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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

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

    2

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

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

    4

    Section 1 Introduction to 2011 Curriculum

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

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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=1914http://staff.napier.ac.uk/faculties/fhlss/mentorcentre/Pages/MentorCentre.aspx

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

    6

    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 childrens health than any other client group. Programme providers, however must

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

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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

    parts12. 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 students 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 students 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 students 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 students 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 students

    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:

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

    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

    http://staff.napier.ac.uk/services/sas/Regulations/Pages/Regulations.aspxhttp://staff.napier.ac.uk/faculties/fhlss/mentorcentre/Pages/MentorCentre.aspx

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

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

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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 students 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 students

    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 students 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 students 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

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

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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:

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

    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 students 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.aspxhttp://staff.napier.ac.uk/faculties/fhlss/mentorcentre/Pages/MentorCentre.aspxhttp://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 students 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 students 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 Childrens services NP3

    Specialist /Community

    Childrens

    Services

    NP4

    Year 3: Hospital Childrens Services-Diverse NP5a

    Elective NP5b

    Hospital Childrens 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 students 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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    [Type text] [Type text]

    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.aspxhttps://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

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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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 __/__/__

    Students Signature: Mentors Signature:

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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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: ..............................................

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

    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

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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    [Type text] [Type text]

    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 __/__/__

    Students Signature: Mentors Signature:

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

    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 students progress in attaining all aspects of the Competency Booklet:

    Date __/__/__

    Students Signature:

    Mentors Signature:

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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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)

    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.aspxhttps://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

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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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 __/__/__

    Students Signature: Mentors Signature:

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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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: ..............................................

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

    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

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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    [Type text] [Type text]

    INDUCTION TO PRACTICE LEARNING ENVIRONMENT (WITHIN FIRST 48 HOURS37)

    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 __/__/__

    Students Signature: Mentors Signature:

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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

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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 __/__/__

    Students Signature:

    Mentors Signature

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

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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    FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE mentor

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

    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

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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

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    REFLECTIVE ACCOUNT - Student

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

    Students Signature . Date: __/__/__

    Mentors Signature...................................... Date: __/__/__

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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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)

    Student Name: Intake:

    Matriculation Number: Year:

    Placement Area: Telephone Number:

    Start date: Finish date:

    Personal Development Tutor: Reflective Group:

    Please identify placement:

    Placement Type: Midwifery/Nursery

    Link Lecturer Name:

    Practice Education Facilitator Name:

    PRE-PLACEMENT LEARNING ACTIVITIES

    Prior to the commencement of each placement 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 the role the health centre plays in the local community:

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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

    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 __/__/__

    Students Signature: Mentors 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: ..............................................

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

    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 HOURS39)

    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

    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 __/__/__

    Students Signature:

    Mentors Signature

    39 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

    Midwifery/Nursery)

    Please consider the students progress in attaining all aspects of the Competency Booklet:

    Date __/__/__

    Students Signature: Mentors Signature:

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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)

    Student Name: Intake:

    Matriculation Number: Year:

    Placement Area: Telephone Number:

    Start date: Finish date:

    Personal Development Tutor: Reflective Group:

    Please identify placement:

    Placement Type: Midwifery/Nursery

    Link Lecturer Name:

    Practice Education Facilitator Name:

    PRE-PLACEMENT LEARNING ACTIVITIES

    Prior to the commencement of each placement 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 the role the health centre plays in the local community:

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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

    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.

    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 __/__/__

    Students Signature: Mentors Signature:

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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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: ..............................................

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

    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 HOURS40)

    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

    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 __/__/__

    Students Signature:

    Mentors Signature

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

    PLEASE PHOTOCOPY THIS PAGE FOR SUBMISSION

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

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

    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 familys 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

    Mentor - Overall Comment:

    Pass / Fail (please circle)

    Date __/__/__

    Students Signature:

    Mentors 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

    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.

    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 role42.

    Domain 2: Communication and Interpersonal Skills

    Domain 3: Nursing Practice and Decision-making

    Domain 4: Leadership Management and Team Working

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    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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    REFLECTIVE ACCOUNT - Student

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

    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?

    Students Signature . Date: __/__/__

    Mentors 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 YE