Download - BSc (Hons) Nursing Studies / Registered Nurse Field ... · 1 BSc (Hons) Nursing Studies / Registered Nurse Field: PRACTICE ASSESSMENT DOCUMENT 1 Student Name: Guidance Tutor (GT):

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BSc (Hons) Nursing Studies / Registered Nurse

Field:

PRACTICE ASSESSMENT DOCUMENT

1

Student Name: Guidance Tutor (GT): GT Tel No: GT Email: GT Group Number: Base Trust: Practice Placement Facilitator:

Submission Dates First submission: Second submission:

2

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.

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EVIDENCE DEVELOPMENT OPPORTUNITIES—YEAR 1

HUB EXPERIENCE ONE SPOKE ONE HUB EXPERIENCE TWO

Skills Passport Safe Medicate Formative

Skills Passport

SPOKE TWO

Spoke report Spoke report

OSCE

Team Assessment of Performance in Practice (TAPP)

Patient Assessment Questionnaire (PAQ)

Total Client Care Assessments

(TCC)

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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.

ASSESSMENT GUIDANCE

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

Module assessments

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.

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COMPETENCY SCALE

MEETS EXPECTATIONS FOR REGISTRATION

Accomplished

Demonstrates capability for independent practice and often exceeds expectations

Skilled

Demonstrates capability for independent practice

BORDERLINE FOR REGISTRATION

Supported

Needs occasional direct supervision or support

Assisted

Needs regular direct supervision or support

NEEDS DEVELOPMENT FOR REGISTRATION

Dependent

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 CRITERIA—YEAR 1

Levels of Practice

ACHIEVED (year 2/3 only)

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PR

OG

RE

SS

YE

AR

1

Progression Criteria Tick box when

Achieved

Associated Competency

Tick when Evaluated

P

atie

nt S

afe

ty

Professional Values P5 A3

P6 A7

Communication and Interpersonal Skills

P7

B1

P10

P1 B2

P12 B7

Nursing Practice and Decision Making

P8

C6

P9

P11

P4 C7

P2 C8

P3 C9

P

rofe

ssio

na

lism

Professional Values P13

A1

P17

P14

A2

P15

Communication and Interpersonal Skills

P16 B8

Leadership ,Management and Team Working

P18 D4

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YEARLY ATTENDANCE RECORD

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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

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HUB INITIAL INTERVIEW—1ST 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: ____________________

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FORMATIVE ASSESSMENT—END OF 1ST HUB VISIT

Student’s 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):

No Yes

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.

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Criteria Actions / Resources

No additional Action Plan

required

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 the practice setting. However needs development in the identified area listed on the action plan.

Inform GT/PPF of action plan status and arrange meeting as required

Identify the specific learning outcome /progression criteria/ competency that needs development in an agreed action plan

Identify how opportunities and evidence will be provided. Regularly review the action plan (See the practice placements website for the action plan template)

Additional Action Plan required Is not progressing as required to meet the agreed

learning outcomes/ progression criteria/competencies. Failure to reach the appropriate level in these areas by the end of the identified practice experience will result in the student failing the placement and the associated module to which this period of practice is attached.

Arrange a tripartite meeting with GT and seek support from practice learning team

Identify specific learning outcomes/progression criteria/competencies that need development in an agreed action plan

Identify criteria for success and identify how opportunities and evidence will be provided

Instigate regular meetings between the mentor and student and provide regular feedback to the Guidance Tutor

(See the practice placements website for the action plan template)

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SPOKE EXPERIENCE ONE



1. Pre experience contact with clinical area



4. Spoke Feedback

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SPOKE VISIT INITIAL INTERVIEW

This interview should be completed within the first few days. 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 spoke experience and before the formative assessment

Spoke learning plan & goals:


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SPOKE REPORT: PART 1



Mentor comments on overall progress and areas for development *


* Please provide more detailed comments on specific achievements and progress towards progression criteria on the following page

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Patient Safety

Professionalism

Please provide additional comments on student performance, progress, achievements in the following two areas, for further guidance look at the progression criteria and related competencies at the end of this document.

Mentor signature: _________________________ Date:___________________

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SPOKE EXPERIENCE TWO



1. Pre experience contact with clinical area



4. Spoke Feedback

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SPOKE VISIT INITIAL INTERVIEW

This interview should be completed within the first few days. 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 spoke experience and before the formative assessment

Spoke learning plan & goals:


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Mentor comments on overall progress and areas for development *


* Please provide more detailed comments on specific achievements and progress towards progression criteria on the following page

20



Patient Safety

Professionalism

Please provide additional comments on student performance, progress, achievements in the following two areas, for further guidance look at the progression criteria and related competencies at the end of this document.

Mentor signature: _________________________ Date:___________________

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HUB EXPERIENCE– 2ND VISIT



1. Pre visit contact



4. Mid point formative assessment

5. Summative assessment

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HUB INITIAL INTERVIEW—2ND VISIT

This interview should be completed within the first week of returning to the hub. A learning plan should be developed

and documented below

The aims of the interview are to discuss any new expectations and identify further learning opportunities including the collection of evidence

Consideration should be given to the students mid point assessment at the end of the first hub visit, the spoke placement reports and overall progress

The student and mentor should set goals. Any progression criteria that still need achieving should be the focus of the learning plan. consideration should be given to what learning strategies and resources will be utilised to achieve these targets

Please summarise details of this interview below

Learning plan & goals:


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SUMMATIVE ASSESSMENT—2ND HUB VISIT


Strengths demonstrated:

Areas for development:

Development plan (to be completed with the student):

If student has failed please provide additional comments over the page

Delete as appropriate

Shows professionalism, integrity and works within recognised ethical and legal frameworks

Yes No

Is able to practise safely and has an awareness of own limitations Yes No

Has achieved all progression criteria and has provided appropriate evidence Yes No

Summative assessment: (any NO indicates a fail)

PASS FAIL

Mentor / Educator signature: _________________________

Student signature: _________________________

Date: ____________________

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RECORD OF STUDENT FAILURE

To be completed by the mentor if the student has failed

Please indicate areas for concern and the associated competencies

RECORD OF VARIANCE Please record a detailed rationale where a decision has been made to mark a competency as achieved when the available evidence would suggest non-achievement. Or the student has not achieved a competency despite evidence to the contrary.



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Progression Criteria * Achieved

* Not Achieved

Evidence reviewed by mentor

P5. Demonstrates an understanding of how to work within legal and professional

frameworks and local policies to safeguard and protect people, particularly children,

young people and vulnerable adults.

PATIENT SAFETY— PROFESSIONAL VALUES

Associated Competency: A3 All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health.

SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA

* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page

Student documentation of evidence for review

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COMPETENCY: A3 All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health.

Potential evidence for triangulation with observed student performance Discussion with mentor Structured reflection

PROGRESSION CRITERIA ASSESSMENT GUIDANCE

ESSENTIAL SKILLS

11.1 Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations

Level of practice

Level of support Signature & Date:

Accomplished


Skilled Demonstrates capability for independent practice

Supported Needs occasional direct supervision or support

Assisted Needs regular direct supervision or support

Dependent Needs constant direct supervision or support

Evidence Reviewed:

FORMATIVE ASSESSMENT OF COMPETENCY

Please sign and date the appropriate box,

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* Not Achieved


P6. Is able to recognise, and work within, the limitations of their own knowledge and skills

and professional boundaries, understanding that they are responsible for their own

actions.

PATIENT SAFETY— PROFESSIONAL VALUES

Associated Competency: A7 All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal.




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COMPETENCY: A7 All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal.

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP)


ESSENTIAL SKILLS

1.2 Works within limitations of the role and recognises own level of competence 15.1 Accepts delegated activities within limitations of own role, knowledge and skill 18.6 Knows and accepts own responsibilities and takes appropriate action

Level of practice


Accomplished






Evidence Reviewed:



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* Not Achieved


P7. Demonstrates the ability to listen, seek clarity, and carry out instructions safely

P10. Recognises signs of aggression and takes appropriate action to keep themselves and other safe

PATIENT SAFETY— COMMUNICATION AND INTERPROFESSIONAL SKILLS

Associated Competency: B1 All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs.




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COMPETENCY: B1 All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs.

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Session attendance - de-escalation / skills passport


ESSENTIAL SKILLS

6.3 Always seeks to confirm understanding. 11.2 Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty. 18.4 Follows instructions and takes appropriate action, sharing information to minimise risk 19.1 Recognises signs of aggression and responds appropriately to keep self and others safe

Level of practice


Accomplished






Evidence Reviewed:



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* Not Achieved


P1. Demonstrate safe, basic, person-centred care, under supervision, for people who are

unable to meet their own physical and emotional needs


Associated Competency: B2 All nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it.




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COMPETENCY:B2 All nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it.

Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Team Assessment of Performance in Practice (TAPP)


ESSENTIAL SKILLS

2.1 Takes a person-centred, personalised approach to care 5.4 Provides person centred care that addresses both physical and emotional needs and preferences

Level of practice


Accomplished






Evidence Reviewed:



33


* Not Achieved


P12. Demonstrates safe and effective communication skills, both orally and in writing


Associated Competency: B7 All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language.




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COMPETENCY: B7 All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language.

Potential evidence for triangulation with observed student performance Patient Assessment Questionnaire (PAQ) Total Client Care Assessment (TCC)


ESSENTIAL SKILLS

3.3 Uses ways to maximise communication where hearing, vision or speech is compromised 6.1 Communicates effectively both orally and in writing, so that the meaning is always clear 6.2 Records information accurately and clearly on the basis of observation and communication 6.3 Always seeks to confirm understanding 6.4 Responds in a way that confirms what a person is communicating 6.5 Effectively communicates people’s stated needs and wishes to other professionals

Level of practice


Accomplished






Evidence Reviewed:



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* Not Achieved


P8. Uses and disposes of medical devices safely under supervision according to local

and national policy, reporting any incidents or near misses

P9. Understands and works within the laws governing health and safety at work. Demonstrates safe manual handling techniques, and understands how nurses can help reduce the risk of infection, including effective hand washing

P11. Safely and accurately carries out basic medicines calculations

PATIENT SAFETY— NURSING PRACTICE AND DECISION MAKING

Associated Competency: C6 All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes.




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COMPETENCY: C6 All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes.

Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Team Assessment of Performance in Practice (TAPP) Safe—medicate / Authentic World


ESSENTIAL SKILLS

18.2 Reports safety incidents regarding service users to senior colleagues

18.3 Under supervision assesses risk within current sphere of knowledge and competence

18.4 Follows instructions and takes appropriate action, sharing information to minimise risk

18.5 Under supervision works within legal frameworks to protect self and others

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

21.1 Follows local and national guidelines and adheres to standard infection control precautions

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

24.3 Wears appropriate clothing for the care delivered in all environments

30.2 Follows food hygiene procedures in accordance with policy

33.1 Is competent in basic medicines calculations relation to tablets, capsules, liquids, injections including unit dose, sub and multiple unit dose and SI unit conversion

Level of practice


Accomplished






Evidence Reviewed:



37


* Not Achieved


P4. Is able to recognise when a person’s physical or psychological condition is

deteriorating, demonstrating how to act in an emergency and administer essential first aid


Associated Competency: C7 All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe.




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COMPETENCY: C7 All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe.

Potential evidence for triangulation with observed student performance OSCE feedback / score sheet


ESSENTIAL SKILLS

9.1 Responds appropriately when faced with an emergency or a sudden deterioration in a person’s physical or psychological condition including seeking help from an appropriate person

Level of practice


Accomplished






Evidence Reviewed:



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* Not Achieved


P2 Meets people’s essential needs in relation to safety and security, wellbeing, comfort,

bowel and bladder care, nutrition and fluid maintenance and person hygiene, maintaining

dignity at all times.


Associated Competency: C8 All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves.




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COMPETENCY: C8 All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves.

Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC)


ESSENTIAL SKILLS

5.4 Provides person centred care that addresses both physical and emotional needs and preferences 30.1 Reports to an appropriate person where there is a risk of meals being missed

Level of practice


Accomplished






Evidence Reviewed:



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* Not Achieved


P3 Seeks help where people’s needs are not being met, or they are at risk


Associated Competency: C9 All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse




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COMPETENCY: C9 All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse



ESSENTIAL SKILLS

11.1 Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations 17.1 Recognises when situation are becoming unsafe and reports appropriately 19.2 Assists others or obtains assistance when help is required 30.1 Reports to an appropriate person where there is a risk of meals

being missed

Level of practice


Accomplished






Evidence Reviewed:



43


* Not Achieved


P13 Displays a professional image in their behaviour and appearance, showing respect for

diversity and individual preferences

P17 Practises honestly and with integrity, applying the principles of The code: Standards for conduct, performance and ethics for nurses and midwives (2008) and the Guidance on professional conduct for nursing and midwifery students (2009)

PROFESSIONALISM - PROFESSIONAL VALUES

Associated Competency: A1 All nurses must practise with confidence according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. They must be able to recognise and address ethical challenges relating to people’s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions.




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COMPETENCY: A1 All nurses must practise with confidence according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. They must be able to recognise and address ethical challenges relating to people’s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions.



ESSENTIAL SKILLS

1.1 Articulates the underpinning values of The code: Standards for conduct, performance and ethics for nurses and midwives (2008) 1.3 Promotes a professional image 3.1 Demonstrates respect for diversity and individual preference, valuing differences, regardless of person view 4.3 Adopts a principled approach to care underpinned by the code (NMC,

2008)

11.3 Uses support systems to recognise manage and deal with own emotions 14.1 Works within the Code (NMC, 2008) and adheres to Guidance on professional conduct for nursing and midwifery students. (NMC, 2010) 17.2 Understands and applies the importance of rest for effective practice 18.1 Under supervision, works within clinical governance frameworks 24.3 Wears appropriate clothing for the care delivered in all environments

Level of practice


Accomplished






Evidence Reviewed:



45


* Not Achieved


P14. Demonstrates respect for people’s rights and choices

P15. Acts in a manner that is attentive, kind, sensitive, compassionate and non-discriminatory, that values diversity and acts within professional boundaries

PROFESSIONALISM - PROFESSIONAL VALUES

Associated Competency: A2 All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care.




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COMPETENCY: A2 All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care.

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Patient Assessment Questionnaire (PAQ)


ESSENTIAL SKILLS

1.4 Shows respect for others

1.5 Is able to engage with people and build caring professional relationships

3.2 Engages with people in a way that ensures dignity is maintained through appropriate use of the environment, self and skills and adopting an appropriate attitude

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

4.2 Respects people’s rights

5.1 Is attentive and acts with kindness and sensitivity

5.2 Takes into account people’s physical and emotional responses when engaging with them

5.3 Interacts with the person in a manner that is interpreted as warm, sensitive, kind and compassionate, making appropriate use of touch

5.5 Evaluates ways in which own interactions affect relationship to ensure that they do not impact inappropriately on others

Level of practice


Accomplished






Evidence Reviewed:



47


* Not Achieved


P16 Understands the principles of confidentiality and data protection. Treats information as

confidential, except where sharing is required to safeguard and protect people

PROFESSIONALISM - COMMUNICATION AND INTERPERSONAL SKILLS

Associated Competency: B8 All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality




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COMPETENCY: B8 All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Total Client Care Assessment (TCC)


ESSENTIAL SKILLS

7.1 Applies the principles of confidentiality

7.2 Protects and treats information as confidential except where sharing information is required for the purposes of safeguarding and public protection

7.3 Applies the principles of data protection

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

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

Level of practice


Accomplished






Evidence Reviewed:



49


* Not Achieved


P18 Acts in a way that values the roles and responsibilities of others in the team and

interacts appropriately

PROFESSIONALISM - LEADERSHIP, MANAGEMENT AND TEAMWORKING

Associated Competency: D4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation.




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COMPETENCY: D4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation.



ESSENTIAL SKILLS

1.4 Shows respect for others 6.5 Effectively communicates people’s stated needs and wishes to other professionals 11.2 Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty.

Level of practice


Accomplished






Evidence Reviewed:



Download - BSc (Hons) Nursing Studies / Registered Nurse Field ... · 1 BSc (Hons) Nursing Studies / Registered Nurse Field: PRACTICE ASSESSMENT DOCUMENT 1 Student Name: Guidance Tutor (GT):

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