welcome to your practice assessment document (pad) · web viewdomain 8: research, development and...

Practice Assessment Document: Year 1

Name…………………………………………………………..

Trainee ID:………………………………………………….

Cohort:……………………………………………………….

Personal Academic Tutor:

…………………………………………………………………..

PRACTICE ASSESSMENT DOCUMENT

NURSING ASSOCIATEYear 1

FD HEALTH AND CARE

Please keep your practice assessment document with you at all times in practice in order to review your progress with your mentor and personal academic tutor.

1


Contents1. Welcome to your Practice Assessment Document (PAD)............................................................3

Trainees responsibilities....................................................................................................................3

Mentor responsibilities......................................................................................................................3

Guidance for using the PAD to Facilitate and Guide Practice Learning..............................................4

Process of practice assessment:........................................................................................................4

2. GUIDELINES FOR ASSESSMENT AND PROGRESSION....................................................................5

3. Descriptors for Assessing Trainees in Practice...............................................................................6

4. List of Mentors/Supervisors.........................................................................................................7

5. Initial Interview.............................................................................................................................8

6. Professional Values in Practice.....................................................................................................9

7. Mid-Point Interview....................................................................................................................11

8. Final Interview............................................................................................................................13

9. Patient/Service User Feedback Form.........................................................................................15

10. Record of working with other health care professionals /inter-professional working.........16

11. Ongoing Feedback from Staff in Practice................................................................................17

12. Competencies..........................................................................................................................18

13. Episode of Care.......................................................................................................................24

14. Action Plan..............................................................................................................................26

15. Reassessment 1.......................................................................................................................28

16. Reassessment 2.......................................................................................................................29

17. Record of Personal Academic Tutor Discussions....................................................................30

2


1.Welcome to your Practice Assessment Document (PAD)

Trainees responsibilitiesThis Practice Assessment Document (PAD) is designed to support and guide you towards successfully achieving the standards set out by the NMC and criteria set out in the Nursing Associate Curriculum Framework.

The PAD makes up a significant part of your overall programme assessment. It will need to be processed through formal University systems. Continuous assessment is an integral aspect of assessment in practice and you are expected to show evidence of consistent achievement.

Ensure you are familiar with your university assessment and submission processes for this document and contact the academic representative from your university, or refer to the University VLE if you require support or advice on specific university procedures.

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

You are responsible for the safekeeping and maintenance of the PAD. It should be available to your mentor/supervisor at all times when you are in practice together with the OAR. Alterations should be made in this document by crossing through with one line, with a signature and date.

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

Mentor responsibilitiesAs a Mentor you have an important role in supporting and guiding the trainee through their learning experience. This includes facilitating any reasonable adjustments the trainee may need to get maximum benefit from practice.

As well as undertaking the required assessments, your role also includes identifying relevant learning opportunities and creating learning and development plans with the trainee. Duty rotas should support the development of the trainee/mentor relationship and allow the facilitation of quality learning.

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

If the trainee is not meeting the required standards this should be highlighted as a development need. If there is a cause for concern or a fitness for practice issue that requires prompt action an Action Plan should be instigated to address specific needs or concerns with a specified timeframe. In the event of this, seek guidance from the Personal Academic Tutor (PAT) and/or senior practice representative.

3


Guidance for using the PAD to Facilitate and Guide Practice LearningAll mentors/supervisors/other professionals who comment in this document should sign and give their details on the record page which can be found in the first section of this document.

Professional Values: These are assessed once a year.

Essential Skills: These can be assessed at any point by the end of the year.

Assessment of an Episode of Care: This assesses the trainee’s progress towards competency and must be achieved by the end of the year.

Patient/Service User/Carer Feedback Form: The mentor/supervisor must give permission before the person receiving care is approached for feedback on the trainee’s performance. This is not formally assessed but may contribute to the mentor/supervisor’s overall feedback.

Recording Additional Experiences and Feedback: There are two additional forms (included in each placement section, the first of these relates to working with other healthcare professionals/inter-professional working and the second can be completed by any staff member (inc. academic representatives/link lecturer) who wish to record trainee progress.

Process of practice assessment:

4

Initial Interview

Meeting to identify learning and development needs and learning opportunities.

Mid-Point Interview

Meeting to discuss progress and identify learning and development needs.

Final Interview

Meeting to review progress and identify learning and development needs.


2.GUIDELINES FOR ASSESSMENT AND PROGRESSION

Assessment of Professional Values in Practice

Professional values will be assessed in each placement and following assessment must be achieved in order to progress to the next part. If any of the professional values are not achieved an opportunity to be reassessed will be given. If a trainee does not achieve any of the professional values following reassessment then this may affect the trainee’s progression.

Assessment of Essential Skills

Trainees need to achieve all Essential Skills (at least once) by the end of each year of the programme in order to progress, though many skills can be assessed on more than one occasion. If the opportunity to be assessed on a particular skill is not available, then the corresponding field is left blank.

Episodes of Care

There is an episode of care that involves the trainee participating in an observed aspect of care followed by a written reflection on the care given.

Submission

Trainees will be required to submit their PAD to their PAT at the end of each year.

Moderation

A sample of PADS will be moderated as per the university process.

5


3. Descriptors for Assessing Trainees in Practice

The Nursing Associate Curriculum Framework has identified skills and professional behaviours that a trainee must demonstrate by the end of the programme.

Mentors are required to assess trainees at the end of each year.

‘Achieved’ must be obtained in all eight domains by the trainee by the end of the programme.

YES - Achieved No – Not AchievedDomain 1: Professional Values and Parameters of Practice

Exercises personal responsibility and works independently within defined parameters of practice, taking the appropriate initiative in a variety of situations and performing a range of clinical and care skills consistent with the roles, responsibilities and professional values of a nursing associate;

Unable to take personal responsibility and requires supervision within defined parameters of practice, does not take appropriate initiative and is still to achieve competence in clinical and care skills consistent with the roles, responsibilities and professional values of a nursing associate;

Domain 2: Person-Centred Approaches to Care

Exercises those skills, attitudes and behaviours that support the planning, delivery and evaluation of high quality person-centred, holistic care.

Does not demonstrate the skills, attitudes and behaviours expected in the planning, delivery and evaluation of high quality person-centred, holistic care.

Domain 3: Delivering Care

Works across organisational boundaries/ in a range of health and care settings and applies, in practice, the range of clinical and care skills appropriate to their parameters of practice;

Unable to work across organisational boundaries/ in a range of health and care settings and unable to apply, in practice, the range of clinical and care skills appropriate to their parameters of practice;

Domain 4: Communication and Inter-Personal Skills

Communicates effectively across a wide range of channels and with a wide range of individuals, the public, health and social care professionals, maintaining the focus of communication on delivering and improving health and care services and possess those inter-personal skills that promote clarity, compassion, empathy, respect and trust;

Unable to communicate effectively across a wide range of channels and with a wide range of individuals, the public, health and social care professionals, focus of communication does is not on delivering and improving health and care services and does not possess those inter-personal skills that promote clarity, compassion, empathy, respect and trust;

Domain 5: Duty of Care, Candour, Equality and Diversity

Explain the principles underpinning duty of care, equality and diversity and the need for candour and will consistently demonstrate the application of those principles in and across a range of settings across life-course;

Unable to fully explain the principles underpinning duty of care, equality and diversity and the need for candour and inconsistently demonstrates the application of those principles in and across a range of settings across life-course;

Domain 6: Supporting Learning and Assessment in Practice

Exercise those skills, attitudes and behaviours that support personal development and life-long learning together as well as those associated with the development of others;

Does not demonstrate skills, attitudes and behaviours that support personal development and life-long learning together as well as those associated with the development of others;

Domain 7: Team-working and leadership

Explain the principles underpinning leadership frameworks and associated team-working and leadership competencies and demonstrate a range of those competencies, attitudes and behaviours required of a nursing associate;

Unable to explain the principles underpinning leadership frameworks and associated team-working and leadership competencies and does not demonstrate the competency, attitude and behaviours required of a nursing associate;

Domain 8: Research, Development and Innovation

Demonstrate the importance of being research aware, research and innovation, and their own role in this, across the health and care landscape in improving the quality of patient safety and care and in addressing the challenges faced within the context of rising public expectations.

Does not demonstrate the importance of being research aware, and their own role in this, across the health and care landscape in improving the quality of patient safety and care and in addressing the challenges faced within the context of rising public expectations.

6


4.List of Mentors/SupervisorsA sample signature must be obtained for all signatures within this document

Name (please print)

Job Title Signature Initials Mentor Qualification

Date of last Mentor Update

7


5.Initial Interview This interview takes place within the first week of term within the trainees normal place of work:

Trainee to identify learning and development needs (with guidance from the mentor)

Mentor to identify learning opportunities to enable the trainee to meet their learning and development needs and assessments

Mentor and trainee to negotiate and agree a learning plan –

Trainee’s signature: Mentor’s signature: PAT Signature:

Date: Date: Date:

8


6.Professional Values in Practice Trainees are required to demonstrate high standards of professional conduct at all times during their placements. Professional values expectations are reflected in the statements below and this assessment must be completed in term 1 and 3 to reflect ongoing competence.

Yes = Achieved, No = Not Achieved

Professional attitude, behaviour and responsibilityTrainee Evidence / Comments Achieved

Yes/NoMentor signature / Date

A. The trainee maintains confidentiality in accordance organisational policy.

B. The trainee is non-judgemental, respectful and courteous at all times when interacting with patients/service users and all colleagues.C. The trainee promotes and applies the key clinical and care principles, performing to the highest standards of personal behaviour in all aspects of professional practice.D. The trainee displays a professional and personal commitment to professional standards and ethical practice, consistently operating within national and local ethical, legal and governance requirements.E. The trainee maintains the person’s privacy and dignity and advocates on their behalf.F. The trainee demonstrates openness, trustworthiness and integrity.G. The trainee makes appropriate judgements to ensure they limit their work or stop practising if performance or judgement is affected by their health and wellbeing.

9


Safe and Compassionate CareTrainee Evidence / Comments Achieved

Yes/NoMentor signature / Date

H. The trainee is attentive, kind, compassionate and sensitive to the needs of others.

I. The trainee maintains consistent safe and person-centred practice.

J. The trainee reports any concerns to the appropriate professional member of staff when appropriate e.g. safeguarding.

K. The trainee demonstrates the ability to listen, seek clarification and carry out instructions safely.

L. The trainee is able to recognise and work within the limitations of own knowledge, skills and professional boundaries and understand that they are responsible for their own actions.

M. The trainee is able to work in partnership with the multi-disciplinary team, patient, carers and families with the intent of building professional caring relationships.

10


7.Mid-Point Interview This interview takes place half way through the academic year

Trainee’s self-assessment/reflection on progress Reflect on your overall progression referring to your personal learning needs, professional values and essential skills. Identify your strengths and document areas for development.Knowledge and Understanding:

Professional Attitude:

Participation in Care and Practical Skill:

Mentor’s comments Discuss with the trainee their self-assessment and comment on their progress using the assessment descriptors below, detailing evidence used to come to your decision.Knowledge and Understanding:



11


Ongoing learning and development needs

To be agreed between Mentor and Trainee – sign and date all entries below

Identify learning and development needsRefer to progress in achieving personal learning needs, professional values and essential skills

Identify the learning opportunities/supportto enable the trainee to meet their needs

Review Date:

Trainee’s signature:

Mentor’s signature:

PAT Signature:

Sign when reviewed:

Date:

Date:

Date:

Any outstanding learning and development needs are to be discussed and documented at the final interview.

12


8.Final Interview This interview takes place at the end of the academic year

Trainee’s self-assessment/reflection on progress Reflect on your overall progression referring to your personal learning needs, professional values and essential skills. Identify your strengths and document areas for development.Knowledge and Understanding:



Mentor’s comments Discuss with the trainee their self-assessment and comment on their progress using the assessment descriptors below, detailing evidence used to come to your decision.Knowledge and Understanding:



13


Learning and Development Needs to be agreed between the Mentor and Trainee

Review learning and development needs identified at the Mid-Point Interview and those to take forward to next year

Was an Action Plan required to support the trainee? YES / NO

If Yes, was the PAT informed? YES / NO

The Action Plan can be found in Section 14.

Checklist for assessed documents:

Tick Mentor Initials Trainee InitialsThe Mentor has signed the professional value statements at both Mid-Point and Final InterviewThe Mentor has signed the relevant skills the trainee has achieved in this area (where applicable)The trainee and Mentor has checked and signed the practice placement hoursThe Mentor and Trainee have completed all the interview records and development plans, as appropriateThe Mentor has printed and signed their name on the List of Mentors/Supervisors RecordTrainee’s signature:


PAT signature:

Date:

Date:

Date:

14


9.Patient/Service User Feedback Form

Mentors should obtain consent from patients/service users who should feel able to decline to participate.

We would like to hear your views about the way the Nursing Associate has looked after you.

Your feedback will help the Nursing Associate’s learning The feedback you give will not change the way you are looked after

Please Tick: The Patient /Service User Carer / Family member

How happy were you with the way the trainee Nursing Associate

Very Happy Happy I’m not sure Unhappy Very unhappy

…cared for you?…listened to your needs?…understood the way you felt?

…talked to you?

…showed you respect?What did the trainee Nursing Associate do well?

What could the trainee Nursing Associate have done differently?

Mentor Signature:

Trainee Signature:

Date:

Date:

Thank you for your help

15


10. Record of working with other health care professionals /inter-professional working

Record reflections on your learning with other Health Professionals and Providers. This is essential in order to complete year 1.

Date Time spent Reflections on your learningDetails of your experience

Supervisor’s comments andSignature

Date Time spent Reflections on your learningDetails of your experience

Supervisor’s comments andSignature

16


11. Ongoing Feedback from Staff in Practice This can be completed by any individual involved in the trainee learning e.g. the mentor, staff (other than the mentor) or personal academic tutor. This is in addition to the pages referring to inter-professional working, as above.

Date/time Signature/ Designation Comments

17


12. Competencies

18


19

Communication and team working

Mentor Communication and team working

MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

1. The trainee uses a holistic approach, at all times, to promote safe, effective, clinical person centred care.

9. Protects and treats information as confidential except where sharing information is required for the purposes of safeguarding and public protection and applies the principles of data protection.

2. Uses ways to maximise communication where hearing, vision or speech is compromised.

10. Supports the use of personal communication aids (hearing aids / visual aids) and augmentative communication techniques (sign language / digital communication).

3. Demonstrates an understanding of how culture, religion, spiritual beliefs, gender and sexuality can impact on illness and disability.

11. Seeks consent prior to sharing confidential information outside of the professional care team, subject to agreed safeguarding protection procedures.

4. Interacts with the person in a manner that is interpreted as clear, accurate, warm, sensitive, kind and compassionate, taking into account, people’s physical and emotional responses making appropriate use of touch.

12. Active listening, recognising and responding to verbal and non-verbal feedback, considering caring conversation techniques.

5. Evaluates ways in which own interactions affect relationships to ensure that they do not impact inappropriately on others.

13. Uses open and closed questions, prompts and provides positive verbal and non-verbal reinforcement.

6. Records information accurately and clearly on the basis of observation and communication, delegating and handing over responsibility where appropriate.

14. Appropriate and effective confrontation strategies when observing malpractice and timely and appropriate escalation.

7. Responds in a way that confirms what a person is communicating and always seeks to confirm understanding.

15. Recognise the need for, and facilitate access to, translator services and material.

8. Effectively communicates people’s stated needs and wishes to other professionals.

16. Engage in difficult conversations, helping those who may be vulnerable but recognising when to refer to others.


20

Care Delivery Mentor Care Delivery MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

17a. Demonstrate appropriate positioning and pressure relieving techniques including pillows and other support aids

24. Safely performs basic wound care using clean and aseptic techniques in a variety of settings providing accurate advice to people and carers.

17b. Demonstrate appropriate techniques to support the comfort of people including those who are unconscious or who have limited mobility

25. Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty.

18. Observe, monitor and support comfort, rest and sleep.

26. Responds appropriately to compliments and comments.

19. observe and reassess skin and hygiene status using appropriate decision-making support tools and determine the need for ongoing intervention. Make sure that the person remains as independent and able to manage their own care as possible

27. Accurately undertakes and records a baseline assessment of weight, height, temperature, pulse, respiration, blood glucose monitoring, blood pressure using manual and electronic devices. Recognise healthy ranges and clinical significance of abnormal readings.

20. Provides help with washing, bathing, shaving and dressing

28. Administer basic physical first aid.

21. Identify the need for and provide appropriate oral care, dental care, eye care and nail care and suggest to others when an onward referral is needed.

29. Responds appropriately when faced with an emergency or a sudden deterioration in a person’s physical or psychological condition. (for example, abnormal vital signs, collapse, cardiac arrest, self harm, extremely challenging behaviour, attempted suicide), including seeking help from an appropriate person.

22. Demonstrate the ability to use products to prevent and manage skin breakdown effectively

30. Recognises when situations are becoming unsafe and reports appropriately

23. Demonstrates understanding of the principles of wound management, healing and asepsis.

31. Understands and applies the importance of rest for effective practice.


21

Care Delivery Mentor Care Delivery MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

32. Under supervision holistically assesses risk within current sphere of knowledge and competence.

39. Undertake stoma care and use best practice techniques and products.

33. Recognises signs of aggression and responds appropriately to keep self and others safe.

40. use appropriate risk assessment tools to determine the ongoing need for support and intervention, the level of independence and the level of self-management of care that an individual can manage

34. Assists others or obtains assistance when help is required and values the contribution of others.

41. Use appropriate assessment tools to determine and manage the ongoing risk of falls

35. Observe and monitor the level of urinary and bowel continence to determine the need for ongoing support and intervention, the level of independence and self-management of care that an individual can manage

42. Use a range of appropriate moving and handling techniques and mobility aids

36. Assist with toileting, maintaining dignity and privacy and use appropriate continence products including pads, sheaths and appliances

43. Demonstrate confident and competent digital literacy in relation to the requirements of work and learning.

37. Care for and manage catheters for all genders and help with self-catheterisation.

44a. Champion the use of existing and new technologies and innovation.

38a. Recognise bladder and bowel patterns to identify incontinence, constipation, diarrhoea and urinary and faecal retention

44b. Recognise signs of mental, physical or emotional abuse and act according to safeguarding policy.

38b. Perform Urinalysis and collect urine and stool specimens.

44c. demonstrate effective approaches to monitoring signs and symptoms of physical, mental, cognitive, behavioural and emotional distress, deterioration and improvement


22

Infection Prevention Mentor Fluid and Nutrition MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

45. Safely uses and disposes of medical devices under supervision and in keeping with local and national policy and understands reporting mechanism relating to adverse incidents.

54. Under supervision helps people to choose healthy food and fluids in keeping with their personal preferences, circumstances and cultural needs.

46. Follows local and national guidelines and adheres to standard infection control precautions.

55. Recognises and reports reasons for poor fluid intake and output.

47. Recognises potential signs of infection and reports to relevant senior members of staff.

56. Ensures that people are ready for the meal that is, in an appropriate location, position, offered opportunity to wash hands, offered appropriate assistance in line with local policy.

48. Demonstrates effective hand hygiene and the appropriate use of Standard Infection Control Precautions when caring for all people.

57. Ensures that appropriate food and fluids are available as required.

49. Participates in the cleaning of multi-use equipment between each person.

58. Reports to appropriate person where there is a risk of meals being missed.

50. Adheres to local policy and national guidelines on dress code for the prevention and control of infection including footwear, hair, piercing and nails.

59. Accurately monitors and records fluid intake and output.

51. Adheres to health and safety at work legislation, and infection control policies regarding the safe disposal of all waste and ‘sharps’.

60. Takes and records accurate measurements of weight, height, length and body mass index and other appropriate measurements of nutritional status.

52. Ensuring dignity is preserved when collecting and disposing of bodily fluids and soiled linen.

61. Assesses baseline nutritional requirements for healthy people relating to factors such as age and mobility and formulates an effective care plan.

53. Adheres to local policy and national guidelines on use of personal protective equipment.


23

Public Health and Health Promotion

Mentor Additional competencies (student and mentor to complete)

MentorPASS / FAIL

SIGN / DATE

PASS / FAIL

SIGN / DATE

61. Understands the concept of public health and the benefits of healthy lifestyles and the potential risks and indicators of various lifestyles or behaviours, for example, substance misuse, smoking, obesity.62. Demonstrate the ability to raise health risks for discussion with individuals and undertake brief interventions (including key messages for major lifestyle risk factors) and assess evidence of effective interventions63. Assess the evidence of those public health interventions specific to their area of practice and the nursing associate role.64. Act appropriately in relation to family history, genomic information and clinical indicators that might suggest a genetic cause in the assessment, planning, delivery and evaluation of care.65. Acts autonomously to promote self-care and responsibility for own health.66. Share information and check understanding about a range of common health conditions.67. Use clear language and appropriate written materials to support people’s understanding of what has caused their health condition and the implications for care and treatments


13. Episode of Care This assessment must be completed by the end of year 1 under the direct supervision of the trainee’s mentor during a specific episode of care

Guidelines

The mentor and trainee will identify an appropriate episode of direct care involving meeting the needs of one patient/service user. The trainee will assess, plan, deliver and evaluate the care for the patient/service user. The aim of this assessment is to demonstrate the trainee’s progression.

Learning outcomes1. The trainee provides safe, basic person-centred care within an appropriate timeframe under the supervision of the mentor.2. The trainee demonstrates that they have maintained appropriate professional values, expected attitudes and behaviours during the episode of care.3. The trainee demonstrates that they have maintained safety and safeguarding for the patient and carers or family.

Trainee reflection on an episode of care

Within your reflection, demonstrate how you have achieved learning outcomes 1 – 3 in the space provided.

Describe the episode of care and how you assessed, planned, delivered and evaluated patient care.

What did you do well?

What would you have done differently?

24


Mentor feedback Based on the trainee’s reflection, your observation and discussion of the episode of care, please assess and comment on the following:

Yes = Achieved, No = Not Achieved (Refer to Grade Descriptors on Page 7)Domain Level CommentsDomain 1: Professional Values and Parameters of Practice

Domain 2: Person-Centred Approaches to Care

Domain 3: Delivering Care

Domain 4: Communication and Inter-Personal Skills

Domain 5: Duty of Care, Candour, Equality and Diversity

Domain 6: Supporting Learning and Assessment in Practice

Domain 7: Team-working and leadership

Domain 8: Research, Development and Innovation

If any of the Domains are ‘Not Achieved’ this will require a re-assessment and the academic representative must be informed



Date:

Date:

25


PAT signature: Date:

14. Action Plan An action plan is required when a trainee’s performance causes concern. The mentor/supervisor must liaise with the personal tutor and senior practice representative.

DateDate for Review Meeting

Area of Concern Note professional value or Essential Skill number if appropriate

Criteria for Success / Support Available

Review Meeting

Date:

Reviewer:

Comments:

Signed (Mentor)……………………………………….... Date……………….. Mentor’s Name (please print)

Signed (Trainee) ……………………………………….. Date ……………...... ................................................

Signed (PAT )…......................... Date………………...

26


An action plan is required when a trainee’s performance causes concern. The mentor/supervisor must liaise with the personal tutor and senior practice representative.

DateDate for Review Meeting

Area of Concern Note professional value or Essential Skill number if appropriate

Criteria for Success / Support Available

Review Meeting

Date:

Reviewer:

Comments:

Signed (Mentor)……………………………………….... Date……………….. Mentor’s Name (please print)

Signed (Trainee) ……………………………………….. Date ……………...... ................................................

Signed (PAT)…......................... Date………………...

27


15. Reassessment 1 If a trainee is unsuccessful in any aspect of this document they will be subject to reassessment. Standard reassessment period is 4 weeks.

Please state the area for reassessment (Essential Skills / Professional Values / Episode of Care):

Initial Interview with Mentor (how will the trainee be supported during reassessment and what learning opportunities will be available):

Mid-Point Interview with Mentor (is the trainee on-track for the reassessment deadline):

Mid-Point Date:Final Interview (has the trainee now achieved the desired outcomes for reassessment):

Final Interview Date:

28




PAT Signature:

Date:

Date:

Date:

16. Reassessment 2

If a trainee is unsuccessful in any aspect of this document they will be subject to reassessment. Standard reassessment period is 4 weeks.

Please state the area for reassessment (Essential Skills / Professional Values / Episode of Care):

Initial Interview with Mentor (how will the trainee be supported during reassessment and what learning opportunities will be available):

Mid-Point Interview with Mentor (is the trainee on-track for the reassessment deadline):

Mid-Point Date:Final Interview (has the trainee now achieved the desired outcomes for reassessment):

Final Interview Date:

29




PAT Signature:

Date:

Date:

Date:

17. Record of Personal Academic Tutor Discussions

Please use this to record discussions during 1:1 meetings with your PAT. Ensure all entries are signed by both trainee and personal tutor.

Date Signatures

30


31


32

welcome to your practice assessment document (pad) · web viewdomain 8: research, development and...

Documents