if unsure.

Has no awareness of the AAGBI guidelines, doesn’t have the confidence to ask if unsure of how to check and use equipment.

Prepare and use suction Can set up, check, use, clean and the student can explain why suction is so important

Cannot set up, check use or clean suction equipment nor displays any knowledge regarding its importance.

The patient trolley/operating table. Including how to adapt for use and emergencies (patient vomiting).

Uses the fundamental functions of the operating table and trolleys used in the environment. They should have an awareness of patient positioning on a trolley or operating table.

Does not understand the basic functions of the operating table or trolleys used in the working environment.

Drugs (student should have a basic understanding of what the different types of drugs Specific drug details are not a necessary requirement at this stage).

As stated in the competence, students should have some knowledge around induction agents, pain relief and reversal drugs. In depth knowledge of the various drugs is not required at this stage of the course, however they should be aware of the everyday drugs in that area e.g. Propofol - what is it, alternate names, why used, normal dosage, some side effects.

Demonstrates a lack of knowledge of basic drugs used in the area. They cannot not name or discuss basic anaesthetic drugs or cannot give any common side effects.

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C.4 ANAESTHETICSNow that the student has managed to display an ability to prepare the anaesthetic area and also developed communication skills able to welcome patients into to the theatre environment, it is now time to develop their role further and allow the student to support the Anaesthetist and the Practice Educator in the Anaesthetic phases. The student must be supervised at all times. Subjects for development which are required for the successful completion of this competency include;

Competence description Practice Educator Comments: Sign and DateA Assistance with airway management of airway adjuncts and I-

gel.B To assist with IV cannulation.

C To be exposed to and understand BASIC monitoring and be able to describe expected patient parameters accounting for diversity in patients physical and physiological states.

D Demonstrates an understanding of how to check Anaesthetic machine(s).

E Prepare and use suction

F The patient trolley/operating table. Including how to adapt for use and emergencies (patient vomiting).Drugs (by the end of this period the student should have a basic understanding of what the different types of drugs are, i.e. what is a muscle relaxant and why would it be used. Specific drug details are not a necessary requirement at this stage).


Student & CPC/Practice Educator declarationThe student believes they can demonstrate practical competence and supporting knowledge regarding the above elements and this is supported by the CPC.

Student signature and date CPC/Practice Educator signature and date

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C.5 CIRCULATING AND SURGERY (REQUIREMENTS)COMPETENCE PASS - The student consistently; FAIL - The student consistently;Assisting the scrub team to scrub up They can assist the scrub team whilst maintaining

sterility in the clean / scrub area. This will include knowledge of scrub personnel requirements- e.g. gowns, gloves, masks, visors

They consistently perform poorly and fail to maintain a sterile field.

Assisting the scrub person to prepare surgical instrument trolleys prior to surgical procedure

The student should be starting to take part in instrument and consumable checks, plus actively take part in record keeping.

They cannot assist the scrub person to prepare for a surgical procedure.

Preparing the theatre between surgical procedures and at the end of the list

Maintaining a clean environment and reasons for the removal of waste between procedures.

Student fails to ensure a clean working environment.

Demonstrates awareness of how to maintaining sterile environment

Student demonstrates awareness of how to maintain a sterile field.

Student does not adequately identify the importance of maintaining a sterile field.

Consumables stores andEquipment stores

Should know and recall where they are, how to check for integrity of packaging, the importance of stock levels within theatre.

Does not know where to restock consumables from after being shown nor does not understand the importance of hospital requirements as regards checking out procedures for stock levels and expiry dates etc.

Understands the importance of handover

The student should demonstrate an awareness of what the importance of a good handover and explain some of the requirements for individual patients in order to ensure an effective care pathway during the patients' post-operative journey.

The student does demonstrate awareness of a safe handover and cannot identify key information that is required for patient safety and comfort. They also display poor communication techniques.

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C.5 CIRCULATING AND SURGERYBy the end of this placement the student should be able to show that they can support a scrub team from the beginning to the end of one minor case, but also show an understanding of one’s limitations and utilise good team communication for support.

Competence description Practice Educator Comments: Sign and DateA Assisting the scrub team to scrub up

B Assisting the scrub person to prepare surgical instrument trolleys prior to surgical procedure

C Preparing the theatre between surgical procedures and at the end of the list

D Demonstrates awareness of how to maintain sterile environment

E Consumables stores and Equipment stores

F Understands the importance of handover


Student & CPC/Practice Educator declarationThe student believes they can demonstrate practical competence and supporting knowledge regarding the above elements and this is supported by the CPC.Student signature and date CPC/Practice Educator signature and date


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PRACTICE EDUCATOR SIGNATURES

Date Signature(+ initials if

used)

Name Profession Speciality Date of last update

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ADDITIONAL TESTIMONY SHEET (USE WHEN REQUIRED) (ADDITIONAL INFORMATION / WRITTEN TESTIMONY OR EVIDENCE OF COMPETENCE)

This additional information and testimony further supports the student's progression through Competency ..…….. (Please complete)


Student signature: Practice Educator signature:

Date: Placement:

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PROGRESSION STATEMENT TO BE COMPLETED BY THE CPC/NOMINATED PRACTICE EDUCATOR WITH THE STUDENT - PLEASE REVIEW ALL COMPETENCIES AND ENSURE THESE ARE CORRECTLY COMPLETED

Tick Student strengths recognised on placementTitle page signed and dated by the studentSkills Passport format

Learning agreement completed

Competence contents checked and correct

Any student weaknesses / areas for improvements that require attention for future career learning

Practice Educators Signatures

Case Logs

Placement evaluations

Please cross out which ever statement does not apply.

I the CPC/Practice Educator have checked the paperwork and agreed that this student has successfully completed this section and are able to progress.

Or

I the CPC/Practice Educator have checked the paperwork and in conjunction with other Practice Educators have agreed that this student has FAILED this section (reasons are outlined in the 'Cause for Concern’ form).

Student name: CPC/Nominated Practice Educator name:

Student signature: CPC/Nominated Practice Educator Signature:

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Date: Placement:


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