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FACULTY OF HEALTH LIFE AND SOCIAL SCIENCES

SCHOOL OF NURSING, MIDWIFERY AND SOCIAL CARE

ONGOING ACHIEVEMENT RECORD

(OAR)

2011 PRE-REGISTRATION

NURSING PROGRAMME

CHILD HEALTH FIELD

Matriculation Number

Student’s Name

Intake

Personal Development Tutor

(Please Print) First published by Edinburgh Napier University, Scotland © 2011 (March). No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means – electronic, magnetic tape, mechanical, photocopying, recording or otherwise – without permission in writing from: Edinburgh Napier University.

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Edinburgh Napier University School of Nursing Midwifery and Social Care BN Higher Education in Child Health Nursing: Ongoing Achievement Record

1

Dear Mentor, You may be aware the Edinburgh Napier University BN Programme has been revalidated

to meet the requirements of the NMC (2010) Standards for Pre- Registration Nursing

Education.

Key changes to the 2011 BN Programme are:

New Practice Experience Documentation (OAR and CB)

New NMC Domains

18 Progression Point Criteria must be met by the end of Year 1

2 Progression Point Criteria must be met at the end of Year 2

Service user feedback will be re-quested twice per year for each student during

practice experience

Achieving Essential Skills Clusters are key learning points for students

An e-learning package (Authentic World) will be used to develop students numeracy

skills

Alternate Fields of Practice Learning for Adult students

Inter-professional Learning opportunities

We would be grateful if you would read the guidance provided within the Ongoing Achievement Record and the Competency Booklet. Please direct

any queries to the link lecturer for your clinical area.

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CONTENTS PAGE

Page

Section 1: Introduction to 2011 Curriculum 4

Section 2: Introduction to Ongoing Achievement Record 13

Section 3: Assessment Record – for each Learning Experience

Year 1 25

SUMMATIVE assessment of performance & Statement of Competence

53

Year 2 56

SUMMATIVE assessment of performance & Statement of

Competence

76

Section 4:

Final learning experience 90

Sign-off-Mentor Guidance 99

Section 5 a: Health Associated Infection collation sheet 105

Section 5 b: Safe Medicate Collation Sheet 106

Section 5 c: Manual Handling Collation Sheet 107

Section 5 d: Managing Violence and Aggression (CALM) Collation Sheet 108

Section 6: Alternative Learning Experiences collation sheet 109

Section 7: Programme Information 115

1. Structure – Planner

2. Cause for Concern 117

Section 8: Additional Placement Learning and Assessment Documentation 119

a) Action plan: to be utilised when: Students have not achieved the level of competency within practice

expected by the mid-way stage of their learning experience

b) Additional Placement Documentation: to be utilised when:

Students have failed to complete a work-based learning experience Students have not achieved the level of competency required and

therefore are undertaking a re-assessment

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LIST OF TABLES

Page

Table 1: Overview of Practice Learning Placements and Recognised Prior Learning (RPL)

7

Table 2: Exemplar of Retrieval Information

11

Table 3: University Policies

17-18

Table 4: Recognition of Prior Learning : Cleanliness Champion

21

Table 5: Recognition of Prior Learning : Practice Experience

22

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Section 1 Introduction to 2011 Curriculum

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2011 PRE-REGISTRATION NURSING CURRICULUM

The information below is intended for student nurses and mentors.

Edinburgh Napier University has developed this new undergraduate nursing programme in

accordance with the Nursing and Midwifery Council (NMC) (2010), for the award of a

degree in Nursing, the Standards for Learning and Assessment in Practice (SLAiP).

Standards to Support Learning and Assessment in Practice

In August 08, the NMC published an updated version of the Standards to Support Learning

and Assessment in Practice (NMC Standard 08.06)1. These standards are available on the

NMC website at: http://www.nmcuk.org/aFrameDisplay.aspx?DocumentID=1914

The NMC requires that the standards apply to students commencing their programmes

from September 2007 onwards (NMC Circular 20/2006).

As part of these standards:

“...all students commencing pre-registration nursing are expected to keep a record of

their learning experiences, identifying evidence to support Attainment of NMC

outcomes and competencies and where further support and supervision is required.

This record should be made available to their named mentor at the beginning of a

new experience to enable discussion of strengths and areas for improvement...”

(NMC 2008, page 30)

All Edinburgh Napier University pre-registration nursing students undertake 2,300 hours2 of

practice learning (including any award of Recognition of Prior Learning) and have

consented to the carrying of placement documentation throughout the length of their

programme and recognise the importance of this document to ongoing learning, the final

assessment of competence by the Sign-Off-Mentor3 and future employment. We would

therefore respectfully request that mentors write a reasonably comprehensive account of

the progression within each assessed area. Guidance on the preferred writing style during

the completion of assessment documentation can be found on the Mentorcentre at:

http://staff.napier.ac.uk/faculties/fhlss/mentorcentre/Pages/MentorCentre.aspx

1 NMC (2010) Standards for Pre-Registration Nursing Education R9.3.3 2 NMC (2010) Standards for Pre-Registration Nursing Education R5.2.3 3 NMC (2010) Standards for Pre-Registration Nursing Education R7.1.6 / / R8.2.2c / R8.2.2d

http://www.nmcuk.org/aFrameDisplay.aspx?DocumentID=1914


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Alternative Learning Experiences

The Child Health nursing competency set is made up of both generic and field specific

competencies. These competencies and the content under requirement 5.6 must be met

within the context of the field, by the point of registration. The Child Health field focuses

more on children’s health than any other client group. Programme providers, however must

ensure that children’s nurses are able to meet the essential needs of all groups. These

needs include mental health needs, adult with physical health care needs, needs of people

with learning disabilities, the needs of pregnant and post-natal women, and the needs of

those with a cognitive impairment.

Age UK and Alzheimer’s society worked closely with the NMC during its consultation, and

the feedback from users and carers is available on the NMC website. This information and

other key policy drivers and reports, such as service failures, help inform programme

development. The following examples show what might be considered important when

assessing or delivering essential care for alternative fields of practice. In addition, the NMC

have also identified what might be important when developing outcomes in relation to long

term conditions and we have used cognitive impairment as an example.

By the end of the programme students are required to have achieved learning for:

People with mental health needs

People with a learning disability

Adults with physical health care needs

Meeting the needs of people with a long term condition, for example where cognitive impairment is a symptom

Pregnant and post-natal women

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THE LEARNING JOURNEY

The learning process associated with the practice learning environment begins with the

clear linkage in theory4 modules between the content, and its relevance and application to

practice. The linkage between the two components of the programme is then further

strengthened through the placement specific Preparation for Practice5 classes that occurs

prior to the placement. Once engaged in placement learning, the student continues to be

supported through study days, reflective activities and the Virtual Learning Environment

(VLE)6 as well as having access to the full university support systems such as pastoral

care, student services, student union and Personal Development Teacher (PDT)7.

PRACTICE LEARNING EXPERIENCES

The Child Health pathway has 2 routes to achieve registration: the 3 Year programme (3

year) or Conversion Route (CC). Students within each route undertake slightly different

numbers of placements (based on Recognition of Prior Learning8), and this will be

reflected both in the table below and in the Ongoing Achievement Record (OAR)

documentation.

Table 1: Overview of Practice Learning Placements9 and (RPL)

3 year CC

1. The achievement and maintenance of optimal health for infants, children and young people

√ RPL y/n

2. Introduction to maternal health and early years development √ RPL y/n

MENTOR - The final placement in year 1 the mentor must confirm the student suitability to progress into year 2 of the programme

3. Specialist Services for infants, children and young people √ RPL y/n

4. Active Participation of hospital based care for infants, children and young people

√ RPL y/n

MENTOR - The final placement in year 2 the mentor must confirm the student suitability

to progress into year 3 of the programme

5. Child health nursing in a diverse environment √ √

6. Elective experience – is in separate booklet √

7. Progression and consolidation in child health nursing practice √ √

4 NMC (2010) Standards for Pre-Registration Nursing Education R5.6.1 / R6.1.2 / R5.6.3 5 NMC (2010) Standards for Pre-Registration Nursing Education G5.3.8d 6 NMC (2010) Standards for Pre-Registration Nursing Education R9.4.1 / G9.4.1 7 NMC (2010) Standards for Pre-Registration Nursing Education R4.4 / G4.4 / R4.5 / R4.6 8 NMC (2010) Standards for Pre-Registration Nursing Education R3.5.2 9 NMC (2010) Standards for Pre-Registration Nursing Education R6.5.2

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Practice learning experiences will by the end of the programme have exposed the student

to 24-hour seven day care in primary, secondary and tertiary care environments10.

The NMC (2010) Standard 5.3.211 states that: “Programme providers must ensure that

there are two progression points, normally separating the programme into three equal

parts”12. Edinburgh Napier University has these progression points at the end of year 1 and

year 2, where the mentor will be expected to confirm that the student has achieved the first

and second modules’ learning outcomes and therefore, has demonstrated competency at

the desired level. The mentor in the last placement will then sign to confirm this13.

Declining Care Delivery

The university believes that all care delivery should place the service user at the centre of

what we do and therefore, we respect the rights of all service users to decline care from a

student where this is requested14.

Working with service users, carers, families and other health and social care

professionals within practice environments (Inter-professional patient centred

learning).

Where possible the university would encourage learning opportunities with and from other

health and social care professionals to engender insight into the complexity of health and

social care provision, the centrality of the service users, their families and the nature of the

patients’ journey.

10 NMC (2010) Standards for Pre-Registration Nursing Education R6.5.3 / G6.5.2 / R8.1.5 / G8.1.5 11 NMC (2010) Standards for Pre-Registration Nursing Education R1.2 12 NMC (2010) Standards for Pre-Registration Nursing Education R5.3.2 / R8.2.2 13 NMC (2010) Standards for Pre-Registration Nursing Education R5.3.2 / R7.1.5 /G7.1.5a 14 NMC (2010) Standards for Pre-Registration Nursing Education G1.2.1a

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RECORDING PRACTICE LEARNING EXPERIENCES

The paperwork associated with recording the student’s practice learning is contained within

two booklets known collectively as Practice Learning Documentation:

Book 1: Competency Booklet (CB)

This document contains all the Learning Outcomes/Competencies and any additional

learning activities that a student must engage with to successfully complete each practice

learning experience15. Each year of the programme has an individual booklet.

Book 2: Ongoing Achievement Record (OAR) (this document)

This document is designed to provide a comprehensive account of the student’s journey

throughout the practice learning experiences that are integral to the nursing programme

(see Section 7 for programme structure). The following is an outline of the documentation

that will be used sequentially to record the learning and progress within each practice

learning experience.

1. Pre-placement learning activities – student

2. Practice learning experience details – student

3. Designated signatories – mentor

4. Induction documentation – mentor & student

5. Interim review of progress – mentor & student

6. Additional Learning Experiences – where indicated

7. Final interview and summative assessment of performance – mentor & student

8. Reflective account – student

9. Learning Development Plan – student (countersigned by the mentor)

In order to plan or a balanced learning experience based on their developmental needs,

progress reports from each placement learning experience allow the mentor to make

informed decisions as to the student’s individual strengths. The inclusion of induction

activities, interim assessments and final assessment provides a comprehensive overview

15 NMC (2010) Standards for Pre-Registration Nursing Education R5.6.4 / R6.1 / 7.12 / 7.1.2a / G7.1.5b

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of the student’s journey, their challenges and successes16. The forward facing learning

development plan acknowledges that the student is at the centre of this process and

requires them to be actively engaged in their learning both in and between placement

learning opportunities.

Incomplete assessment documentation may indicate that the student has been unable to

commence/complete an allocated placement learning experience. Should this be the

case, an individually managed programme that alters the flow of the placement order, will

be developed. The student should be able to clearly articulate the individual plan for their

progression.

Where a student has failed to progress within a placement learning experience and has

been assessed as a fail grade, evidence of the areas that require to be developed to

reach an acceptable level of competency, will be documented within the Practice

Learning Documentation. If the student has had the opportunity to undertake a repeat

assessment, the paperwork reflecting this is within section 4. If however there are two

failures accrued for practice learning in the same module, the university regulations in

relation to discontinuation of studies apply17. Further information on Edinburgh Napier

University Undergraduate Regulations can be accessed on the Edinburgh Napier

University website at:

http://staff.napier.ac.uk/services/sas/Regulations/Pages/Regulations.aspx

Occasionally, there are extenuating factors that may have influenced a student’s

progression within a placement area. Where evidence of this has been presented to

Edinburgh Napier University Extenuating Circumstances or Appeal Committee and

deemed valid, the assessment documentation will indicate that the fail grade has been

discounted. The student will then be provided with an individual managed programme

which will facilitate a repeat placement learning experience using another mentor to

assess the student.

For full guidance on the structure of the Undergraduate Nursing Programme please refer

to Programme documentation available on the Mentor Centre at:


16 NMC (2010) Standards for Pre-Registration Nursing Education R8.2.3 / G8.2.3a 17 NMC (2010) Standards for Pre-Registration Nursing Education R3.10.3 / R8.2.4 / G8.2.4



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Occasionally, students may commence a placement and need also to retrieve aspects from

a previous placement – with the exception of the professional points of progression (i.e. at

the end of year 1 and end of year 2). Where this is the case, clear indication is provided

within their previous assessment documentation e.g.

Table 2: Exemplar of Retrieval Information

Retrieval; HAI Learning Outcomes / ESC /

(please specify work to be completed if any outstanding from previous learning experience)

Student requires to complete 2 HAI Units

Student requires to complete Competency – specified Domain and number

Student requires to complete ESC

Where NMC Learning Outcomes have not been achieved (due to lack of attainment –

competence/sickness), the placement learning experience will be re-scheduled for a repeat

at a later time.

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Safe Medicate

The Safe Medicate Essential Skills package from Authentic World is an interactive, visual

and self paced learning environment designed to develop and assess the competencies

required for safe medication dosage calculation at the point of registration. Students will be

provided with a password which will enable them to access the package until they complete

of their undergraduate programme.

The administration of medicines is an important aspect of what registered healthcare

practitioners do in clinical practice. To be able to administer medicines safely, healthcare

practitioners must possess key knowledge and skills. The mastery of these skills requires

the ability to understand the “medication dosage or IV infusion-rate problem” the learner is

attempting to solve, and the ability to perform some simple arithmetic. Safe Medicate can

be used to develop these skills and to replace traditional methods of teaching and

assessing medication dosage calculation skills. The package helps students to understand

the essential clinical features of dosage & rate problems, and recall and develop the

computation skills required to accurately calculate dosages and IV infusion rates. Students

can practice at their own pace and continually assess and evaluate their learning and

understanding. Practice questions can be attempted after each module, which are drawn

randomly from the online database.

Students will work through 6 sections that combine to provide the understanding and skills

required to safely and accurately perform medication dosage calculations in clinical

practice, and these have been mapped across the programmes via the Practice Placement

Assessment Booklet as suggested activities to demonstrate competence: Introduction – Practice modules 1 and 2 Prescriptions and SI Units – Practice modules 1 and 2 Tablets and Capsules – Practice modules 3 and 4 Liquid Medicines – Practice modules 3 and 4 Injections – Practice modules 5 and 6 IV Infusions – Practice modules 5 and 6

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Section 2

Introduction to Ongoing Achievement Record

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SUPPORTING STUDENT PROGRESSION / ASSESSMENT OF PERFORMANCE

Both student and mentor need to ensure that they are familiar with both the format of the

Competency Booklet, which has the requirements for successful completion of the learning

requirements, and the OAR; which records the induction, interim assessment of progress

and final assessment of performance. This is essential to allow the student to engage

continuously with the learning process and to help the mentor to structure the learning

experiences appropriately throughout the learning opportunity. It is expected that all

students are supernumerary18 and supervised directly or indirectly at all times whilst in

practice19 and are allocated to a registered20 mentor who will be available to the student for

at least 40% of the time in the practice learning environment. It is also recognised that in

year 1, the level of supervision is high whereas in year 2, students are expected to work

under less direct supervision, and in year 3 are becoming increasingly more autonomous21.

Pre-placement learning activities including placement information - student

The university has set designated activities and it is essential that these are completed by

the student prior to commencing within the practice learning area. These focus on the

nature of the care area, the staffing profile, the types of clients and the nature of common

conditions that may be encountered. In addition, the student should become aware of the

associated Link lecturer, Practice Education Facilitator for the area and the approved

mechanism by which a student may raise concerns about the safety of service users. This

is addressed through the “cause for concern” in section 7 of this booklet and all students

MUST make themselves aware of their responsibilities in relation to this aspect of their

role22. These pre-placement activities are documented as completed, by the mentor in the

OAR.

Record of signatories – mentor

The mentor/s should complete this information to allow university staff to contact the

mentor/s directly should clarity be required in relation to the practice learning experience or

the assessment of the student’s progress.

18 NMC (2010) Standards for Pre-Registration Nursing Education R4.6.1 19 NMC (2010) Standards for Pre-Registration Nursing Education R4.2.2 / G4.2.2 / G5.3.8d 20 NMC (2010) Standards for Pre-Registration Nursing Education R 4.3.1 / 4.3.2 / 8.2.2a / G8.2.2a/b 21 NMC (2010) Standards for Pre-Registration Nursing Education R 4.2.1 22 NMC (2010) Standards for Pre-Registration Nursing Education R1.3

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Induction to practice learning environment - mentor and student

The Induction Outcomes specified within this booklet should be completed by the student

within the first week in order to familiarise themselves with the nature of the learning

environment. This ensures that the students understand how to make best use of learning

experiences in the practice settings with a particular emphasis on their own and others

safety23 .

The student and mentor MUST have a preliminary meeting to DISCUSS the student’s

learning needs (within the first 48 hours24), at which they will review the learning

development plan/s from their second placement onwards and determine a plan for

achieving the prerequisite learning as recorded in the Competency booklet. This

discussion and review of learning needs is documented by the mentor in the OAR.

Quality of Learning Environment

The student and mentor should be aware of the role of the Link Lecturer (LL) and Practice

Education Facilitator (PEF) in monitoring the standard of the students learning

environment. Where there are any concerns from either the mentor or student in relation to

adequate supervision, or the quality of the students experience is in doubt, the university

link staff should be alerted immediately and the student may be withdrawn from the

learning environment if appropriate.25

Interim review of progress – mentor and student

It is the responsibility of the student in collaboration with the mentor to ensure that the

interim review of progress is completed at the midpoint of the placement experience. Prior

to the interim review of progress, students should reflect on their progress within the care

area and this should inform the discussion and formulation of the interim strategy to

address learning needs. This discussion and review assessment is formative and

documented by the mentor in the OAR. At this stage in the learning and assessment

process, any concerns in relation to the student’s knowledge, skills or attitudes evident

within their learning environment would be signposted and an action plan developed

23 NMC (2010) Standards for Pre-Registration Nursing Education R4.1.1 / G4.1.1 24 Based on the National Health Service Education for Scotland (NES) (2008) The development of quality standards for practice placements Edinburgh NHS Scotland

25 NMC (2010) Standards for Pre-Registration Nursing Education G.1.3.1 / R1.3.2

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between the student, the mentor and the Link Lecturer/Practice Education Facilitator. A

blank Action Plan template is available within Section 7.

Final interview and summative assessment of performance

It is the responsibility of the student in collaboration with the mentor to ensure that the final

interview and summative assessment of performance is completed at the end of the

practice learning experience. Following this assessment, the student should reflect upon

their progress and document this along with their learning needs within the Learning

Development Plan. In addition to the activities described above, the student must also be

aware of the requirement to complete an evaluation of the practice learning experience

(Practice Placement Standards tool) which is part of the formal university audit process26.

Failure to progress

It will be evident from both the competency booklet and the summative assessment of

performance where a student has failed to progress within a practice learning

environment and has been assessed as a fail grade.

In such situations, it is expected that the assessment is written in a balanced and

objective way, highlighting the areas for further development and also those where the

student has achieved the expected level of competence. Occasionally, there are

extenuating factors which may have influenced a student’s progression within a practice

learning environment. Where valid evidence of this has been presented to Edinburgh

Napier University Extenuating Circumstances or Appeal Committees, the previous

assessment documentation will indicate that the fail grade has been discounted. The

student will then be provided with an individually managed programme which will facilitate

a repeat placement experience. Further information on Edinburgh Napier University

Undergraduate Regulations can be accessed on the Edinburgh Napier University website

at: http://staff.napier.ac.uk/services/sas/Regulations/Pages/Regulations.aspx

Students who fail to submit their completed Competency Booklet by the appointed date and

time will be recorded as failing the practice module. In accordance with the university

26 NMC (2010) Standards for Pre-Registration Nursing Education R10.1.1


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regulations, a student who fails to pass all the components of the practice assessment will

be recorded as failing the practice module. A student normally has one re-assessment

attempt for a failed module. Re-assessment will normally take place at the end of the

stage/level that the student is currently studying in order that professional progression points

are achieved as per the validated programme outline. Students will undertake re-

assessment in a similar practice area and this is normally for the same allocated number of

weeks as the original placement unless determined otherwise by the Programme Board of

Examiners, but assurance will be taken that the student will meet the requirement EU

requirements. Failure to achieve the necessary outcomes / competencies in the re-

assessment opportunity will normally result in the student being withdrawn from the

programme - an exit award or transfer to another programme could be considered27.

Fitness to Practice

A declaration of ongoing evidence of Good Health and Good Character is required for a

student to remain in practice (NMC accreditation requirements, 200828). This is actioned

throughout the programme via a process of yearly self-declaration and additional completion

of this documentation where concerns are raised29. Students must also abide by the

university academic and non-academic disciplinary regulations30 which include fitness to

practice regulations. These regulations can be accessed on:

http://staff.napier.ac.uk/services/sas/Regulations/Documents/Forms/DispForm.aspx?ID=24

University Policies

Students are expected to abide by both university policies and those of the local practice

learning area. Table 3: University Policies

Uniform Policy Manual Handling

Accident / Incident Reporting Emergency Procedures

Supernumerary Status Immunisation

Advanced Practice Administration of Medicines

Reporting absence on practice placement Policy for patients / clients / residents requiring a NURSE ESCORT

Prevention and Safe (Therapeutic) Management of Aggression and Violence

Health and Safety Procedures for Placement Students

27 NMC (2010) Standards for Pre-Registration Nursing Education R8.1.3 28 NMC (2008) Requirements for Evidence of Good Health and Good Character- regulation B8.6.6 & G1.2.1b /G1.4.1 / R3.1.3 / G5.3.8d / R8.2 29 NMC (2010) Standards for Pre-Registration Nursing Education R1.4.1 / G2.2b / R3.4.1 30 Napier University, The university Academic Regulations, Student Disciplinary Regulations, Approved July 2008

http://staff.napier.ac.uk/services/sas/Regulations/Documents/Forms/DispForm.aspx?ID=24

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Students with a disability or with special needs

Reasonable adjustments may have been made to allow a student with a disability to

achieve competency31. These regulations can be accessed on:

http://staff.napier.ac.uk/services/sas/Student%20Wellbeing/disability/Pages/disability.aspx

Further information on policies and reasonable adjustments can be accessed at the

Edinburgh Napier University Mentorcentre at the following web address:


Equality and Diversity

The Equality Act 2010, which is now the principal anti-discrimination legislation, requires

the university to take a proactive approach to equality and diversity. The university does

not allow a person's race, disability, gender, age, sexual orientation, religion or beliefs, or

any other characteristic to influence a student’s progression on the programme. In order

to encourage the development of a diverse community in which everyone can flourish and

achieve their full potential, the university would advocate that staff and students raise any

matters for consideration via the LL or PEF32. Further information on Edinburgh Napier

University Undergraduate Regulations can be accessed on the Edinburgh Napier

University website at: http://www.napier.ac.uk/policies/equality-diversity/Pages/home.aspx

Risk Assessment

The university will carry out a risk assessment where it is indicated. This would include, but

is not limited to, students who are under the age of 18 when engaging with practice

learning, students with a disability or pregnant students33. In addition, each student is

expected to be cognisant of current Health and Safety legislation34 and the Control of

Substances Hazardous to Health (COSHH) in relation to the learning environment.

STUDENT INFORMATION - GENERAL GUIDANCE ON THE SUBMISSION OF

PRACTICE LEARNING EXPERIENCES DOCUMENTATION

31 NMC (2010) Standards for Pre-Registration Nursing Education R2.2 / G2.2a / G9.4.1 32 NMC (2010) Standards for Pre-Registration Nursing Education R2.1.1 / G.2.1b / G6.5.3 33 NMC (2010) Standards for Pre-Registration Nursing Education R6.5.4 34 NMC (2010) Standards for Pre-Registration Nursing Education G6.5.4

http://staff.napier.ac.uk/services/sas/Student%20Wellbeing/disability/Pages/disability.aspx


http://www.napier.ac.uk/policies/equality-diversity/Pages/home.aspx

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The student must adhere to the School of Nursing, Midwifery and Social Care policy that

states that the practice assessment documentation:

1. Must be submitted by 12 mid-day on the date specified by the placement module

leader at Sighthill Campus.

2. The paperwork for submission will include all the Practice Learning Document as

indicated below:

o Competency Booklet (CB)

o Ongoing Achievement Record (OAR)

SUBMISSION INSTRUCTIONS: Ongoing Achievement Record (OAR)

Prior to submission the student should ensure that all documentation within this booklet is

completed and that pre-requisite photocopying is undertaken and submitted with this

document. The requirements for EACH placement are listed below:

PHOTOCOPY

o Pre-placement learning activities

o Induction

o Interim review of progress

o Final interview and submission assessment of performance

o Completed Reflective Account and Learning Development Plan

This is an assessment and should be treated in the same manner as a theory assessment

in that the submission date is the date that you are expected to submit the completed

documentation .It is the student’s responsibility to make sure that all signatures required

are completed and all your documentation is complete .Failure to ensure the

documentation is complete will result in the documents being returned to rectify the

problem, which may delay presenting the marks at the module board. An extension can be

requested if the documentation cannot be completed by the due date. All extension

requests should be sent to the practice module leader a week in advance of the

submission date to arrange a 7 day extension beyond the submission date.

Failure to submit on time without the required request for an extension will result in

a non submission. After the 5 day time period it will be documented as a fail.

PLEASE NOTE THERE IS AN AIDE MEMOIRE FOR SUBMISSION

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ON THE BACK PAGE OF THIS BOOKLET

Non-submission

Non-submission should be indicated to the module leader by e- mail without delay and if

instructed, the appropriate Extenuating Circumstances form should be completed as

advised in the Programme Handbook.

Failure to submit either OAR or Competency booklet by the due date has three

consequences:

1. The student’s progression within the programme may be adversely affected by the

failure to submit due paperwork diligently.

2. Any practice fail will prevent a student being eligible for consideration of the class

medal where a student may have earned this title through exceptional performance.

3. It affects the ability to be awarded a distinction.

Extension to submission deadline

Under exceptional circumstances, an extension to the submission deadline may be

authorised by the module leader. However, all requests must be accompanied by a valid

extension request form (download form and guidance from Moodle/Student Portal).

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ASSESSMENT RECORD – FOR EACH LEARNING EXPERIENCE

The tables below indicate where a student has previously achieved competence either by

obtaining credit for their previous practice achievement or through completion of a

programme of study that awarded the Certificate of Cleanliness Champion. Please refer to

the information below which will be completed by university staff prior to the

commencement of any student within practice.

Table 4: RECOGNITION OF PRIOR LEARNING: CLEANLINESS CHAMPION

Previous learning: Health Associated Infection

This student has successfully completed the Cleanliness Champion Package and therefore

is exempt from the Health Associated Infection work within the Competency Booklet

Signed: Dated:

Print Name: Designation: Lecturer / PEF

Table 5: RECOGNITION OF PRIOR LEARNING: PRACTICE EXPERIENCE

Previous learning: Practice Learning Experiences –

This student has returned to the programme and has previously successfully completed the

following placements:

Year 1: School Nurse/Health Visitor

NP1

Maternal Health and Early Years

Development NP2

Year 2: Hospital Children’s services

NP3

Specialist /Community

Children’s

Services

NP4

Year 3: Hospital Children’s Services-

Diverse NP5a

Elective NP5b

Hospital Children’s Services-

Consolidation

NP6

Signed:

Print Name:

Dated:

Designation: Lecturer

Managed Programme

Where a student has previously achieved competence and obtained credit with the award

of RPL35, they will have been provided with an individual managed programme. This allows

the university and clinical colleagues to clearly identify a student’s pathway through the

programme. Where relevant, this information will be documented overleaf.

35 NMC (2010) Standards for Pre-Registration Nursing Education R3.5.4/ 3.5.5

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[Type text] [Type text]

Individual Student Managed Programme

Student Name:

Matriculation number:

Intake:

Year Leader:

Year in which student left

programme (please circle)

Year 1 Year 2 Year 3 - please consider

European Nursing Directives

Completed Year YES / NO (please circle)

Total number of Practice credits for that year:

Modules Outstanding: New Modules

Module Name Module Number Credits Module Name Module

Number

Credits

NP 1 CHN 07 105 20 NP 1 CHN 07 105 20

NP 2 CHN 07 107 20 NP2 CHN 07 107 20

NP 3 CHN 08113 20 NP 4 CHN 08 105 20 NP 3 CHN 08 113 20

NP 5 CHN 08 106 20 NP 4 CHN 08 112 20

NP 6 CHN 08 102 20 NP7 CHN 09 105 20 NP 5a CHN 09 114 10

NP 8

Consolidation

CHN 09 107 20 NP 5b NUR 09 115 10

NP 6

Consolidation

CHN 09 115 20

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Agreed Plan to transition

Nine placements transitioning into 7 –individual student plan:

Date __/__/__

Signed by:

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Section 3

Assessment Record – for each Learning Experience

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YEAR 1

Practice Learning Experiences

Nursing Practice 1: The achievement and maintenance of optimal health for infants,

children and young people (School Nurse /Health Visitor)

This placement will introduce the student to a variety of community care settings. The

student will learn about a wide range of policies, initiatives and services that can contribute

to the health and wellbeing of infants, children and young people. The student will be

introduced to ways in which child health can be promoted and maintained with the support

of practitioners working in the community. The student will have the opportunity to consider

the influence that family and environmental factors can have on the health and wellbeing of

children and young people.

PLEASE ALSO CONSIDER ALTERNATIVE LEARNING EXPERIENCES

Nursing Practice 2: Introduction to Maternal Health and Early Years Development

(Midwifery Services/Nursery)

This practice module will introduce you to the care provided to expectant mothers in ante-

natal, post-natal and community settings. You will also have the opportunity to care for

babies in the post-natal period and pre-school children in the nursery setting. You will have

opportunities to put the theory gained so far into practice in a professional manner,

including performing basic clinical skills, communicating appropriately and effectively, whilst

ensuring, safe and effective nursing practice in partnership with the children and families.

The practice will be observational at first, with a gradual progression to increasing

participation within the interdisciplinary team, in accordance with a particular skill, situation,

experience and mentor's professional judgement.

PLEASE ALSO CONSIDER ALTERNATIVE LEARNING EXPERIENCES

During this placement, the mentor in the final placement will require to complete a

statement of competence to allow the student to progress into the next year of

practice.

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YEAR 1: The achievement and maintenance of optimal health for infants,

children and young people-CHN 07 105 (First 4 week placement SN/HV)

PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)

Student Name: Intake:

Matriculation Number: Year:

Placement Area: Telephone Number:

Start date: Finish date:

Personal Development Tutor: Reflective Group:

Please identify placement:

Placement Type: School Nurse /Health Visitor

Link Lecturer Name:

Practice Education Facilitator Name:

PRE-PLACEMENT LEARNING ACTIVITIES

Prior to the commencement of each learning environment, the student should:

1. Make contact with the placement area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-placement visit

2. Read the appropriate practice learning area profile, which can be accessed on the student portal: https://studentportal.napier.ac.uk/SNMSC/practiceplacements/placementinformati

on/default.aspx

3. Briefly summarise what the placement area does:

PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

https://studentportal.napier.ac.uk/SNMSC/practiceplacements/placementinformation/default.aspx


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4. Choose one aspect of practice from the placement area that you are unfamiliar with and write a short summary.

5. Considering the client/patient group that attend the care area, select one condition/situation that those clients/patients are likely to present with and undertake a NUIN link search in relation to these.

o From your search, identify two key articles on the topic o In the space below provide a brief summary of these two articles and

outline any best practice recommendations in relation to these

Condition / situation


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In relation to the care area that you are about to enter, identify any related learning from the trimester 1+2 theory modules that would support your learning within this care environment. Please note your thoughts below:

In relation to the care area that you are about to enter, identify any related learning from the Preparation for Practice classes that would support your learning within this care environment. Please note your thoughts below: Mentor – please sign to confirm that the pre-placement learning activities have been completed by the student Date __/__/__

Student’s Signature: Mentor’s Signature:


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DESIGNATED MENTOR SIGNATORIES– please complete this table

Mentor/s Signatories within this placement

Mentor 1

Name................................................................. Signature: ..............................................

Position............................................................ Contact number: ....................................

Email address...................................................

Mentor 2

Name................................................................. Signature: ..............................................


Email address...................................................

Date of interim assessment:

Week of final interview and assessment of performance:

INDUCTION DOCUMENTATION

On commencement of each placement the student should have a/an: 1. Tour of placement area (within 24 hours) Placement

environment / Fire alarm points, extinguishers and exits Emergency resuscitation equipment / Emergency phone numbers and procedures

Date achieved

2. Introduction to Housekeeping: shift patterns, meal breaks, telephone system, bleep system, sickness procedure, catering facilities, valuables storage, changing facilities, parking availability, access to area and security

Date achieved

3. Overview of placement area Date achieved

4. Introduction to key documentation – policies and procedure manuals, placement philosophy and other teaching / learning resources

Date achieved

5. Discuss with mentor / co-mentor (within first 48 hours) Strengths Needs Analysis and development package

Provisional dates for mid and final assessment discussion and assessment.

Date achieved

6. Induction into any specific NHS Lothian or Non-NHS policies or guidelines that are operational within the care area that are designed to minimise staff exposure to risk. This would include current Health and Safety and COSHH legislation – for example: cytotoxic waste, violence and aggression, infection control, exposure to radiation, exposure to anaesthetic gases

Date achieved


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INDUCTION TO PRACTICE LEARNING ENVIRONMENT (WITHIN FIRST 48 HOURS36)

Mentor and student discussion to consider:

Learning opportunities available within this clinical environment The availability of experiences that will meet the NMC “Alternative Learning

Experiences that should be engaged with whenever a learning opportunity presents.

Agree a strategy to ensure that the student can engage with the learning identified within the Competency Booklet and summarise briefly below:

Date __/__/__



36 In accordance with the NHS Scotland Development of Quality Standards for Practice Placements (2008)

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INTERIM REVIEW OF PROGRESS – MENTOR (END OF FIRST 4 WEEK PLACEMENT)

Please consider the student’s progress in attaining all aspects of the Competency Booklet:

Date __/__/__

Student’s Signature:

Mentor’s Signature:


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YEAR 1: The achievement and maintenance of optimal health for infants,

children and young people-CHN 07 105 (Second 4 week placement SN/HV)








Placement Type: School Nurse/Health Visitor

Link Lecturer Name:



Prior to the commencement of each learning environment, the student should:


2. Read the appropriate practice learning area profile, which can be accessed on

the student portal: https://studentportal.napier.ac.uk/SNMSC/practiceplacements/placementinformati

on/default.aspx





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5. Considering the client/patient group that attend the care area, select one condition/situation that those clients/patients are likely to present with and undertake a NUIN link search in relation to these.





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Mentor 1

Name................................................................. Signature: ..............................................


Email address...................................................

Mentor 2

Name................................................................. Signature: ..............................................


Email address...................................................






Date achieved


Date achieved



Date achieved



Date achieved


Date achieved


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Mentor and student discussion to consider:

Learning opportunities available within this clinical environment The availability of experiences that will meet the NMC “Alternative Learning



Date __/__/__




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The achievement and maintenance of optimal health for infants, children and young people-CHN 07 105 School Nurse/ Health Visitor

Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module?

LO1: Demonstrate effective interpersonal skills and practice in accordance with The Code (NMC 2008).

LO2: Gain an appreciation of local, national and international policies, initiatives and services that exist to support families within communities.

LO3: In collaboration with other fields of practice and disciplines, identify roles and responsibilities of practitioners working with children, young people and families.

LO4: Participate in activities which practitioners employ to promote health and wellbeing.

LO5: Gain an appreciation of the environmental factors that can impact on health and wellbeing.

LO6: Demonstrate knowledge of the influence of parenting and family functioning on health, wellbeing and development.

Mentor - Overall Comment:

Pass / Fail (please circle)

Date __/__/__


Mentor’s Signature

Edinburgh Napier University use only Provisional Placement Result: Achieved / Not Achieved Name: Signature: Date: Any aspect of the assessment requiring to be Retrieved


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FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor


Domain 1: Professional Values – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role38.

Domain 2: Communication and Interpersonal Skills

Domain 3: Nursing Practice and Decision-making

Domain 4: Leadership Management and Team Working


38 NMC (2010) Standards for Pre-Registration Nursing Education R1.2

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REFLECTIVE ACCOUNT - Student


In this section, you should consider your clinical experience; how it has helped you develop your competency in nursing and areas for your future development.

LEARNING DEVELOPMENT PLAN - student

In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values Domain 2: Communication and Interpersonal Skills Domain 3: Nursing Practice and Decision-making Domain 4: Leadership Management and Team Working

Any other thoughts?

Student’s Signature …………………………. Date: __/__/__

Mentor’s Signature...................................... Date: __/__/__


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YEAR 1: Introduction to Maternal Health and Early Years Development -CHN 07 107 (First 4 week placement Midwifery/Nursery)

. PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)







Placement Type: Midwifery/Nursery

Link Lecturer Name:



Prior to the commencement of each placement the student should :



on/default.aspx

3. Briefly summarise the role the health centre plays in the local community:




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5. Consider the client/patient group that attend the care area and select one condition/situation that those clients/patients are likely to present with. Undertake a NUIN link search in relation to these.





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Mentor 1

Name................................................................. Signature: ..............................................


Email address...................................................

Mentor 2

Name................................................................. Signature: ..............................................


Email address...................................................






Date achieved


Date achieved



Date achieved



Date achieved

6. Induction into any specific NHS Lothian or Non-NHS policies or guidelines that are operational within the care area that are designed to minimise staff exposure to risk. This would include current Health and Safety and COSHH legislation – for example: cytotoxic waste, violence and aggression, infection control, exposure to radiation, exposure to anaesthetic gases.

Date achieved


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Mentor and student discussion to consider: Previous clinical experience and evidence of achievement from previous reports

(Ongoing Attainment Record) Student strengths and learning needs Learning Plan developed from previous placement Learning opportunities available within this clinical environment The availability of experiences that will meet the NMC “Alternative Learning



Date __/__/__





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INTERIM REVIEW OF PROGRESS – mentor (End of first 4 week placement

Midwifery/Nursery)


Date __/__/__



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YEAR 1: Introduction to Maternal Health and Early Year Development CHN 07 107 (Second 4 week placement Midwifery/Nursery)

. PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)







Placement Type: Midwifery/Nursery

Link Lecturer Name:





2. Read the appropriate practice learning area profile, which can be accessed on

the student portal: https://studentportal.napier.ac.uk/SNMSC/practiceplacements/placementinformati

on/default.aspx

3. Briefly summarise the role the health centre plays in the local community:




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4. Choose one aspect of practice from the placement area that you are unfamiliar with and write a short summary. .






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In relation to the care area that you are about to enter, identify any related learning from the trimester 1+2 theory modules that would support your learning within this care environment.

In relation to the care area that you are about to enter, identify any related learning from the Preparation for Practice classes that would support your learning within this care environment. Mentor – please sign to confirm that the pre-placement learning activities have been completed by the student Date __/__/__



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Mentor 1

Name................................................................. Signature: ..............................................


Email address...................................................

Mentor 2

Name................................................................. Signature: ..............................................


Email address...................................................






Date achieved


Date achieved



Date achieved



Date achieved

6. Induction into any specific NHS Lothian or Non-NHS policies or guidelines that are operational within the care area that are designed to minimise staff exposure to risk. This would include current Health and Safety and COSHH legislation – for example: cytotoxic waste, violence and aggression, infection control, exposure to radiation, exposure to anaesthetic gases.

Date achieved


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Date __/__/__





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MODULE LEARNING OUTCOMES- Introduction to Maternal Health and Early Years Development CHN 07 107 (Midwifery/Nursery)


LO1: Discuss the impact of health and social care from the perspective of the expectant mother, baby, pre-school child and their families LO2: Develop an awareness of the relevance and application of professional and ethical values and antidiscriminatory practice (ADP) in child health nursing LO3: Demonstrate effective, age-appropriate, ability dependent and culturally sensitive communication skills. LO4: Demonstrate an awareness of knowledge and skills necessary for safe and effective child health nursing practice LO5: Practice in child health nursing in a manner that promotes the infant, child, young person and their family’s safety and well-being, as part of the interdisciplinary team. LO6: Recognise the importance of effective record keeping

HAI Learning Outcomes:

Please circle those achieved and SCORE THROUGH any not completed and initial

*With exception to unit 2a which will be achieved in 2nd year hospital setting

1 2* 3



Date __/__/__





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Introduction to Maternal Health and Early Years Development CHN 07 107 (Midwifery/Nursery)

The NMC (2010) Standard 5.3.241 states that: “Programme providers must ensure that

there are two progression points, normally separating the programme into three equal

parts”. Edinburgh Napier University has these progression points at the end of year 1 and

year 2, where the mentor will be expected to confirm that the student has achieved the first

and second modules’ learning outcomes and therefore, has demonstrated competency at

the desired level. The mentors will then sign to confirm this.






41 Nursing and Midwifery Council (2010) Standards for pre-registration nursing education, NMC, London 42 NMC (2010) Standards for Pre-Registration Nursing Education R1.2

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Introduction to Maternal Health and Early Years Development CHN 07 107 (Midwifery/Nursery)


LEARNING DEVELOPMENT PLAN - student

In this section you should identify areas for potential development in relation to your assessments and overall professional development. Domain 1: Professional Values Domain 2: Communication and Interpersonal Skills Domain 3: Nursing Practice and Decision-making Domain 4: Leadership Management and Team Working

Any other thoughts?

Student’s Signature …………………………. Date: __/__/__

Mentor’s Signature...................................... Date: __/__/__

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YEAR 1

SUMMATIVE assessment of performance & Statement of Competence Please ensure that you consider the statements made within the Part 1 assessment of competence

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STUDENT NAME:

MATRICULATION NUMBER:

END OF YEAR 1 STATEMENT OF COMPETENCE

I, (PLEASE PRINT NAME) ...........…………………................................................ (MENTOR)

Can confirm that STUDENT NURSE (PLEASE PRINT NAME) ...........................................................

...has achieved all of the requirements for the first year of the NMC EDINBURGH NAPIER UNIVERSITY approved programme. This includes the competencies, ESC, learning activities so fulfilling the NMC requirements to progress into Year 2 of the Programme and is fit for safe and effective practice commensurate with the level expected by the end of the first year of the programme.

MENTOR SIGNATURE …………………………………….

DATE …………………………………



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YEAR 2


Nursing Practice 3: Active Participation in hospital based care for infants, children

and young people

This placement continues the student experience in child health nursing practice within a

hospital based placement. The focus of the learning will be for the student to have an active

role in hospital based care of infants, children, young people and families. The student will

have an opportunity to further develop clinical and inter-professional skills within child

health care settings. This will ensure the gradual progression of increasing participation in

accordance with a practical skill, the situation, experience and the mentor’s professional

judgement.

Nursing Practice 4: Specialist Services for infants, children and young people

The student will apply knowledge of nursing infants, children and young people to specialist

child health nursing services. This placement will enable the student to develop skills in

multi-professional team working and to apply relevant key policy to children within specialist

services. The student will undertake a placement in one of a variety of child health-related

settings to gain an understanding and knowledge of specialist service provision. The ethos

of care delivery will demonstrate an evidence based approach in primary health care

settings.

PLEASE ALSO CONSIDER ALTERNATIVE LEARNING EXPERIENCES WITHIN EACH

PLACEMENT

During this placement, the mentor in the final placement will require to complete a

statement of competence to allow the student to progress into the next year of

practice.

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YEAR 2: Active Participation in hospital based care for infants, children, young people and families-CHN 08 113








Placement Type: Acute

Link Lecturer Name:






on/default.aspx




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In relation to the care area that you are about to enter, identify any related learning from the trimester 1 theory modules that would support your learning within this care environment. Please note your thoughts below:




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Mentor 1

Name................................................................. Signature: ..............................................


Email address...................................................

Mentor 2

Name................................................................. Signature: ..............................................


Email address...................................................






Date achieved


Date achieved



Date achieved



Date achieved


Date achieved


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Date __/__/__





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INTERIM REVIEW OF PROGRESS – mentor (End of first 6 week placement)


Date __/__/__



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Active Participation in hospital based care for infants, children, young people and families-CHN 08 113

Upon returning to your practice area, identify any related learning from the trimester 2 theory modules that would support your learning within this care environment. State your new learning outcomes here:

Discuss the achievement of your learning outcomes with your mentor and document action plan: Mentor – please sign to confirm that the discussion has taken place Date __/__/__



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MODULE LEARNING OUTCOMES Active Participation in hospital based care for infants, children, young people and families-CHN 08 113


Under indirect supervision begin to: LO1: Consider the role of child health nurses in the translation of policy into practice within a hospital setting LO2: Extend existing knowledge and skills of the patient journey while in hospital, taking cognisance of the patient safety initiative, equality and diversity. LO3: Demonstrate appropriate competencies in care planning and delivery, in partnership with other members of the MDT, service users and carers LO4: Utilise a problem solving approach to the implementation and evaluation of evidence based care for children and families, selecting where appropriate skills from the essential skills cluster. LO5: Participate in current and innovative technologies in child health practice, taking cognisance of related ethical considerations. LO6: Use negotiation, empowerment and reflective skills in the delivery of family centred care in a hospital environment. HAI Learning Outcomes:

Please circle IF achieved and SCORE THROUGH IF not completed and initial *Please ensure that you achieve unit 2a from first year practice within this placement

4-7



Date __/__/__





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FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor Active Participation in hospital based care for infants, children, young people and families-CHN 08 113

Domain 1: Professional Values - – please include comment on the students approach to putting the patient at the centre of the care delivery and the Service user and carer feedback on this aspect of their role44.






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REFLECTIVE ACCOUNT – Student

Active Participation in hospital based care for infants, children, young people and

families-CHN 08 113


LEARNING DEVELOPMENT PLAN – student

In this section you should identify areas for potential development in relation to your

assessments and overall professional development.

Domain 1: Professional Values Domain 2: Communication and Interpersonal Skills Domain 3: Nursing Practice and Decision-making Domain 4: Leadership Management and Team Working

Any other thoughts?

Date __/__/__ Student’s Signature: Mentor’s Signature:


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YEAR 2: Specialist services for infants, children and young people-CHN 08 112 PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)







Placement Type: Please circle Community/Specialist

Link Lecturer Name:






on/default.aspx





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In relation to the care area that you are about to enter, identify any related learning from the trimester 1+2 theory modules that would support your learning within this care environment. Identify clear learning outcomes for this placement.

In relation to the care area that you are about to enter, identify any related learning from the Preparation for Practice classes that would support your learning within this care environment. Identify clear learning outcomes for this placement.

Mentor – please sign to confirm that the pre-placement learning activities have been completed by the student Date __/__/__



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Mentor 1

Name................................................................. Signature: ..............................................


Email address...................................................

Mentor 2

Name................................................................. Signature: ..............................................


Email address...................................................






Date achieved


Date achieved



Date achieved



Date achieved


Date achieved


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Date __/__/__





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INTERIM REVIEW OF PROGRESS – mentor

Specialist services for infants, children and young people-CHN 08 112

This section should only be completed if the mentor has highlighted any concerns regarding the student’s progress. If any concerns are highlighted these should be addressed with the students and link lecturer. An action planned to retrieve any outstanding concerns must be documented and agreed by all parties:

Date __/__/__

Student’s Signature: Mentor’s Signature: Link Lecturer Signature:


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MODULE LEARNING OUTCOMES



Under supervision, the student will: LO1: Develop insight into the application of child health policy within specialist children services. LO2: Demonstrate effective communication through the use of interpersonal skills in a variety of specialist care settings LO3: Participate in care planning and delivery for children and young people in partnership with professionals from a range of statutory and voluntary agencies. LO4: Utilise a problem solving approach to implement and evaluate evidence based care for children and families receiving specialist services. LO5: Gain an appreciation of potential barriers to the achievement of policy recommendations for infants, children and young people’s services in contemporary health care settings. LO6: Participate in specialist health care delivery for infants, children and young people, under indirect supervision of the mentor, and in accordance with NMC Code (2008). Mentor - Overall Comment:


Date __/__/__




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The NMC (2010) Standard 5.3.246 states that: “Programme providers must ensure that two

progression points, normally separating the programme into three equal parts”. Edinburgh

Napier University has these progression points at the end of year 1 and year 2 where the

mentor will be expected to confirm by that the student has achieved the first and second

modules’ learning outcomes and therefore, has demonstrated competency at the desired

level. The mentors will then sign to confirm this.






46 Nursing and Midwifery Council (2010) Standards for pre-registration nursing education, NMC, London 47 NMC (2010) Standards for Pre-Registration Nursing Education R1.2

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Any other thoughts?



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YEAR 2

SUMMATIVE assessment of performance & Statement of Competence Please ensure that you consider the statements made within the Part 1 assessment of competence

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STUDENT NAME:


END OF YEAR 2 STATEMENT OF COMPETENCE

I, (PLEASE PRINT NAME) ...........…………………................................................ (MENTOR)


has achieved all of the requirements for the second year of the NMC EDINBURGH NAPIER UNIVERSITY approved programme. This includes the competencies, ESC, learning activities, so fulfilling the NMC requirements for entry to Year 3 of the programme and is fit for safe and effective practice commensurate with the level expected by the end of the second year of the programme.

MENTOR SIGNATURE …………………………………….

DATE …………………………………



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YEAR 3


Nursing Practice 5a: Child health nursing in diverse environment

The 5 week diverse practice placement will provide the student with the opportunity to

develop independence in practice, consolidating learning from previous experience gained

through the child health programme. The range of placement streams for the 5 week

placement includes Neonatal Care, PICU, A&E, Theatre, and Oncology.

Nursing Practice 5b: Elective nursing practice

During this 4 week placement the student will spend time in a self selected care area in a

national/international setting and this learning is not documented within this booklet. The

paperwork for this learning experience is held in a different booklet which the student can

produce when requested.

Nursing Practice 6: Progression and consolidation of child health nursing practice

Within this 12 week practice placement the student will care for infants, children, young

people and their family whilst continuing to gain competence in the core child health

nursing skills. Working alongside a sign off mentor the student will have the opportunity to

develop greater independence in practice; this will include learning from experience

reflection, organising personal workload and supporting junior students. The student will

demonstrate decision making skills relating to the management and delivery of care in

partnership with infants, children/young people and families.

PLEASE ALSO CONSIDER ALTERNATIVE LEARNING EXPERIENCES WITHIN EACH

PLACEMENT

Student Please Complete:

N.B. Some students within Edinburgh Napier University undertake their studies for Nursing Practice 7 out-with the United Kingdom. The ERASMUS programme utilises modified paperwork and therefore, NP 7 will remain blank. Paperwork will however be held be the student to present to the Sign-Off Mentor during the final placement.

ERASMUS EXCHANGE PROGRAMME UNDERTAKEN

YES / NO (please circle)

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YEAR 3: Child health nursing in diverse environments-CHN 09 114 PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)







Placement Type:

Link Lecturer Name:



Prior to the commencement of each placement the student should:



on/default.aspx

3. Outline some of the key challenges faced by the community nurse:




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In relation to the care area that you are about to enter, identify any related learning from the trimester 1 theory modules that would support your learning within this care environment.




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Mentor 1

Name................................................................. Signature: ..............................................


Email address...................................................






Date achieved


Date achieved



Date achieved



Date achieved


Date achieved


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Child health nursing in diverse environments-CHN 09 114

This section should only be completed if the mentor has highlighted any concerns regarding the student’s progress. If any concerns are highlighted these should be addressed with the students and link lecturer. An action planned to retrieve any outstanding concerns must be documented and agreed by all parties:

Date __/__/__



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LO1: Demonstrate safe, effective and evidenced based practice.

LO2: Contribute to the care of infants, children, young people and families in a specialised area, demonstrating practice based on the best available evidence.

LO3: Critically reflect on the role of the child health nurse with other members of the multidisciplinary team, and service user/carer involvement working to provide care and support in specialist services.



Date __/__/__





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YEAR 3

ELECTIVE NURSING PRACTICE-NUR 09 115

Practice: Elective Nursing Practice

During this placement the student will spend time in a self selected care area in a

national/international setting and this learning is not documented within this booklet.

The paperwork for this learning experience is held in a different booklet which the student

can produce when requested.

The Learning outcomes for this module are:

1. Demonstrate the ability to work in partnership with other health care professionals to meet needs of clients / patients

2. Negotiate a learning contract with mentor which will guide experience and enhance personal and professional development

3. Critically reflect on experience which takes account of social and cultural diversity

4. Contribute to a peer assessed presentation.

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Section 4

Final learning experience

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YEAR 3: Progression and consolidation of child health nursing practice- CHN 09 115 PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)







Placement Type:

Link Lecturer Name:






on/default.aspx





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In relation to the care area that you are about to enter, identify any related learning from the undergraduate programme that would support your learning within this care environment.




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Mentor 1

Name................................................................. Signature: ..............................................


Email address...................................................






Date achieved


Date achieved



Date achieved



Date achieved


Date achieved


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Progression and consolidation of child health nursing practice- CHN 09 115


Date __/__/__



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MODULE LEARNING OUTCOMES Progression and consolidation of child health nursing practice- CHN 09 115 Please indicate the degree to which the student has met the Learning Outcomes specified for the completion of the module? LO1: Demonstrate knowledge and skills in the delivery of care for infants, children, young people and families, taking cognisance of core values such as personal integrity and the best interests of the individual. LO2: Contribute effectively to care, utilising safe and compassionate communication while providing culturally sensitive service user and carer informed individualised care. LO3: Based on best evidence available, deliver safe and effective care, demonstrating skills and attributes commensurate with registration LO4: Using a critical, problem solving approach, demonstrate dynamic leadership skills in the provision of high quality care. LO5: Critically reflect on how future child health services may be managed and delivered, with reference to current and anticipated societal changes. LO6: Engage in effective team working by demonstrating key skills such as communication and decision making to ensure positive outcomes for infants, children and young people, and to promote seamless transition within and between services. HAI Learning Outcomes:

Please circle IF achieved and SCORE THROUGH IF not completed and initial

8-10



Date __/__/__





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Progression and consolidation of child health nursing practice- CHN 09 115







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Section 4

Sign-off-Mentor Guidance

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RECORD OF STUDENT AND SIGN-OFF MENTOR MEETINGS DURING THE PRE-

REGISTRATION CONSOLIDATION MODULE

In order to ensure public protection, the Nursing and Midwifery Council (NMC) needs to be

assured that students have been assessed and signed off as being capable of delivering

safe and effective practice at the end of their programme. Following the publication of the

NMC standards to support learning and assessment in practice (2006, 2008), a Sign-Off

Mentor, who has met additional criteria, must make the final assessment of practice and

confirm to the NMC that the required proficiencies for entry the register have been

achieved.

The NMC identified that a Sign-Off Mentor should meet the following criteria:

Be an experienced mentor, identified on the local database, on the same part (or

sub part) of the register and working in the same field (branch) of practice as that in

which the student intends to achieve registration.

Have clinical currency and capability (experienced nurse within the area of practice

and clinically up to date)

Have a working knowledge of current programme requirements, practice

assessment strategies and relevant changes in education and practice for the

student they are assessing.

Have an in-depth understanding of their accountability to the NMC for the decision

they make to pass or fail a final placement student when assessing their proficiency

at the end of a programme.

This standard applies to all learners undertaking an NMC approved programme, whose

programmes commenced after September 2007. Applying this requirement, all pre-

registration nursing and midwifery students on the three year programme will require a

SOM in their final pre-registration (consolidation) placement from June 2010.

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The SOM may be the student’s only mentor on their final placement or the student may be

allocated to a mentor as well as an SOM. This will be decided locally. The NMC suggests

that the SOM should have one hour per week of protected time (pro rata) during the

placement experience to effectively undertake the student’s assessment and provide a

reliable, valid and comprehensive assessment of the student’s proficiency and suitability for

entry to the register. The SOM should utilise a range of evidence to support their decision

making:-

Review the student’s Learning Development Plan for the placement and the

previous mentor’s reports

Observe demonstration of appropriate professional behaviours and attitudes

Observe episodes of care delivery, care management and practical skills

Review the student’s record-keeping and documentation

Assess the student’s ability to reflect on their own performance

Assess achievement of final placement learning outcomes

Utilise the feedback and testimony of others who work with and supervise the

student e.g. Mentor, mentoring team, MDT, other professionals, patient/client /carers

etc.

The final summative assessment of competence draws on evidence of assessment over a

sustained period of time. This information should be made available to the SOM to allow

them to view the content of all previous mentors’ assessments. This process allows the

SOM to make a judgement on the student’s suitability for entry to the register based on

their progress over the entire period of their programme.

As a sign off mentor (SOM) the qualified practitioner is signing the final practice learning

area documentation to state that they have assessed the student’s practice performance,

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reviewed a range of relevant evidence provided and are able to confirm that the learner has

demonstrated to them that they meet the competencies to undertake the role of a newly

registered nurse52. This assessment, in conjunction with the verification from the HEI that

the student has achieved the academic components of their programme, enables them to

enter the NMC register. As with any mentoring/assessing relationship, it is essential that

any concerns about the student’s progress and performance identified during the

placement period, are brought to the attention of the Link Lecturer and PEF as soon as

possible to obtain support and advice.

In order to monitor the student’s progress during their consolidation practice learning

experience, it is suggested that a minimum of 3 meetings should take place during

the placement between the sign-off mentor and the student. These meetings with the

student should take place at the beginning, midway through and at the end of the

placement. The following structure should be used to record these meetings and record

notes on the student’s progress which will assist the SOM’s decision making and aid the

student development.

52 NMC (2010) Standards for Pre-Registration Nursing Education R7.1 /7.11 / 712

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Name of Student Name of Sign off Mentor

Date of Initial Meeting Date of Midway Meeting

Date of Final Meeting

Student Signature......................................................................................

Sign-off Mentor Signature.....................................


Student Progress: Comments:



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STUDENT NAME:


FINAL STATEMENT

I, (PLEASE PRINT NAME) ...........…………………................................................ (SIGN-OFF MENTOR)


has achieved all of the requirements for the NMC EDINBURGH NAPIER UNIVERSITY approved programme. This includes the competencies and module learning outcomes (theory and practice), so fulfilling the NMC requirements for entry to the register (RN Child health) and is fit for safe and effective practice commensurate with the level expected of a newly registered RN Child Health.

SIGN-OFF MENTOR SIGNATURE …………………………………….

DATE …………………………………


Total number of hours worked with student for sign-off activities: ………….

Signature of Sign-Off Mentor: ……………………………………………

FINAL ASSESSMENT

(Completed by Sign-Off Mentor)

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Section 5

Collation Sheet:

Health Associated Infection

Safe Medicate

Manual Handling

Managing Violence and Aggression (CALM)

For university use only

It should be noted that all documentation related to the above packages are achieved

at designated stages throughout the students programme and are collated and

transcribed onto this sheet.

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Year 1- Health Associated Infection: Learning Package

Unit 1 Achieved: Yes / No Signed: Unit 2 * Achieved: Yes / No Signed: Unit 3 Achieved: Yes / No Signed:

*With exception to unit 2a which will be achieved in 2nd year hospital setting. If all units not completed, please detail actions taken- Action: Signature: Date: Year 2- Health Associated Infection: Learning Package

Unit 4 Achieved: Yes / No Signed: Unit 5 Achieved: Yes / No Signed: Unit 6 Achieved: Yes / No Signed: Unit 7 Achieved: Yes / No Signed: If all units not completed, please detail actions taken- Action: Signature: Date: Year 3- Health Associated Infection: Learning Package

Unit 8 Achieved: Yes / No Signed: Unit 9 Achieved: Yes / No Signed: Unit 10 Achieved: Yes / No Signed:

If all units not completed, please detail actions taken- Action: Signature: Date:

HAI: Edinburgh Napier University Use ONLY

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Year 1- Safe Medicate Practice Modules

Module1

Module 2

Module1 Achieved: Yes / No Signed: Module 2 Achieved: Yes / No Signed:

If all units not completed, please detail actions taken- Action: Signature: Date: Year 2- Safe Medicate Practice Modules

Module 3 Module 4

Module 3 Achieved: Yes / No Signed: Module 4 Achieved: Yes / No Signed: If all units not completed, please detail actions taken- Action: Signature: Date: Year 3- Safe Medicate Practice Modules

Module 5 Module 6

Module 5 Achieved: Yes / No Signed: Module 6 Achieved: Yes / No Signed:

If all units not completed, please detail actions taken- Action: Signature: Date:

Safe Medicate: Edinburgh Napier University Use ONLY

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Year 1- Manual Handing

Year 1 Induction Achieved: Yes / No Signed: OSCA Achieved: Yes / No Signed:

If all components are not completed, please detail actions taken- Action: Signature: Date: Year 2- Manual Handing

Year 2 ½ day update Achieved: Yes / No Signed: If the component is not completed, please detail actions taken- Action: Signature: Date: Year 3- Manual Handing

Year 3 ½ day update week 6 Achieved: Yes / No Signed: ½ day update week 11 Achieved: Yes / No Signed: Competence Activity Achieved: Yes / No Signed:

If all components are not completed, please detail actions taken- Action: Signature: Date:

Manual Handling

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Year 1- CALM

Year 1 Induction Achieved: Yes / No Signed: If the component is not completed, please detail actions taken- Action: Signature: Date: Year 3- CALM

Year 3 Update Achieved: Yes / No Signed:

If the component is not completed, please detail actions taken- Action: Signature: Date:

Managing Violence and Aggression (CALM)

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Section 6 Alternative Learning Experiences Collation Sheet

Mental Health

Learning Disability

Adult with physical health care needs

Long Term Conditions

Physical Health Conditions

Maternal health needs

It should be noted that these Learning Outcomes are achieved throughout the students programme wherever the opportunity presents

itself and, are and are collated yearly and transcribed onto this sheet.


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PEOPLE WITH MENTAL HEALTH NEEDS

For use by Edinburgh Napier University Staff Only:

Signed as Achieved Date

1. Use basic mental health skills to reduce the distress associated with mental health problems and help promote recovery.

2. Act promptly to reduce the risk of harm in a crisis and to protect people who are vulnerable.

3. Have a basic understanding of mental health promotion, the links between physical and mental health problems and the aetiology and treatment of common mental health problems.

4. Appreciate the impact of mental health problems and distress on a person’s cognition, communication, behaviour, lifestyle and relationships.

5. Be aware of the main provisions of mental health laws, especially those relating to capacity, human rights and safeguarding.

6. Recognise and address people’s essential mental health needs when these exist alongside other primary health needs.

7. Work and communicate with others to maintain continuity in meeting mental health needs in long term conditions.


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PEOPLE WITH LEARNING DISABILITIES

For use by Edinburgh Napier University Staff Only


1. Recognise and respond to the needs of people with learning disabilities who come into their care.

2. Maintain continuity of care to meet pre-existing intellectual, physical and emotional needs.

3. Understand the prevention, effects, and treatment of common health problems; the links between learning disabilities and physical and mental health.

4. Ensure that they have access to health and social care networks and specialist services to provide support and protect people who are vulnerable.

5. Actively listen, provide information, and involve people with learning disabilities in decision-making, including agreeing reasonable adjustments to minimise disruption to their usual way of life, and promote their autonomy, wellbeing and social inclusion.

6. Work with families, carers, support networks and, where necessary, specialist advocates: to address people’s needs.

7. Use effective communication and active involvement in decision making about treatment options taking into account the person’s wishes


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ADULTS WITH PHYSICAL HEALTH CARE NEEDS



1. Recognise common physical health conditions of children, adults and older people who come into their care

2. Care of someone who becomes acutely physically ill or is injured

3. Make a baseline physical health assessment, monitor their condition, and recognise and respond to any deterioration.

4. Provide safe immediate physical care, treatment or fist aid and obtain emergency help where needed.

5. Use direct care skills to meet basic and complex physical needs which exist alongside a primary mental health problem or learning disability, including those requiring long-term or palliative care. This includes help with breathing, positioning, mobility, hygiene, temperature control, fluid maintenance, nutrition and elimination.

6. Safely use medical devices to assess and provide physical care or treatment, including those for moving and positioning, infection prevention and control, feeding, maintaining hydration, elimination, managing pain, wound care, and safe administration of medicinal products.

7. Seek expert advice or support where needed to ensure ongoing safe, effective and evidence based care or when assessing specialist services.


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MEETING THE NEEDS OF PEOPLE WITH A LONG TERM CONDITION, FOR

EXAMPLE WHERE COGNITIVE IMPAIRMENT IS A SYMPTOM: For use by Edinburgh Napier University Staff Only


1. Understand the unique needs of the person with cognitive impairment, including dementia and delirium, and respond with person centred care, empathy, compassion, dignity and respect.

2. Know the main types and causes of cognitive impairment (where appropriate) and their likely impact on mental and physical health.

3. Be aware of the legislation relating to mental health, capacity, human rights and safeguarding individuals.

4. Use evidence-based approaches, including psychological therapies, and appropriate medication to promote continuity and meet pre-existing intellectual, physical and emotional needs.

5. Be aware of the communication needs of people with cognitive impairment.

6. Actively involve the person and their family in decisions about reasonable adjustments and managing risk that will help minimise the disruption to their lifestyle, where appropriate, and promote their autonomy, wellbeing and inclusion.

7. Avoid assumptions, and work with people, families and carers and through other networks to choose the care and treatment options that reflect the person’s wishes, lifestyle and their capacity for consent.

8. Seek advice from specialists skilled in managing more complex and challenging needs, for example, behaviour, memory, sleep, continence, fluid maintenance, nutrition, communication and pain management

9. Enable people to function at their full potential for as long as possible

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For university use only MATERNAL HEALTH NEEDS



1. Understand and meet the essential needs of pregnant or postnatal women in relation to a coexisting physical condition, mental health problem or learning disabilities.

2. Recognise major risks and act quickly in an emergency to get expert help.

3. Have a broad understanding of the physical and psychological effects of pregnancy, childbirth and the postnatal period.

4. Have a clear understanding of the role of the midwife and midwifery care and be able to work in partnership with midwives and other professionals to achieve the best outcomes for pregnant and postnatal women and babies in their care.


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Section 7: Programme Information

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Exemplar BN Child Health (3 year) September 2011-2015 Provisional programme: The University reserve the right to make amendments to the programme Year 1 Weeks highlighted red indicate study/reflection days on Week 1 Info: Tri 3: Student Portal

Trimester 1 Trimester 2 Trimester 3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 IT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 IT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 IT

10.0

9.1

2

17.0

9.1

2

24.0

9.1

2

01.1

0.1

2

08.1

0.1

2

15.1

0.1

2

22.1

0.1

2

29.1

0.1

2

05.1

1.1

2

12.1

1.1

2

19.1

1.1

2

26.1

1.1

2

03.1

2.1

2

10.1

2.1

2

17.1

2.1

2

24.1

2.1

2

31.1

2.1

2

07.0

1.1

3

14.0

1.1

3

21.0

1.1

3

28.0

1.1

3

04.0

2.1

3

11.0

2.1

3

18.0

2.1

3

25.0

2.1

3

04.0

3.1

3

11.0

3.1

3

18.0

3.1

3

25.0

3.1

3

01.0

4.1

3

08.0

4.1

3

15.0

4.1

3

22.0

4.1

3

29.0

4.1

3

06.0

5.1

3

13.0

5.1

3

20.0

5.1

3

27.0

5.1

3

03.0

6.1

3

10.0

6.1

3

17.0

6.1

3

24.0

6.1

3

01.0

7.1

3

08.0

7.1

3

15.0

7.1

3

22.0

7.1

3

29.0

7.1

3

05.0

8.1

3

12.0

8.1

3

19.0

8.1

3

26.0

8.1

3

02.0

9.1

3

Continuin

g W

eek 1

Theory:

NUR07103 Theory & Skills Applied to Nursing NMS07100 Perspectives of Health and Professional Practice NMS07102 Social Sciences applied to Nursing/Midwifery

NMS07101 Life Sciences applied to Nursing/Midwifery

Exam

Weeks

Xmas

Holiday

Th

eo

ry:

CH

N07104

Pre

para

tion for

Pra

ctic

e Practice: School

Nurse OR Health Visitor

CHN07105

Practice: Health Visitor OR School

Nurse CHN07105

Th

eo

ry:

CH

N07104

Holis

tic

Pers

pect

ives

on t

he

Develo

pm

ent

of

Infa

nts

, Child

ren a

nd

Young P

eople

Easter

Holiday

Th

eo

ry:

CH

N07104

Holis

tic

Pers

pect

ives

on t

he

Develo

pm

ent

of

Infa

nts

, Child

ren a

nd

Young P

eople

Exam

Week

Practice: Nursery OR

Antenatal/Post Natal/Comm Mid

CHN07106

Practice: Antenatal/Post

Natal/Comm Mid OR Nursery OR

CHN07106

Pro

cess

ing W

eek

Summer

Holidays Study Leave

Exam

Week

Inte

r Trim

est

er

Week

Practice:

Nursery OR Antenatal/Post

Natal/Comm Mid CHN07106

Practice:

Antenatal/Post Natal/Comm Mid

OR Nursery OR CHN07106

Practice: School Nurse

OR Health

Visitor CHN07105

Practice: Health

Visitor OR School Nurse

CHN07105

Year 2 Weeks highlighted red indicate study/reflection days on Week 1 Info: Tri 3: Student Portal Trimester 1 Trimester 2 Trimester 3

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 IT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 IT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 IT

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Continuin

g W

eek 1

Theory: CHN08108

CHN08111

Pre

p P

ract

ice

Practice:

CHN08113

Theory

Cont

Exam

Weeks

Xmas Holiday

(tbc)

Inte

r Trim

est

er

Week

Continuin

g W

eek 1

Theory: CHN08109

CHN08110

Practice:

CHN08113

Th

eo

ry C

on

t Easter

Holiday (tbc)

Easter 20 Apr

Exam

Weeks

Inte

r Trim

est

er

Week

Pre

para

tion f

or

Pra

ctic

e

Practice: CHN08112

Specialist Nurse

Study Leave + 3 weeks

annual leave Exam

Weeks

Inte

r Trim

est

er

Week

Study Leave + 3 weeks annual leave

Practice: CHN08112 Specialist Nurse

Year 3 Weeks highlighted red indicate study/reflection days on Week 1 Info: Tri 3: Student Portal Trimester 1 Trimester 2 Trimester 3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 IT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 IT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 IT

08.0

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4

15.0

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22.0

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29.0

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20.1

0.1

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27.1

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10.1

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17.1

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24.1

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01.1

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08.1

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22.1

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29.1

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Continuin

g W

eek 1

Theory:

CHN09113 Perspectives on Vulnerability in Childhood

NMS09138 Advancing Practice Through Research.

+ Option module from the Option rich or co-curricular modules

Exam Weeks

Xmas

Holiday (tbc)

Inte

r Trim

est

er

Week

Pre

para

tion for

Pra

ctic

e

Practice: CHN09114 Child Health Nursing in Diverse Environments

Practice: NUR09115 Elective

Nursing Practice Stu

dy

Week

Easter Holiday

(tbc)

Easter 5 Apr

Th

eo

ry:

NU

R09116

Ach

ievin

g

Pro

fess

ionalis

m

Exam Weeks

Pre

para

tion for

Pra

ctic

e

Practice:

CHN09115 Progression & Consolidation of Child Health Nursing Practice

Pro

cess

ing W

eek

Summer Holidays

Practice: NUR09115 Elective

Nursing Practice Stu

dy

Week Practice: CHN09114

Child Health Nursing in Diverse Environments

Theory: NUR09116 Achieving Professionalism

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Reporting a Cause for Concern in Placement Identified by a Student This flow chart is designed to help students to resolve concerns identified within the allocated clinical placement. The process of addressing and managing concerns is part of the learning process and will be supported

It is recognised that students may encounter difficulties, dissatisfaction or concern with the following: Learning opportunities and availability Teaching Feedback Perceived unfairness and subjectivity Learning culture Health and safety Students who have concern within a placement are advised to take action immediately by following the process below. In the first instance students are encouraged to raise concerns with members of the practice team. It is anticipated that the majority of issues will be resolved with the support of members of the practice team. However, where cause for concern regards patient safety or perceived serious misconduct it is recognised that students may need additional support. Students are encouraged to discuss such matters immediately with the placement link lecturer or their Personal development tutor (or equivalent) at the earliest opportunity. Stage 1: of the process is normally adopted to address an issue relating to mentoring and support of the student in practice placements Stage 2: of the process is normally instigated when issues have arisen in stage 1 that have not been able to be resolved and further assistance is required to address the concern. Stage 3: of the process should be instigated when the cause for concern relates to patient safety/ care or staff safety issues or other serious misconduct issues that are not resolvable or it is inappropriate to adopt stage 1 or stage 2. Resolution:

Students should be offered an opportunity to reflect on the event and identify new learning as a result of the experience. Good practice would suggest that mentors, clinical managers and Practice education facilitators involved in the issue should also receive feedback on the outcome of the concern, how the issue was resolved and any suggestions for future practice arising as a result of the investigation, in order to close the audit loop and reduce the risk of similar problems arising in the future. Abbreviations: LL: Link Lecturer or equivalent

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STAGE

Student raises concern

No further action required

Concern Resolves and discussed with PEF / LL

Cause for concern regards

patient safety/care or other

serious misconduct

Refer to Link lecturer/ Personal Tutor

Go to STAGE 3

Concern relates to mentor relationship/

standard of mentoring/ learning opportunities

Student discusses and seeks resolution with mentor

Concern

Continu

es

Go to

STAGE 2

Concern Resolves

No further action required on placement

Student is informed of the

outcome has opportunity to

reflect on experience

Concern

Continue

s

Student raises concern with placement manager/charge nurse

Student raises concern with LL/PEF

LL/LP liaison with PEF/Practice manager and investigation of issue

Student concern unresolved

PEF/ PM devise an action plan with recommendations to resolve student concern

LL/LP and PL consider student concern, report on

recommendations and agree that action may lead to:

Change of placement. Inform placement co-ordinator and student personal development tutor (or equivalent).

Report on issue developed

Student is informed of the outcome and has opportunity to reflect on experience

Resolves issue to

satisfaction of all parties

No further action

Student has opportunity to reflect

on experience

Placement requiring additional support or action

via PEF, LL/LP, Practice Placement committee

Report on issue developed

Cause for concern regards staff or

patient safety /care or other serious

misconduct

STAGE 2

STAGE 3

Take action to ensure that student and patient safety

maintained in clinical environment e.g. additional support

for student or remove student from practice location.

Appointment made to meet with Practice

Manger / Charge Nurses as soon as feasible Student writes a report on incident with support of LL/ PDT

Liaison between LL/LP / PM and / or PEF

Report to Practice Placement committee: Report to Chief Nurse/ Manager in

area/NMC (if appropriate)

Assessment of concern made by LL/ PDT investigation and decision made to:

Refer to LL/LP/ PDT or HOD / Programme Leader/ Pastoral Care Advisor

Liaise with mentor, PM and student

Student encouraged to discuss cause for concern with mentor

Concern Resolved

No further action required

Student is informed of the outcome

and has opportunity to reflect on

Concern continues

LL/LP PEF & Student raises concern with PM

Concern Resolved

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Section 8 a Additional Placement Learning and Assessment

Action plan: to be utilised when:

Students have not achieved the level of competency within practice expected by the

mid-way stage of their learning experience

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Action plan: Domain 1: Professional Values (Please comment on Domain 1 competencies e.g. professional behaviour and attitude; conduct performance and ethics; recognising own abilities and limitations; respects confidentiality) Domain 2: Communication and Interpersonal Skills (Please comment upon Domain 2 competencies e.g. engagement and development of therapeutic/helping relationship; assessment of holistic needs of patients/clients; rationalising the provision of care) Domain 3: Nursing Practice and Decision-making (Please comment on Domain 3 competencies e.g. ability to protect the public through creating and maintaining a safe environment; demonstration of key skills of literacy, numeracy and problem solving) Domain 4: Leadership, Management and Team Working (Please comment on Domain 4 competencies e.g. issues such as demonstrating a continuing commitment to working within a team; awareness of leadership/management; demonstrating initiative; prioritising care needs)

The Action Plan has been discussed and agreed between student and mentor Student Signature: ..................................................................... Mentor Signature.......................................................................


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Action plan:

Domain 1: Professional Values (Please comment on Domain 1 competencies e.g. professional behaviour and attitude; conduct performance and ethics; recognising own abilities and limitations; respects confidentiality) Domain 2: Communication and Interpersonal Skills (Please comment upon Domain 2 competencies e.g. engagement and development of therapeutic/helping relationship; assessment of holistic needs of patients/clients; rationalising the provision of care) Domain 3: Nursing Practice and Decision-making (Please comment on Domain 3 competencies e.g. ability to protect the public through creating and maintaining a safe environment; demonstration of key skills of literacy, numeracy and problem solving) Domain 4: Leadership, Management and Team Working (Please comment on Domain 4 competencies e.g. issues such as demonstrating a continuing commitment to working within a team; awareness of leadership/management; demonstrating initiative; prioritising care needs)

The Action Plan has been discussed and agreed between student and mentor Student Signature: ..................................................................... Mentor Signature.......................................................................


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Section 8b

Additional Placement Learning and Assessment

Additional Placement Documentation: to be utilised when:

Students have failed to complete a work-based learning experience

Students have not achieved the level of competency required and therefore are

undertaking a re-assessment

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ADDITIONAL ASSESSMENT PAPERWORK 1

YEAR: LEARNING EXPERIENCE:








Placement Type:

Link Lecturer Name:






on/default.aspx





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In relation to the care area that you are about to enter, identify any related learning from the trimester 1 theory modules that would support your learning within this care environment. Please note your thoughts below:




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Mentor 1

Name................................................................. Signature: ..............................................


Email address...................................................

Mentor 2

Name................................................................. Signature: ..............................................


Email address...................................................






Date achieved


Date achieved



Date achieved



Date achieved


Date achieved


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Mentor and student discussion to consider: Previous clinical experience and evidence of achievement from previous

reports (Ongoing Attainment Record) Student strengths and learning needs Learning Plan developed from previous placement Learning opportunities available within this clinical environment The availability of experiences that will meet the NMC “Alternative Learning



Date __/__/__





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INTERIM REVIEW OF PROGRESS - mentor


Date __/__/__



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To be inserted BY STUDENT:

HAI Learning Outcomes:

Please INDICATE ANY ACHIEVED and initial


Achieved/Not Achieved (please circle)

Date __/__/__





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Domain 1: Professional Values





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Any other thoughts?

Date __/__/__



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