bsc (hons) nursing studies / registered nurse field ...· 1 bsc (hons) nursing studies / registered
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BSc (Hons) Nursing Studies / Registered Nurse
PRACTICE ASSESSMENT DOCUMENT
Student Name: Guidance Tutor (GT): GT Tel No: GT Email: GT Group Number: Base Trust: Practice Placement Facilitator:
Submission Dates First submission: Second submission:
VERIFICATION PAGE to be completed by anyone who signs this document
SURNAME FIRST NAME DESIGNATION LOCATION SIGNATURE MENTOR ID (if applicable
Year one: Any assessment should only be completed by a registered nurse, or where appropriate a registered professional competent in the skill or aspect of competency in which the student is being assessed. Any professional completing any aspect of the documentation should have undergone training and development that has enabled them to be competent to support and assess students.
EVIDENCE DEVELOPMENT OPPORTUNITIESYEAR 1
HUB EXPERIENCE ONE SPOKE ONE HUB EXPERIENCE TWO
Skills Passport Safe Medicate Formative
Spoke report Spoke report
Team Assessment of Performance in Practice (TAPP)
Patient Assessment Questionnaire (PAQ)
Total Client Care Assessments
Any individual who signs within this document must complete the verification section on page 2.
At the start of any practice learning experience the student and mentor should carefully study the content of this document. This should include a review of the students overall progress and any previous practice assessment and development plans.
At any point the mentor or student may contact the Guidance Tutor for additional support or clarification.
An initial interview between mentor and student should be conducted within the first week of any hub or spoke learning opportunity and documented in the appropriate section. This interview should consider learning opportunities (including the collection of evidence), goals and expectations.
Evaluation of progression criteria can take place throughout the practice experience. Prior to the evaluation the student should collect and identify relevant evidence.
Evaluation of student performance in individual competencies is formative and should take place towards the end of the final hub experience in year one.
In the final week of the first hub experience and the spokes the student and mentor should complete the relevant formative report.
If the student is failing to make the required progress or any other areas of concern are identified at any point during the practice experience, contact
MUST be made with the Guidance Tutor or PPF.
The student must be made aware of any concerns as soon as possible.
Final hub experience - specific guidance:
During the final week the summative assessment of the students overall performance should occur. This will involve the completion of the appropriate summative assessment form
By the end of the year student ability in ALL progression criteria listed within this document must be evaluated.
Glossary of terms & evidence (year one):
PAD - Practice Assessment Document. All associated evidence should be documented within your PAD and stored within your PPDF. PPDF - Personal and Professional Development File. The PPDF is the file in which you store your record of learning, development and achievements in university and in practice. Potential evidence for triangulation with observed student Performance (examples are given for each progression criteria/competency on their associated page):
PAQ - Patient Assessment Questionnaire
TAPP - Team Assessment of Performance in Practice report
TCC - Total Client Care assessment
OSCE - Objective, Structured, Clinical Examination report
Safe Medicate - report
Skills Passport - evidence of session attendance
Structured reflection - template available in the PPDF
Documented discussion with mentor - template available in the PPDF
Witness Testimony report - template available in the PPDF
Other forms of relevant evidence that may be identified by mentor or student
See pass/fail criteria on the following page and the student and mentor guides for year one for additional
information and guidance.
MEETS EXPECTATIONS FOR REGISTRATION
Demonstrates capability for independent practice and often exceeds expectations
Demonstrates capability for independent practice
BORDERLINE FOR REGISTRATION
Needs occasional direct supervision or support
Needs regular direct supervision or support
NEEDS DEVELOPMENT FOR REGISTRATION
Needs constant direct supervision or support
Criteria for Appraisal of Competence Adapted from Bondy, K. N. (1983) Criterion-referenced defi-nitions for rating scales in clinical evaluation. Journal of Nursing Education, 22(9); 376-382
The students overall performance in the main hub clinical setting will
be assessed on a pass/fail basis by the students mentor at the end of the final hub visit.
The initial visit to the hub and both spokes are formatively assessed. Mentors within the spoke areas should complete the appropriate spoke reports and aid the student to develop evidence to illustrate they are achieving progression criteria. They may, if they wish, assess individual progression criteria providing the student is in agreement and appropriate evidence can be provided.
Mentors should triangulate evidence from a variety of tools and sources to aid and inform the assessment of progression criteria, competency and the students overall performance. The final decision to pass or fail a student at the end of the second visit to the hub remains with the students identified mentor.
BY THE END OF THE YEAR THE STUDENT MUST ACHIEVE ALL
YEAR ONE PROGRESSION CRITERIA. The student may be identified as failing for the following reasons :
The student fails to act with professionalism, integrity and/or within recognised ethical and legal frameworks.
The student is unable to practise safely or demonstrate an awareness of their own limitations.
The student fails to achieve the identified progression criteria by the end of year one.
The student fails to provide appropriate evidence.
PASS FAIL CRITERIAYEAR 1
Levels of Practice
ACHIEVED (year 2/3 only)
Progression Criteria Tick box when
Tick when Evaluated
Professional Values P5 A3
Communication and Interpersonal Skills
Nursing Practice and Decision Making
Professional Values P13
Communication and Interpersonal Skills
Leadership ,Management and Team Working
YEARLY ATTENDANCE RECORD
HUB EXPERIENCE 1ST VISIT
Clinical area: _____________________________________ Mentor: _________________________________________ Dates: From: _____________ To: ______________
MENTOR / STUDENT CHECK LIST
1. Pre placement contact
2. Orientation to practice area
3. Initial interview
4. Mid point formative assessment
5. Summative assessment
HUB INITIAL INTERVIEW1ST VISIT
This interview should be completed within the first week. A learning plan should be developed and documented below
The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence.
The student and mentor should set goals. Please summarise details of this interview below.
The student should review progress towards the end of the experience and before the formative assessment
Learning plan & goals:
Mentor signature: _________________________ Student signature: _________________________ Date: ____________________
FORMATIVE ASSESSMENTEND OF 1ST HUB VISIT
Students Name: ________________________________________________ Intake: ___________________
Student reflection on progress and self assessment
Mentor comments on progress and areas for development
Mentor / Educator signature: _________________________ Student signature: _________________________ Date: ____________________
Additional Action Plan required? (please circle):
For further guidance on Action Planning see the reverse of this sheet. If an additional Action Plan is required the students Guidance Tutor and/or the PPF should be contacted for support.
Criteria Actions / Resources
No additional Action Plan
Is identified as working successfully towards all of the agreed learning outcomes /progression criteria/ competencies .
No remedial action is necessary; to continue as per original learning plan
Is working successfully towards most of the agreed learning outcomes /progression criteria/ competencies in