year 3 assessment of practice caseloading/community placement · a summative assessment at the end...
TRANSCRIPT
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Faculty of Health and Social Care
Dip/He/BSc (Hons) pre-registration
Interprofessional Learning Programme
Midwifery Pathway BSc (Hons)
Year 3 Assessment of Practice
Caseloading/Community Placement
Name............................................
Cohort...........................................
The Assessment of Practice Tool is composed of all the Essential Skills Clusters and
addresses Standard 17 - the Competencies required to achieve the NMC Standards
(NMC 2009).
Modules of study and their Learning Outcomes are also addressed in the
competency statement.
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Student Name………………………………………………………………...
Mentor…………………………………............................................……
Placement………………………………………………………………………
Orientation to Practice Placement:
The following has been explained/discussed/demonstrated to the satisfaction
of both the Mentor and the student:
Signature of Student………………………………………………………………
Signature of Mentor…………………………………
Date………………………………………………….
Mentor please initial
and date
Student please initial
and date
Personal tutor/clinical skills
facilitator to initial,
confirming yearly session
completed at University
Layout of the clinical area
Procedures in the event of a
fire (not community)
What to do in the event of a
collapse, cardiac or
respiratory arrest
Moving and handling of
people/equipment
Awareness of placement
policies e.g. taking
messages, accident
procedures, Health and
Safety, Infection control and
guidelines
General information, shift
times, meal times, security,
access to clinical area,
personal property etc.
Safe guarding training
Extras:
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Record of Signatures
This page should contain a record of the signatures and contact details of all
registered midwives who countersign documentation within this APT.
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext………………………………………………………
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext………………………………………………………
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext………………………………………………………
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext………………………………………………………
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext………………………………………………………
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext……………………………………………………..
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext……………………………………………………..
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First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext………………………………………………………
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext………………………………………………………
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext………………………………………………………
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext………………………………………………………
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext………………………………………………………
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext………………………………………………………
First name……………………………….Surname…………………….
Signature……………………………….Workplace……………………..
Telephone no & ext………………………………………………………
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Student Name (please print) ..........................................................................
W/C Day Shift and no
of hours
Running total
of hours
Attendance codes
Signature of
MENTOR
M – shifts MENTOR on
duty
L – attended late
IA – informed absence
NA – non-informed
absence
Example
12/09 Mon E 7.5 7.5 M S J Williams
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Total placement
hours
Total hours informed absence
Total hours non-informed absence
Total number of times attended late
Shift Late (L) Early (E) Long Day (LD) Night Duty (N) On call (OC)
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Student Name (please print) ..........................................................................
W/C Day Shift and no
of hours
Running total
of hours
Attendance codes
Signature of
MENTOR
M – shifts MENTOR on
duty
L – attended late
IA – informed absence
NA – non-informed
absence
Example
12/09 Mon E 7.5 7.5 M S J Williams
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Total placement
hours
Total hours informed absence
Total hours non-informed absence
Total number of times attended late
Shift Late (L) Early (E) Long Day (LD) Night Duty (N) On call (OC)
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Student Name (please print) ..........................................................................
W/C Day Shift and no
of hours
Running total
of hours
Attendance codes
Signature of
MENTOR
M – shifts MENTOR on
duty
L – attended late
IA – informed absence
NA – non-informed
absence
Example
12/09 Mon E 7.5 7.5 M S J Williams
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Total placement
hours
Total hours informed absence
Total hours non-informed absence
Total number of times attended late
Shift Late (L) Early (E) Long Day (LD) Night Duty (N) On call (OC)
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Student Name (please print) ..........................................................................
W/C Day Shift and no
of hours
Running total
of hours
Attendance codes
Signature of
MENTOR
M – shifts MENTOR on
duty
L – attended late
IA – informed absence
NA – non-informed
absence
Example
12/09 Mon E 7.5 7.5 M S J Williams
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Total placement
hours
Total hours informed absence
Total hours non-informed absence
Total number of times attended late
Shift Late (L) Early (E) Long Day (LD) Night Duty (N) On call (OC)
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Guidelines for the Assessment of practice:
Please also refer to your Student Handbook.
Whilst you are on your practice placement you will be allocated a Mentor who will oversee
and coordinate your practice learning. You will also work with other midwives and health
professionals to gain the required experience. You will be assessed formatively on the
achievement of specific clinical competencies and summatively at the end of each practice
placement in a summative assessment of practice with your mentor. This will enable you to
ensure that every opportunity has been taken to develop your skills and that you can meet
the assessment requirements.
It is your responsibility to arrange the dates and times of both the formative and
summative assessments and to carry your Assessment of Practice Tool (APT) with you
at all times when on placement. This is so that you and your mentor can work on a
continuous basis to address all components of the practice assessment in a timely
manner.
The assessment of practice is designed to enable you to:
Identify the development of your knowledge, attitudes and competency in the practice area
Reveal your ability in relating theory to practice;
Identify your developing skills in utilising research findings/principles within the context of
practice;
Facilitate individual variations in achievement and the concept of learning as a continuing
lifelong process.
The Learning Contract
At the beginning of each placement, you will formulate objectives through a learning
contract.
The learning contract offers a way of encouraging communication and collaboration
between you, the academic programme and the practice setting. It constructs a
commitment from both you and the mentor. Development of reflective skills is central to
professional practice where practitioners have to deal with situations of uncertainty,
instability and ethical conflicts. You must develop and internalise professional values and
skills in order that you may mature as a competent practitioner (Schon, 1987)1. By clearly
stating your learning needs you can monitor your progress and development as a self-
directed learner. Clarifying areas of difficulty may be easier through the formation of
focused objectives enabling both personal and professional growth.
Method of use of the Learning Contract
At the beginning of each practice placement, a written agreement, in the form of a learning
contract, will be established between yourself and your mentor identifying specific learning
needs related to the forthcoming learning period. Please consider your needs in relation to:
Knowledge - links between academic learning within the University
and practice settings and experiences.
Skills - the development of practice skills.
Attitudes - the areas of feelings, attitudes and values in a
professional context.
1 Schon DA (1987) Education the Reflective Practitioner Jossey Bass
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Your progress will be reviewed towards the end of a placement or assessment period and
an action plan formulated which will form the basis of the next learning contract.
For each practice placement the Assessment of Practice comprises of:
A Formative assessment that takes place half way through the placement and must
be completed by the end of the first clinical placement, please refer to the University
and Placement Allocation.
A Summative assessment at the end of the placement. This should not take place
until you have been in your placement for a minimum of 4 weeks, please refer to
the University and Placement Allocation. This will ensure that you will have had every
opportunity to develop skills and meet the assessment requirements
Formative Assessment of Practice
Prior to meeting with your mentor you will need to identify which competencies have been
Met or Not Met. You may indicate this with your initials on the APT. Your self-assessment
will be used as a basis for discussion with your mentor.
Achievement of individual competencies may be indicated as you progress through the
practice allocation. Your mentor will identify which competencies he/she perceives you to
have Met or Not Met and initial each box of the tool once satisfied that the learning
outcome has been met. A tick is not sufficient.
A summary of comments by your mentor will be documented in the APT. A review and
update of the Learning contract will also take place.
At each formative assessment your mentor will be taking into account the stage at which
you are being assessed when making the assessment.
Where the competency has not been met this must be addressed prior to the summative
assessment through development of an action plan between yourself and your mentor.
This may arise in one of two ways:
1. There may have been no opportunity to undertake the competency. This must be
addressed and the learning contract updated to ensure satisfactory completion of
this competency will be achieved.
2. If it is recognised that the appropriate level of competency may not have been
demonstrated a tripartite meeting between the Link teacher, PLF and yourself must
be arranged. It is important that you are made aware of any areas of concern in
your practice well before the summative assessment so that opportunity for
development is given and improvement can be made. An Action Plan will be
created with clearly identified review dates for future meetings documented.
Summative Assessment of Practice
During the summative assessment of practice your mentor will confirm that you have
achieved a satisfactory level of skill to meet the Standards of competency and the Essential
Skills Clusters for pre-registration midwifery education programmes (NMC 2009).
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There are two main elements you must attain to achieve a pass in your summative
assessment of practice:
1. The level of competency of professional skills.
This is assessed primarily on the basis of your mentor’s review of your practice in the clinical
area by direct observation of performance or in simulated activities using a structured
assessment proforma. The important assessor is the practice assessor who acts as your
mentor and observes your work and is responsible for the safe delivery of care.
Achievement of competency must be demonstrated.
2. Your own insight into your professional practice.
It is important that you are made aware of any areas of concern in your practice well
before the summative assessment so that opportunity for development is given and
improvement can be made.
Achievement of individual competency may be indicated as you progress through the
practice allocation. Achievement is denoted by your mentor’s initial in each pass box of the
tool once they are satisfied that the learning outcome has been met. A tick is not sufficient.
It is important to clarify competencies with the link lecturer if there is any doubt that they
will not be achieved.
A practice assessment interview is convened prior to the submission of the practice
assessment.
At each assessment, the mentor should take into account the stage at which you are being
assessed when making the assessment.
Year 1 (Level 4) you will need close supervision and support during client contact;
Year 2 (Level 5) you will require close to reducing supervision and support at the discretion
of the mentor;
Year 3 (Level 6) you will still require supervision and support but should be working
towards autonomous practice.
You will identify your progress with the mentor responsible for the summative assessment.
You may pencil in your own assessment of competency achievement in the practice
assessment tool before meeting with the mentor.
At the summative assessment interview, your views and the mentor’s views on achievement
of each competency statement will be taken into account. It must be understood, however,
that it is the mentor’s judgement that is carried forward.
All components of the assessment of practice tool must be completed summatively to
achieve a pass in practice.
Grading of practice
Grading of practice is a requirement for pre-registration Midwifery programmes and will be
undertaken in the practice setting by mentors alongside the University link lecturer.
Passing the APT will constitute 40% of the final mark for practice and awarded on a
Pass/Fail basis only.
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The further 60% is awarded through a ‘Holistic Mark for Practice’ through the use of
Specific Marking criteria for Practice. Your mentor will identify the relevant box on the grid
that you have demonstrated in practice.
At the end of the year, in an Assessment of Practice week the final mark awarded from both
placements will be identified through a tripartite meeting with the University Link lecturer,
the mentor and the student when all documentation for the year will be reviewed.
All assessments of practice must be passed for each year and the mark awarded will
account towards 50% of the final mark awarded for each of the four Midwifery Modules
and the Collaborative Potential module for each year of the programme.
The Evaluation of Practice Achievement
In addition to the completion of the practice competencies, you and your mentor are
required to give a written assessment of progress on knowledge, skills and attitudes and
feelings experienced. Areas for continued development are to be identified and included in
the subsequent suggestions for future practice learning.
At the beginning of each practice placement and following each summative assessment
your progress will be reviewed. The suggestions for future practice learning will inform-
learning objectives to be formulated in your next placement’s learning contract.
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STUDENT CONSENT
I …………………………………………………. (full name) understand that I will be expected to
share the records of my achievement held in this document with mentors, academic links and
my personal tutor and that at progression points and during my final placement a sign-off
mentor will review all of my year / programme documentation and use this to inform my end
of year assessment or final sign off of my competence. I am aware that this document is my
responsibility and that I will need to maintain a photocopy of each completed section to
ensure that I am able to produce a complete set of documentation prior to my final
summative assessment.
Signed ………………………………………………………
Print name ………………………………………………….
Date …………………………………..
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The level of student performance and Mentor supervision for each year of the programme can be identified below:
Matching the levels of performance to levels of supervision and practice and conditions of competent practice (Stuart 2003)
Conditions of practice for the achievement of clinical
competencies
Level of
performance
Level of
supervision/support
Level of practice Competence achieved
Competence not achieved
Year 1 Direct close supervision and
support during client
contact
Observes, participates, assist
in
Performs with prompts
Can explain the rationale
underpinning practice
Requires detailed and explicit
instructions
Cannot explain the rationale
underpinning practice
Year 2 Close to reducing
supervision at PLF’s
discretion
Active participation.
Planning most activities and
leading some
Performance is smooth and
complete
Does not always require
prompting in practised
activities
Can explain the rationale
underpinning practice and
discuss pertinent research
Performance lacks
completeness
Requires continuous prompting
in practised activities
Cannot explain the rationale
underpinning practice
Year 3 Supervision and support
working towards
autonomous practice
Active participation
Planning all activities and
leading most
Does not require prompting
Is organized and efficient
Critiques evidence-based
practice and its
implementation
Requires prompting
Unable to organise care
Does not consider evidence-
based practice
Adapted from Stuart (2003) Assessment, Supervision and Support in Clinical Practice. Churchill Livingstone
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Practice Learning and Assessment Agreement
BSc (Hons) Midwifery
Caseloading/Community Placement
Student .....................................................................................
Mentor.........................................................................
Personal Tutor...........................................................................
Educational Link Lecturer..........................................................
Placement.................................................................................
Dates and Duration of Placement: ...........................................
Level of Supervision/support required (see attached grid - Page 15): ......................
In the absence of the nominated mentor roles the student will be supported and
Supervised by............................................................................
If any difficulties arise in the first instance the student and mentor should try to resolve
these together. In the event that this is not successful contact the academic link lecturer.
In exceptional circumstances it may be necessary to withdraw the student from the
placement immediately. The academic link will be involved in this process and keep you
fully informed of the process and any action required in line with University guidelines.
Roles and Responsibilities:
The student will:
Review and utilise previous placement’s ‘Suggestions for future practice learning’ to
inform their learning and development needs
Take advantage of learning opportunities and to review Learning Contract regularly
Provide evidence of competence in relation to the Assessment of Practice Tool
Disclose any special needs or disability in order that reasonable adjustment can be
made by the placement provider
Comply with placement policies and procedures
Use University procedures to inform of absence
The Mentor will:
Verify the evidence demonstrated through the OAR
Facilitate learning opportunities and provide constructive feedback on progress
Ensure the student is made aware of the placement policies, procedures and
expectations
Identify a colleague who will take responsibility for the student in his / her absence and
ensure that he / she is aware of the students learning needs and that there are effective
feedback mechanisms in place
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The Personal tutor will:
Provide ongoing support to the student
The academic link for practice will:
Be the contact point for the MENTOR and student if there are concerns about the
assessment of practice
Monitor student progression
Attend formal meetings with student and MENTOR (as per flow chart)
Offer advice in writing developmental action plans when concerns are raised
Liaise with personal tutor.
The Sign-off mentor will:
Contribute to the assessment process for students who are not meeting the required
level of achievement.
Review progression at the end of each year for midwifery students and complete the
summative assessment
Review all nursing and midwifery students practice documentation prior to making a
decision as to whether the final sign off of proficiency can be undertaken
Date of agreement ………………………………….................…
Student signature: …………………………………..................…
Mentor signature……………………………...................…..……
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Lecturer Log/corridor conversations/record of discussion/meetings
Name Date
Time/Length of session
If cancelled reason for cancellation
Mentor
Attendees?
Type
Formal/Informal Individual/Peer Face to face/Phone/Email (Delete as appropriate)
Issues/Agenda
Record of discussion
Other Professionals input
Action Agreed
Link Lecturer/mentor Signature ……………………………
Student Signature ………………………………………..
Date/Time of next visit
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Lecturer Log/corridor conversations/record of discussion/meetings
Name Date
Time/Length of session
If cancelled reason for cancellation
Mentor
Attendees?
Type
Formal/Informal Individual/Peer Face to face/Phone/Email (Delete as appropriate)
Issues/Agenda
Record of discussion
Other Professionals input
Action Agreed
Link Lecturer/mentor Signature ……………………………
Student Signature ………………………………………..
Date/Time of next visit
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Lecturer Log/corridor conversations/record of discussion/meetings
Name Date
Time/Length of session
If cancelled reason for cancellation
Mentor
Attendees?
Type
Formal/Informal Individual/Peer Face to face/Phone/Email (Delete as appropriate)
Issues/Agenda
Record of discussion
Other Professionals input
Action Agreed
Link Lecturer/mentor Signature ……………………………
Student Signature ………………………………………..
Date/Time of next visit
20
Lecturer Log/corridor conversations/record of discussion/meetings
Name Date
Time/Length of session
If cancelled reason for cancellation
Mentor
Attendees?
Type
Formal/Informal Individual/Peer Face to face/Phone/Email (Delete as appropriate)
Issues/Agenda
Record of discussion
Other Professionals input
Action Agreed
Link Lecturer/mentor Signature ……………………………
Student Signature ………………………………………..
Date/Time of next visit
21
Lecturer Log/corridor conversations/record of discussion/meetings
Name Date
Time/Length of session
If cancelled reason for cancellation
Mentor
Attendees?
Type
Formal/Informal Individual/Peer Face to face/Phone/Email (Delete as appropriate)
Issues/Agenda
Record of discussion
Other Professionals input
Action Agreed
Link Lecturer/mentor Signature ……………………………
Student Signature ………………………………………..
Date/Time of next visit
22
Lecturer Log/corridor conversations/record of discussion/meetings
Name Date
Time/Length of session
If cancelled reason for cancellation
Mentor
Attendees?
Type
Formal/Informal Individual/Peer Face to face/Phone/Email (Delete as appropriate)
Issues/Agenda
Record of discussion
Other Professionals input
Action Agreed
Link Lecturer/mentor Signature ……………………………
Student Signature ………………………………………..
Date/Time of next visit
23
Lecturer Log/corridor conversations/record of discussion/meetings
Name Date
Time/Length of session
If cancelled reason for cancellation
Mentor
Attendees?
Type
Formal/Informal Individual/Peer Face to face/Phone/Email (Delete as appropriate)
Issues/Agenda
Record of discussion
Other Professionals input
Action Agreed
Link Lecturer/mentor Signature ……………………………
Student Signature ………………………………………..
Date/Time of next visit
24
Lecturer Log/corridor conversations/record of discussion/meetings
Name Date
Time/Length of session
If cancelled reason for cancellation
Mentor
Attendees?
Type
Formal/Informal Individual/Peer Face to face/Phone/Email (Delete as appropriate)
Issues/Agenda
Record of discussion
Other Professionals input
Action Agreed
Link Lecturer/mentor Signature ……………………………
Student Signature ………………………………………..
Date/Time of next visit
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Preparation for Year 3 Caseloading Placement - This must be completed prior to attending your first day of placement.
Student Name (please print) ...................................................................
Issues I would like to address Actions I am planning to implement
Special or particular support needs:
Practice Learning and Support Plan
Yes No
Previous placement experiences:
Previous feedback:
Strengths identified from previous
placements:
(What experiences did you enjoy?)
Areas for development/improvement
identified from previous placements:
(What experiences did you find
difficult?)
What are your personal aims for this
placement?
What do you have to achieve to fulfil
requirements of your academic studies?
What deadlines do you have for your
academic studies?
(Hand-in dates for assignments)
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LEARNING CONTRACT
Date Learning Contract agreed.............................................
Mentor Signature: .................................................. Student Signature.........................................................
Following discussion with my mentor we have agreed that the following learning opportunities (to encompass staff, service
users and resources) will meet my learning needs:
.....................................................................................................................................................................................
.....................................................................................................................................................................................
.....................................................................................................................................................................................
.....................................................................................................................................................................................
.....................................................................................................................................................................................
.....................................................................................................................................................................................
.....................................................................................................................................................................................
.....................................................................................................................................................................................
.....................................................................................................................................................................................
.....................................................................................................................................................................................
....................................................................................................................................................................................
Review date:
.......................................
.......................................
......................................
.......................................
.......................................
.......................................
.......................................
.......................................
.......................................
.......................................
......................................
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COMMUNICATION
Area of Competency Evidence to demonstrate Competency Formative
Assessment
(Please date and
Initial)
Met Not
Met
1 Be attentive and
share information that
is clear, accurate and
meaningful at a level
which women, their
partners and family can
understand.
1.1 Consistently shows ability to communicate safely and
effectively with women, providing guidance for juniors
1.2 Can articulate a clear plan of care, that has been
developed in partnership with the woman and provides
accurate and comprehensive reports based on best available
evidence including recording information other than in
handwritten form, such as texting
1.3 Communicate effectively and sensitively in different
settings, using a range of methods and styles e.g. active
listening, questioning, paraphrasing and reflection in
individual and group settings.
1.4 Uses appropriate and relevant communication skills to
deal with difficult and challenging circumstances in
individual and group scenarios to provide effective
communication and understanding.
2 Protect and treat as
confidential all
information relating to
themselves and their
care.
2.1 Acts professionally and appropriately in situations where
there may be limits to confidentiality recognising the
significance of information and who does / does not need to
know (e.g. child protection, protection from harm)
2.2 Distinguishes between information that is relevant to
care planning and that which is not, and acts appropriately
in sharing information to enable and enhance care
(multidisciplinary team, across agency boundaries
2.3 Works within the legal framework for data protection
(e.g. access to and storage of records) and acts within the
law when confidence has been broken
28
Comments
Mentor please provide constructive formative
feedback regarding individual aspects of competence
Summative
Assessment
(Mentor Please
Initial)
Mentor please
sign and date to
verify
Summative
assessment Pass Fail
1.
1.1
1.2
1.3
1.4
2.
2.1
2.2
2.3
29
COMMUNICATION
Area of Competency Evidence to demonstrate Competency Formative
Assessment
(Please date and
Initial)
Met Not
Met
3 Enable women to
make choices about
their care by informing
them and providing
evidence-based
information about
benefits and risks of
options so that women
can make a fully
informed decision.
3.1 Provide women with accurate, truthful and balanced
information that is presented in such a way as to make it
easily understood, respecting the role of women as partners
in their care and contributions they can make to it
3.2 Respect women’s autonomy when making a decision,
even where a particular choice may result in harm to
themselves or their unborn child, unless a court of law
orders the contrary
3.3 Uses appropriate strategies to discuss with women local
/ national information to assist with making choices,
including local and national voluntary agencies and websites
4 Ensure that consent
will be sought from the
woman prior to care
being given and that
the rights of women
are respected.
4.1 Works within the legal frameworks when seeking
consent and prior to sharing confidential information
outside of the professional care team (subject to agreed
safeguarding / protection procedures)
4.2 Uses appropriate strategies to enable women to
understand treatments and interventions in order to give
informed consent and demonstrates respect for client
autonomy and the rights of women to withhold consent in
relation to care and treatment within legal frameworks
5 Treat women with
dignity and respect
them as individuals.
5.1 Acts professionally to ensure that personal judgments,
prejudices, values, attitudes and beliefs do not compromise
the care provided
5.2 Is proactive in maintaining dignity and challenges
situations / others where the dignity of the woman may be
compromised
5.3 Confidently shares information with women who have
physical, cognitive or sensory disabilities and those who do
not speak or read English
30
Comments
Mentor please provide constructive formative
feedback regarding individual aspects of competence
Summative
Assessment
(Mentor Please
Initial)
Mentor please
sign and date to
verify
Summative
assessment Pass Fail
3.
3.1
3.2
3.3
4.
4.1
4.2
5. 5.1
5.2
3.3
31
COMMUNICATION
Area of Competency Evidence to demonstrate Competency Formative
Assessment
(Please date and
Initial)
Met Not
Met
6 Work in partnership
with women in a
manner that is diversity
sensitive and is free
from discrimination,
harassment and
exploitation.
6.1 Takes into account UK legal frameworks and professional
ethics when planning care and upholds the rights of the
women and speaks out when these are at risk of being
compromised
6.2 Is proactive in promoting care environments that are
diversity sensitive and free from exploitation, discrimination
and harassment
7 Provide care that is
delivered in a warm,
sensitive and
compassionate way.
7.1 Anticipates how a woman might feel in a given situation
and responds with kindness and empathy to provide
physical and emotional comfort and support, listening to,
watching for, and responding to verbal and non verbal cues,
using touch as appropriate
7.2 Through reflection and evaluation demonstrates
commitment to personal and professional development
e.g. Has insight into own values and how these may impact
on interactions with women, recognising circumstances that
trigger personal negative responses and takes action to
prevent this compromising of care
8 Be confident in their
own role within a multi-
disciplinary / multi-
agency team.
8.1 Works within the NMC Midwives rules and standards
8.2 Appropriately consults and explores solutions and ideas
with others to enhance care and can challenge the practice
of self and others across the multi-professional team
achieving optimum outcomes for women
8.3 Acts as an effective role model in decision making taking
action and supporting more junior staff
32
Comments
Mentor please provide constructive formative feedback
regarding individual aspects of competence
Summative
Assessment
(Mentor Please
Initial)
Mentor please
sign and date to
verify
Summative
assessment Pass Fail
6.
6.1
6.2
7.
7.1
7.2
8. 8.1
8.2
8.3
33
COMMUNICATION
Mentor Summative Assessment
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COMMUNICATION
Student Summative Self Assessment
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34
35
INITIAL CONSULTATION BETWEEN THE WOMAN AND THE MIDWIFE
Area of Competency Evidence to demonstrate Competency Formative
Assessment
(Please date and
Initial)
Met Not Met
9 Be confident in
sharing information
about common
antenatal screening
tests.
9.1 Acts professionally to ensure that personal
judgements, prejudices, values, attitudes and beliefs do
not compromise the provision of care
9.2 Can conduct general information sharing (e.g.
optimum times for testing) as appropriate through a
variety of multi-media channels, such as texting to
facilitate informed choices regarding antenatal screening
tests ensuring women fully understand the purpose of all
tests before they are taken
9.3 Can accurately interpret data / results and share this
information sensitively with women, including the ability
to discuss any further action / consequences as necessary
9.4 Is able to seek out required information about less
common / specialised antenatal screening tests and can
effectively share information in challenging
circumstances, such as a previous bereavement, or
affected / high risk screening result
9.5 Discuss with women local / national information to
assist with making choices, including local and national
voluntary agencies and websites
10. Accurately complete
an initial consultation
ensuring women are at
the centre of care.
10.1 Consistently shows the ability to:
Share information with women about the pregnancy
care services and options available, lifestyle
considerations, including dietary information and
Screening tests
Assess maternal and fetal wellbeing relevant to
gestation
Plan, in partnership with women, a care pathway to
ensure individual needs are met
10.2 Effectively explores social, religious and cultural
factors that inform an individual antenatal care pathway
for women that is diversity sensitive
10.3 Empowers women to recognise normal pregnancy
development and when to seek advice
36
Comments
Mentor please provide constructive formative
feedback regarding individual aspects of competence
Summative
Assessment
(Mentor Please
Initial)
Mentor please
sign and date to
verify
Summative
assessment Pass Fail
9. 9.1
9.2
9.3
9.4
9.5
10.
10.1
10.2
10.3
37
INITIAL CONSULTATION BETWEEN THE WOMAN AND THE MIDWIFE
Area of Competency Evidence to demonstrate Competency
Formative
Assessment
(Please date and
Initial)
Met Not Met
11. Work collaboratively
with other practitioners
and external agencies.
11.1 Is competent to refer women who would benefit
from more specialist services, e.g. a local substance
misuse support unit,
and skilled in providing the opportunity to women to
disclose domestic abuse and is able to respond
appropriately
11.2 Able to collaborate effectively with other
practitioners and agencies as required
12. Be the first point of
contact when seeking
advice and / or
information about
being pregnant.
12.1 Where available, to be actively involved in being
accessible for women in environments other than
traditional NHS settings
12.2 Be confident in working in a variety of models of
service delivery which encourage early access to care
38
Comments
Mentor please provide constructive formative
feedback regarding individual aspects of competence
Summative
Assessment
(Mentor Please
Initial)
Mentor please
sign and date to
verify
Summative
assessment Pass Fail
11. 11.1
11.2
12. 12.1
12.2
39
INITIAL CONSULTATION BETWEEN THE WOMAN AND THE MIDWIFE
Mentor Summative Assessment
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INITIAL CONSULTATION BETWEEN THE WOMAN AND THE MIDWIFE
Student Summative Self Assessment
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40
41
ANTENATAL CARE
Area of Competency Evidence to demonstrate Competency Formative
Assessment
(Please date
and Initial)
Met Not
Met
13 Accurately complete
an Antenatal
assessment ensuring
women are at the
centre of care.
13.1 Ensures consent is obtained before any
care is initiated
13.2 Able to perform abdominal palpation
and the assessment of fundal height relevant
to gestation and interpret findings and able
to auscultate the fetal heart through the use
of a Pinards stethoscope, and a hand held
Doppler and interpret findings
13.3 Use of equipment to assess maternal
observations of Blood pressure, temperature,
respirations and urinalysis and interpret
findings
13.4 Participates in explaining findings in a
sensitive manner and encourages women to
ask questions and good documentation of all
care given
14 Provide seamless
care and interventions
in partnership with
women and the multi-
disciplinary team
during the antenatal
period.
14.1 Practises in accordance with relevant
legislation
14.2 Contributing to providing support to
women when their pregnancies are in
difficulty, e.g. those who will need operative
or assisted delivery
14.3 Providing care for women who have
suffered pregnancy loss
14.4 Discussion / negotiation with the multi-
disciplinary team about further interventions
which are appropriate for individual women,
considering their wishes, context and culture
14.5 Ensures that current research findings
and other evidence is incorporated into
practice
42
Comments
Mentor please provide constructive formative
feedback regarding individual aspects of competence
Summative
Assessment
(Mentor Please
Initial)
Mentor please
sign and date to
verify
Summative
assessment Pass Fail
13. 13.1
13.2
13.3
13.4
14.
14.1
14.2
14.3
14.4
14.5
43
ANTENATAL CARE
Mentor Summative Assessment
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ANTENATAL CARE
Student Summative Self Assessment
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44
45
NORMAL LABOUR AND BIRTH
Area of Competency Evidence to demonstrate Competency Formative
Assessment
(Please date and
Initial)
Met Not
Met
15 Work in partnership
with women to
facilitate a birth
environment that
supports their needs.
15.1 Practices in accordance with relevant legislation and is
able to support women in a variety of birth settings, other
than the acute hospital environment, taking into account the
health, safety and wellbeing of women
15.2 Is able to meet individual needs and preferences and can
ensure that women’s labour and birth is diversity sensitive,
acknowledging the roles and relationships in families,
dependent upon religious and cultural beliefs, preferences and
experiences
15.3 Can anticipate and provide for the needs of women and
is able to inspire confidence, bases decisions on evidence and
uses experience to guide decision making
15.4 Assess and implement measures to manage, reduce or
remove risk that could be detrimental to women, self and
others
16 Be attentive to the
needs of women
before, during and after
the birth
16.1 Uses skills of observation and active listening in order to
analyse the effectiveness of care being provided e.g. Listens
to, watches for, and responds to verbal and non verbal cues
16.2 Applies in-depth knowledge of the physiology of labour
and birth
16.3 Identify the onset of labour and discuss the findings
accurately and share this information with women, including
the ability to discuss any further action / consequences as
necessary
16.4 Assess maternal wellbeing and interpret the findings
accurately and share information with women, including the
ability to Identify and safely manage risk
and discuss any further action / consequences as necessary,
referring women who would benefit from the skills and
knowledge of other individuals
46
Comments
Mentor please provide constructive formative
feedback regarding individual aspects of competence
Summative
Assessment
(Mentor Please
Initial)
Mentor please
sign and date to
verify
Summative
assessment Pass Fail
15. 15.1
15.2
15.3
15.4
16.
16.1
16.2
16.3
16.4
47
NORMAL LABOUR AND BIRTH
Area of Competency Evidence to demonstrate Competency Formative
Assessment
(Please date and
Initial)
Met Not
Met
17 Measure, assess and
facilitate the progress
of normal labour.
17.1 Identify and appropriately manage latent and active
phase of labour
17.2 Accurately assess progress of labour in relation to the
birth plan / written wishes and modify in partnership with
women, as need dictates discussing any further action /
consequences as necessary
17.3 Seek informed consent prior to undertaking any
procedure and critically appraise and justify the use of any
intervention, such as artificial rupture of membranes,
continuous electronic fetal monitoring, urinary
catheterisation, in order to facilitate a spontaneous vaginal
birth
17.4 Recognise any deviation from the normal progress of
labour or wellbeing of the woman or fetus with timely
referral of women who would benefit from the skills and
knowledge of others and continuing to provide care to
women undergoing complications a part of a
multidisciplinary team
18 Support women and
their partners in the
birth of their baby.
18.1 Provide sensitive safe care for women and able to be
attentive to the ‘moment of birth’, creating an
environment that is responsive to the woman’s and baby’s
needs
18.2 Initiate emergency measures if required, such as
episiotomy with timely referral of women who would
benefit from the skills and knowledge of others continuing
to provide care to women undergoing complications as
part of a multidisciplinary team
18.3 Assess and monitor the woman’s condition
throughout the third stage of labour facilitating safe
delivery of the placenta and membranes by physiological
or active management
19. Facilitate the
mother and baby to
remain together.
19.1 Practices in accordance with the NMC Midwives rules
and standards and can articulate professional limitations
and boundaries
19.2 Is an advocate for the women and negotiates with
others in relation to balancing competing conflicting
priorities
19.3 Confident to call appropriate professional regardless
of hierarchy, when care requires expertise beyond the
midwife’s current practice, or the needs of the woman or
baby fall outside the scope of midwifery practice
48
Comments
Mentor please provide constructive formative
feedback regarding individual aspects of competence
Summative
Assessment
(Mentor Please
Initial)
Mentor please
sign and date to
verify
Summative
assessment Pass Fail
17. 17.1
17.2
17.3
17.4
18.
18.1
18.2
18.3
19. 19.1
19.2
19.3
49
NORMAL LABOUR AND BIRTH
Area of Competency Evidence to demonstrate Competency Formative
Assessment
(Please date
and Initial)
Met Not
Met
20 Identify and safely
manage appropriate
emergency procedures.
20.1 Can initiate emergency measures in primary care settings
20.2 Can sustain emergency measures until help arrives
21 Works
collaboratively with
other practitioners.
21.1 Practices in accordance with the NMC Midwives rules and
standards and can articulate professional limitations and
boundaries
21.2 Is an advocate for the women and negotiates with others
in relation to balancing competing conflicting priorities
21.3 Confident to call appropriate professional regardless of
hierarchy, when care requires expertise beyond the midwife’s
current practice, or the needs of the woman or baby fall outside
the scope of midwifery practice
22 Keep accurate
records.
22.1 Detail reasoning behind any actions or interventions taken
50
Comments
Mentor please provide constructive formative
feedback regarding individual aspects of competence
Summative
Assessment
(Mentor Please
Initial)
Mentor please
sign and date to
verify
Summative
assessment Pass Fail
20. 20.1
20.1
21.
21.1
21.2
21.3
22. 22.1
51
NORMAL LABOUR AND BIRTH
Mentor Summative Assessment
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NORMAL LABOUR AND BIRTH
Student Summative Self Assessment
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52
53
INITIATION AND CONTINUANCE OF BREASTFEEDING
Area of Competency Evidence to demonstrate Competency Formative
Assessment
(Please date and
Initial)
Met Not
Met
23 Understand and
share information that
is clear, accurate and
meaningful at a level
which women, their
partners and family can
understand.
23.1 Listens to, watches for, and responds to verbal and
non verbal cues through using skills of being attentive,
and use of open ended questioning and paraphrasing to
support information sharing with women
23.2 Understands the importance of exclusive
breastfeeding and the consequences of offering artificial
milk to breastfed babies, and is able to lead a variety of
forums where information is shared with women about
the advantages and disadvantages of different infant
feeding methods, without regarding breastfeeding and
artificial feeding as ‘equal’ choices
23.3 Critically appraises the nature and strength of
breastfeeding promotional and support interventions
through evaluating the strength of research evidence
used to back information and understands the nature of
such evidence
23.4 Keep accurate records of the woman and her baby
relating to breastfeeding, including plans of care and any
problems encountered or referrals made
24 Respect social and
cultural factors that
may influence the
decision to breastfeed.
24.1 Demonstrate a working knowledge of the local
demographic area and explore strategies to support
breastfeeding initiatives within the locality
24.2 Skillfully explores attitudes to breastfeeding taking
into account differing cultural traditions, beliefs and
professional ethics when communicating to women
25 Effectively support
women to breastfeed.
25.1 Applies in-depth knowledge of the physiology of
lactation to practical situations (BFI) recognising effective
positioning, attachment, suckling and milk transfer. Uses
skills of observation, active listening and ongoing critical
appraisal in order to analyse the effectiveness of
breastfeeding practices
25.2 Explore with women the evidence-base
underpinning information, which may have an impact
on the establishment of breastfeeding (BFI) e.g. bed-
sharing, the use of dummies (BFI), the potential impact
of delivery room practices, such as the effect of different
pain relief methods and the importance of skin-to-skin
contact, on the well being of their baby and themselves
25.3 Empowers women to recognise effective
positioning, attachment, suckling and milk transfer for
themselves (BFI) and uses appropriate skills to support
women to be successful at breastfeeding for the first six
months of life (BFI)
25.4 Skilled at advising women over the telephone when
contacted for advice on breastfeeding issues
54
Comments
Mentor please provide constructive formative
feedback regarding individual aspects of competence
Summative
Assessment
(Mentor Please
Initial)
Mentor please
sign and date to
verify
Summative
assessment Pass Fail
23. 23.1
23.2
23.3
23.4
24.
24.1
24.2
25 25.1
25.2
25.3
25.4
55
INITIATION AND CONTINUANCE OF BREASTFEEDING
Area of
Competency
Evidence to demonstrate Competency Formative
Assessment
(Please date and
Initial)
Met Not Met
26 Recognise
appropriate infant
growth and
development, including
where referral for
further advice / action is
required.
26.1 Demonstrates skills to empower women to
recognise appropriate infant growth and development
and to seek advice when they have concerns
26.2 Acts upon the need to refer when there is a
deviation from appropriate infant growth
27 Work collaboratively
with other practitioners
and external agencies.
27.1 Practices within the limitations of their own
competence, knowledge and sphere of professional
practice, consistent with the legislation relating to
midwifery practice
27.2 Works confidently, collaboratively and in
partnership with women and others to ensure the needs
of women are met
27.3 Actively works with other health professionals and
external agencies to promote breastfeeding and support
women in their choice to breastfeed and understands the
importance of community support for breastfeeding and
actively refers women to community based support
networks, both in supporting women to breastfeed and
as a resource for health professionals
27.4 Is able to discuss with women the importance of
exclusive breastfeeding for six months and timely
introduction of complementary foods and continuing
breastfeeding during the weaning period, into the
second year of life and beyond
28 Support women to
breastfeed in
challenging
circumstances.
28.1 Involve appropriate help, such as a lactation
consultant, where specialized skills are required, in order
to support women to successfully breastfeed
28.2 Acts upon the need to refer to appropriate health
professionals where deviations from appropriate infant
feeding and growth patterns are appropriate
56
Comments
Mentor please provide constructive formative
feedback regarding individual aspects of competence
Summative
Assessment
(Mentor Please
Initial)
Mentor please
sign and date to
verify
Summative
assessment Pass Fail
26.
26.1
26.2
27
.
27.1
27.2
27.3
27.4
28 28.1
28.2
57
INITIATION AND CONTINUANCE OF BREASTFEEDING
Mentor Summative Assessment
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INITIATION AND CONTINUANCE OF BREASTFEEDING
Student Summative Self Assessment
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58
59
POSTNATAL CARE
Area of Competency Evidence to demonstrate Competency Formative
Assessment
(Please date and
Initial)
Met Not Met
29 Accurately complete
a Postnatal assessment
for mother and the
baby ensuring they are
at the centre of care.
29.1 Work collaboratively with other practitioners for the
best interests of women and their babies
29.2 Knowledge of normal progress in the puerperium
with understanding of the process and assessment of
uterine involution and Lochia
29.3 Able to perform a Postnatal neonatal check
30. Work in partnership
with women and other
care providers during
the postnatal period to
provide seamless care
and interventions
which:
30.1 Monitor and support women who may have
postnatal mental health concerns
30.2 Facilitation of discussion about future reproductive
choices
30.2 Provision of care for women who have suffered
pregnancy loss, stillbirth or neonatal death
60
Comments
Mentor please provide constructive formative
feedback regarding individual aspects of competence
Summative
Assessment
(Mentor Please
Initial)
Mentor please
sign and date to
verify
Summative
assessment Pass Fail
29.
29.1
29.2
29.3
30. 30.1
30.2
30.3
61
POSTNATAL CARE
Mentor Summative Assessment
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POSTNATAL CARE
Student Summative Self Assessment
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62
MIDWIFERY PATHWAY MARKING CRITERIA FOR PRACTICE. MARKING CRITERIA FOR PRACTICE.
Year 3 (Level 6) the student will require close to reducing supervision and support at the discretion of the practice learning facilitator
Placement – Hospital / Community caseloading (please circle)
FAIL
PASS – SAFE PRACTICE
40 - 49
SOUND PASS – SAFE PRACTICE
50 - 59
GOOD PASS – SAFE PRACTICE
60 - 69
VERY GOOD PASS– SAFE
PRACTICE
70 - 79
EXCEPTIONALLY GOOD PASS–
SAFE PRACTICE
80 - 100
SCORE
Knowledge of and Awareness of meeting needs
Inadequate knowledge base. Does not understand instructions given and does not follow instructions.
Is able to demonstrate a satisfactory knowledge base. Has an understanding of the needs of women and is beginning to initiate meeting these needs.
Has a sound knowledge base. Is able to consistently anticipate the needs of women and initiates action in meeting these needs.
Demonstrates a good knowledge base. Has good ability to anticipate women’s needs and action required to meet those needs.
Has a very good knowledge base. Has very good ability in anticipating women’s needs and is able to take initiative in meeting these needs.
Has an exceptional knowledge base. Has an excellent ability in anticipating women’s needs and takes the initiative in implementing care to meet these needs.
MARK
MARK 40 45 49
MARK 50 55 59
MARK 60 65 69
MARK 70 75 79
MARK 80 85 90 95 100
55
Knowledge and Proficiency of Midwifery skills
Inability to perform basic skills or tasks. Is task orientated and routine, with limited insight and understanding.
Safe practice demonstrated. Is able to explain in detail with good understanding of the knowledge base underpinning the care given.
Demonstrates consistency with sound detailed understanding of the knowledge base underpinning the care given.
Has good ability to discuss and explain the knowledge base that informs the care given. There is good understanding and insight.
Has a very good ability to discuss and explain the knowledge base that informs the care given. There is outstanding understanding and insight.
Has exceptional ability to discuss and explain the knowledge base that informs the care given. There is exceptional understanding and insight and proficiency in midwifery skills.
MARK
MARK 40 45 49
MARK 50 55 59
MARK 60 65 69
MARK 70 75 79
MARK 80 85 90 95 100
50
Attitudes to Care and Ability to Communicate with Women and their Families
Poor communication skills. Is unaware of the needs of women and their families and disregards women’s cues.
Is consistent in respecting women’s dignity and includes their significant others in care provided. Is able to effectively establish a rapport that leads to good communication skills.
Is able to provide person centred care to women and their significant others to support informed decision making. Has sound communication skills with the ability to demonstrate the building of rapport with the woman.
Has good ability to demonstrate person centred care to both women and their significant others, respecting the woman’s dignity with sensitivity and empathy. Has good communication skills. Is able to achieve rapport with the woman.
Has a very good ability to demonstrate person centred care to both women and their significant others, respecting the woman’s dignity with sensitivity and empathy. Has very good communication skills. Is able to consistently achieve rapport with the woman.
Has exceptional ability to demonstrate person centred care to both women and their significant others, respecting the woman’s dignity with sensitivity and empathy. Has exceptional communication skills. Is able to consistently achieve rapport with the woman.
MARK
MARK 40 45 49
MARK 50 55 59
MARK 60 65 69
MARK 70 75 79
MARK 80 85 90 95 100
55
Ability to work Collaboratively within the Multidisciplinary team
Is unreliable, judgemental in attitude and unwilling to work collaboratively with others in the multidisciplinary team.
Is an effective team member, able to communicate openly and clearly within the multidisciplinary team. Record keeping and documentation are clear and accurate.
Is a sound and consistent member of the multidisciplinary team. Sound communication in an open manner both verbally and in writing. Record keeping and documentation are clear and accurate.
Has good input to the multidisciplinary team. Has good ability to communicate appropriately in both written and verbal formats.
Has very good input to the multidisciplinary team. Has a very good ability to communicate appropriately in both written and verbal formats.
Has exceptional input to the multidisciplinary team, taking the initiative in care provision. Has exceptional ability to communicate appropriately in both written and verbal formats.
MARK
MARK 40 45 49
MARK 50 55 59
MARK 60 65 69
MARK 70 75 79
MARK 80 85 90 95 100
50
Reflection on Personal and Professional Development
Demonstrates a lack of insight into own limitations and how to develop. Does not seek or accept guidance.
Shows awareness of own limitations in practice, and is able to identify how to develop. Seeks guidance and help appropriately.
Sound ability to assess own skills in practice. Is able to identify a structured plan to enhance skills and to take steps to meet learning needs. Seeks guidance and help appropriately.
Has good ability to evaluate own performance and actively seeks to improve own knowledge and skills. Seeks guidance and help appropriately.
Has very good ability to reflect on and evaluate own performance and actively seeks to improve own knowledge and skills. Seeks guidance and help appropriately.
Has exceptional ability to reflect on and evaluate own performance and actively seeks to improve own knowledge and skills. Seeks guidance and help appropriately.
MARK
MARK 40 45 49
MARK 50 55 59
MARK 60 65 69
MARK 70 75 79
MARK 80 85 90 95 100
50
TOTAL SCORE = THEN _______ FINAL MARK AWARDED =
5
Mentor Name & signature........................................... ………………………………………………
Student Name & signature.................................................................. ………………………………….Date..................
63
FINAL ASSESSMENT OF PROFICIENCY
A sign-off mentor who has met the NMC additional criteria for assessing
proficiency must complete this final assessment of proficiency2
Sign off Mentor Declaration: I confirm that student midwife ………………………………………………… HAS / HAS NOT*, provided sufficient evidence to demonstrate that the NMC standards of proficiency have been achieved on all Year 1, Year 2 and Year 3 placements. In addition, the student CAN / CANNOT demonstrate that they have maintained the requisite standards of proficiency in their final placement and, therefore, meets / does not meet* the defined NMC standards of proficiency for entrance to the register.
*Please delete as necessary
Final Outcome: PASS / FAIL (please specify) Sign-Off Mentor Name (print):
Full Signature: Date:
Workplace
Evidence seen by Mentor in support of final practice assessment: (e.g. clinical grading and transcript, Record of Attendance etc.)
2 Please refer to the NMC (2008 Standards to Support Learning and Assessment in Practice, Section
3.2.6 for further information
64
Following the Summative Assessment of Practice please write down your ‘Suggestions for
future practice learning’. This may be done with your Mentor
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Student signature: ....................................................... Date: ...................................
65
Summary of Tripartite Assessment meetings (Academic Link / Mentor / Student) for
use when the Mentor has raised concerns.
Date:
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Signatures................................................................................................................... ........
66
Action Plan to be completed if concerns are expressed during the assessment
process
Issue to be addressed Action to be taken By whom and by when
67
Summary of Tripartite Assessment meetings (Academic Link / Mentor / Student) for
use when the Mentor has raised concerns.
Date:
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Signatures...........................................................................................................................
68
Action Plan to be completed if concerns are expressed during the assessment
process
Issue to be addressed Action to be taken By whom and by when
69
Summary of Tripartite Assessment meetings (Academic Link / Mentor / Student) for
use when the Mentor has raised concerns.
Date:
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70
Action Plan to be completed if concerns are expressed during the assessment
process
Issue to be addressed Action to be taken By whom and by when
71
Process of Practice Assessment
Preparation for placement
by University
Student identifies learning
needs to inform Learning
Contract
Formal discussion and negotiation of
learning contract related to competencies
with mentor.
Agree date of formative assessment and
document on Learning Contract
Undertake self assessment in
relation to progress referring
to Standards / ESC’s and
Learning Contract
Student satisfied with
progress / opportunities
Completion of evidence to
support learning, Formative
meeting and completion of
assessment.
Provision of formative
feedback.
Progress satisfactory?
Review and develop
learning contract work
towards identified
summative assessment
date.
Student summative self-
assessment in relation to
progress referring to APT
and Learning Contract
Student satisfied with
progress / opportunities
Summative meeting and
completion of assessment with
mentor. Summary of
assessment completed.
Pass / Fail noted.
Identification of
future learning
needs for next
placement
Tripartite meeting
with academic link,
Mentor and student
NO
YES
FAIL
Undertake
planned resit
opportunities
PASS
YES NO
YES
NO
Documented and
submitted
72
Assessing my students’ progress
Do I have any concerns?
Are the criteria within the APT being met?
Mentor
Personal reflection HAVE I?
Negotiated a learning contract?
Clarified my expectations?
Given feedback?
Provided the learning opportunity?
Demonstrated appropriate practice?
Shared my opinion with colleagues?
Discussed with Academic Link / workplace
facilitator?
If student is making satisfactory progress in
all areas, give constructive feedback to
encourage further development. Update
assessment documentation
SUMMATIVE ASSESSMENT
Tripartite meeting with mentor, Link Teacher and student
Renegotiate learning contract
Identify support system
Set review date
Document meeting on Record of Discussion Sheet
NO Not Met
YES Met Formative assessment Constructive feedback
/update assessment / new learning contract
Informal discussion of progress and
concerns
Set up a system to ensure adequate support
Set a review date
Notify the Link Lecturer
Mentor to address
personal
responsibilities
FAIL STUDENT
Tripartite process with
student, Sign off
mentor and Academic
Link
NO
YES
University to organise
resit opportunity
NO
SUMMATIVE ASSESSMENT
YES
NO
PASS STUDENT
PASS STUDENT
YES met