1

School of Healthcare

Faculty of Medicine and Health

Practice Learning Partner Handbook

BSc (Hons) Nursing (Adult, Mental Health and

Child), Apprentice Nurse Degree (AND), the

Nursing Associate (TNA) Apprentice and

Midwifery

Academic Year: 2019/20

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Contents Introduction ............................................................................................................................................ 4

The NMC Future Nurse Standards (NMC 2018) ...................................................................................... 4

Main changes to the Mentor role ........................................................................................................... 6

Roles involved in the SSSA ...................................................................................................................... 6

Definitions: .......................................................................................................................................... 6

• Practice Assessor (PA) ............................................................................................................. 6

• Practice Supervisor (PS) .......................................................................................................... 6

• Academic Assessor (AA) .......................................................................................................... 7

• NP ............................................................................................................................................ 7

Planning for your Student ....................................................................................................................... 7

Reasonable adjustment .......................................................................................................................... 8

Independent Learning ............................................................................................................................. 8

Administration of Medicines................................................................................................................... 9

Activities that Learners must not undertake: ..................................................................................... 9

Activities that Learners can undertake: .............................................................................................. 9

Practice Allocations ............................................................................................................................... 10

Supernumerary Status and Protected Learning Time ........................................................................... 10

Practice Hours ....................................................................................................................................... 11

Attendance Monitoring ........................................................................................................................ 11

Apprentices ....................................................................................................................................... 11

All Learners ....................................................................................................................................... 12

Absence ................................................................................................................................................. 13

Annual Leave ......................................................................................................................................... 13

Practice Assessor ................................................................................................................................... 13

Practice Supervisor ............................................................................................................................... 14

Academic Assessor ................................................................................................................................ 15

Nominated Person ................................................................................................................................ 16

Overview of PS, PA, AA & NP Roles and Responsibilities...................................................................... 17

Learner’s Roles and Responsibilities ..................................................................................................... 17

Summative Assessed Placements ......................................................................................................... 18

Initial Interview ................................................................................................................................. 19

Midpoint Interview ........................................................................................................................... 19

Final Summative Interview ............................................................................................................... 20

Developmental Action Plans ................................................................................................................. 20

Service User Involvement ..................................................................................................................... 21

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Escalating Concerns .............................................................................................................................. 22

If you have concerns ......................................................................................................................... 22

Conduct/capability issues regarding an Apprentice ......................................................................... 22

Matters related to perceived unsafe or dangerous practice (all learners) ....................................... 22

Learners Raising Concerns ................................................................................................................ 22

Monitoring Concerns (process for Apprentices) ............................................................................... 23

Tripartite Meetings (for Apprentices) ............................................................................................... 23

Frequently Asked Questions ............................................................................................................... 24

Placement Evaluation ........................................................................................................................... 24

Assessor and Line Manager Support ..................................................................................................... 25

Practice Learning Facilitators ........................................................................................................ 25

Programme leaders: .............................................................................................................................. 25

Personal Tutors ................................................................................................................................. 25

Appendix 1 Programme Support Roles ............................................................................................... 27

Appendix 2 Programme Level indicators Pre –registration nurse programme ................................. 28

Appendix 3 Supporting an Underachieving Learner ........................................................................... 30

Appendix 4 Raising Concerns Flowchart (School of Healthcare Policy) ............................................. 31

Appendix 5 Managing Perceived Unsafe Practice or Risk to Learning in Practice............................. 32

Appendix 6 Record of Tripartite Meetings ...................................................................................... 33

Appendix 7 Exemplar of the Commitment Statement – FOR INFORMATION ................................... 34

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Introduction

The Future Nurse Standards1 (NMC 2018) provides an exciting opportunity for the development of key

skills and knowledge relevant to the professional role of a Registered Nurse. This Handbook is designed

to provide information for the Nominated Person (NP), Practice Assessors (PA), Practice Supervisors

(PS), and Academic Assessors (AA) about the BSc (Hons) Nursing (Adult, Mental Health and Child) and

Midwifery, Apprentice Nurse Degree (AND), the Nursing Associate (TNA) Apprentice Programme and

how it is delivered and managed. Learners are also provided with a Programme Handbook as a

comprehensive guide and they will have access to up-to-date online versions of general information

that underpins their programme of study. You can find details of all University policies and procedures

on the University website at: www.leeds.ac.uk

Practice is a fundamental part of the programme and enables undergraduate learners to apply their

knowledge in clinical settings and an aspect of the course that learners always look forward to. We

are grateful to you for supporting, facilitating and guiding learners. We hope that this will be an

enjoyable and fulfilling experience for both yourself and the learner as they progress throughout each

stage of the course towards registration. We do not expect you to support learners alone and it is

not unusual to have questions or queries about the programme, or how to complete the practice

assessment documents. The programme team are here to support you in your role, so please feel

free to contact at any time, either by telephone or by email (a full list of contact details is on page

21). Please do not forget to give us your contact details so that we can respond to you promptly.

The NMC Future Nurse Standards (NMC 2018)

We have adopted a collaborative approach to meeting the NMC Future Nurse Standards (2018) for all

NMC validated courses across the Leeds practice circuit. In particular, the Standards for Student

Supervision and Assessment (SSSA)(NMC 2018) which consider the roles of NP, PS, PA and AA. On

successful completion of the undergraduate programme, the learner will achieve either a BSc (Hons)

in Nursing (Adult or Child or Mental Health) or Midwifery or Nursing Associate with NMC registration.

The programme has been built upon the experience and needs of all involved. Learners will be

assigned to placement areas via SPARC using placement descriptors and will receive information

about the placement in the usual way

1 Future Midwife Standards expected in 2020.

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All standards are available at www.nmc.org.uk/standards/

Midwifery Standards are expected in

spring 2020

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Main changes to the Mentor role These changes apply to all learners commencing programmes on the 2018 Future Nurse standards.

This will mean for the Leeds circuit Learners who are still on the NMC (2010), Pre-registration

nursing and midwifery standards will continue to need a mentor and sign off mentor.

• NMC SLAiP standards will cease to apply for learners on approved NMC course using the 2018

Future Nurse standards.

• NMC standards for Trainee Nursing Associates have been introduced from 25th July 2019.

• For learners on the 2018 Future Nurse , Future Midwife and the Nursing Associate standards

the term ‘mentor’ will no longer be used and the traditional role of a mentor will change to

NP, PS, PA, AA. In addition;

• The sign-off mentor role will also cease.

• Practice learning and support of students will officially be the responsibility of every

registered practitioner (NMC, GMC and HCPC), as stipulated in the NMC Code (2018)

• The 40% mentor-student contact requirements will be removed

• Triennial review will no longer be a requirement, to be replaced with a reflection on

support/assessing students as part of your 3 yearly NMC re-approval.

• Other registered professionals (non-nurses / midwives) can participate in the

supervision of students

• New roles will be created called Practice Supervisor, Practice Assessor, Nominated

Person and Academic Assessor

Roles involved in the SSSA

Definitions: • Practice Assessor (PA) NMC registered (not field specific), current, suitably prepared,

supported. (Likely to be existing experienced mentors initially). Must observe learner in practice. Assess and confirm achievement. Do not supervise then assess the learner in same part. All PA’s will continue to be required to undertake an annual update. A record will be kept on your employer’s ESR system or equivalent. Learners will be allocated a PA who will identify a minimum of one PS for each student. You cannot be simultaneously the PS and PA to the same student

• Practice Supervisor (PS) Any registered professional after preparation, continuity needed to

measure learner progress. Can only contribute to the assessments of skills / outcomes and

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will feedback to Practice Assessor on the learner. You cannot be simultaneously the PS and PA to the same student.

• Academic Assessor (AA) Academic staff, NMC Registered. New for each part of programme.

Current, suitably prepared, supported, not field specific. Collate and confirm achievement in practice in conjunction with PA to enable learner to progress to next stage of the programme.

• NP Will be a nominated person for each practice setting to actively support learners and address learner concerns. Learners will be made aware of the support and opportunities

available to them within all learning environments.

Planning for your Student

Pre-placement preparation by the NP, PA, PS and AA is important to highlight areas of

strength and good practice for the learner. It also will help you to ensure that the whole team

are ready and equipped to provide good levels of support and understand the learning model of the

programme.

Below are suggested areas to consider:

- Ensure that you have a ‘Welcome Pack’ ready and that it is up to date.

- Be mindful that for some learners this will be the first time they have been in practice

or in your speciality, so they may be anxious or concerned about what they will see

and have to deal with during placement.

- Review your areas of expertise and of your colleagues and take note of the skills / role

of other members of the multi-disciplinary team that the learners could access during

the placement.

Please also note that as previously detailed:

- All learners will be supernumerary or require protected learning time (depending on

the programme) whilst undertaking an assessed placement experience

- Whilst with you as a PS or PA for the placement, the learner will be undertaking

experiences which meet the NMC Future Nurse Standards (NMC 2018). They will need

to have summative assessed placements in different placement experiences and this

will be organised through the Practice Placement Unit allocation system, SPARC. Please

note you cannot be simultaneously the PS and PA to the same student.

- Some learners will also have Spoke /Alternative short placement experiences identified

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on SPARC where the student can gain a breadth of alternative experiences to enhance

their learning.

Practice Learning

The practice placement structure is dependent on the programme the learner is studying and provides

a robust framework to support the learner developing and progressing through the programme using

a block learning model. Placements are compulsory and will take place in a variety of settings to ensure

the learner will have the placement experiences necessary to achieve the NMC Standards of the

course they are undertaking. It will be made clear to learners at the beginning of each stage of the

programme, what constitutes NMC placement hours.

All learners will have a practice assessment document with standards and skills they need to achieve

clearly identified by each stage, under supervision of the PS and /or PA. The pre-registration nursing

and apprentice nurses will use the Midlands, Yorkshire and East (MYE) Practice Assessment Document

(PAD) which is delivered electronically and incorporates the Ongoing Achievement Record (OAR). The

nursing associate programme will use the national England Nursing Associate PAD (NA PAD).

PS and PA will ensure all learning experiences are tailored to develop the Learners inclusivity,

confidence and independence and that the experiences enable the Learner to meet the standards

and skills required for that stage of the programme.

No prior competence will be assumed

All clinical competencies for clinical skills will be reassessed to the required level (these must be

recorded in the MYE Practice Assessment Document or NAPAD.

Reasonable adjustment

Where reasonable adjustments have been agreed, these adjustment must be provided in the

placement environment. In the spirit of Learner empowerment, Learners are encouraged to share

details of reasonable adjustments with their PA to enable support strategies to be put in place. The

Learner may decide that the School will undertake the notification on a need to know basis.

Independent Learning

Independent learning is an integral part of the pre-registration programmes within the context of

feedback and seeking support. Students are signposted to staff members and services offering

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support to develop their independent and proactive learning skills. The student Programme

Handbook includes templates that students can use to reflect on their learning needs and to prepare

for academic and practice support which are core concepts in developing independent learning.

Students have access to marking and expectation grids that reflect the academic expectations per

stage of the programme. This too, allows the student to anticipate their development and make

focused use of their contact with academic and placement support.

There is an expectation that students will use the available resources to achieve an optimal learning

experience.

Administration of Medicines

Activities that Learners must not undertake: - Independent administration of medicines – any administration of any medicine via any route

must be under the direct supervision of a Registered Nurse for the entire duration of the

apprenticeship and within all placements.

Activities that Learners can undertake: - Administration of Medicines under the direct supervision of a Registered Nurse - based on

the NMC guidelines (NMC-UK.org), students can participate in the administration of

medicines under direct supervision. Students should take every opportunity in their clinical

placements to gain experience in administration of medicines under supervision. This means

that whilst on a placement they must be supervised by a Registered Nurse (or Midwife) in the

administration of medicines via oral, topical, subcutaneous, inhalation and per rectum routes.

The NMC guidelines also allow Learners on pre-registered nursing programmes to be

involved, under direct supervision, in the administration of intramuscular, intra venous and

for controlled medication ,as an additional (third) signatory, to those required by two

registered practitioners. Learners must not participate in the administration of intravenous

medicines including the flushing of intravenous cannula, unless under direct supervision of

a Registered Nurse (or Midwife). TNA learners can engage in the care of patients

undergoing IV therapy, and use every opportunity to learn about this aspect of practice by

observing and supporting a Registered Nurse (or Midwife) who has undergone the

appropriate post - registration training.

- These guidelines enable learners to gain skills and competence as they progress through the

programme. However the professional responsibility for the administration of medicines

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rests with the Registered Nurse (or Midwife).

Practice Allocations As a new or existing PA, PS, or NP you may be aware that the University of Leeds hosts a dedicated

Practice Placement Unit and has extensive experience of managing and administering the placement

of over 900 learners in any one given year across a variety of placement areas. The SPARC placement

system will be utilised to ensure learners have the same opportunity for placement provision as any

other learner and you will be informed of the allocated placements in the usual way via SPARC. Usually

placements are released to the placement area 6 weeks prior for initial checking and once confirmed,

they are released to learners 4 weeks prior to the start of the placement. This information will include

practice hours for the placement and type of placements.

In order to complete the NMC Standards (NMC 2018) learners will need to undertake a variety of

placements dependant on the programme requirements and this will be organised through the

Practice Placement Unit allocation system SPARC. Assessments will need to be undertaken by a PA

with evidence presented by the PS. The status of the PA will be checked via SPARC prior to allocation

of the learner to any assessed placement.

Supernumerary Status and Protected Learning Time

Whilst Learners are undertaking any element of the programme subject to NMC requirements

(practice and theory hours), they must be supernumerary or have protect learning time, be under the

supervision of a PS and/or PA and not rostered.

Supernumerary status and protected learning time does not mean that learners are purely there to

learn through observation. Learners should be participating in direct patient care appropriate to

their level of their programme. As they progress through the programme there is an expectation that

learners will move from direct observation to minimal supervision, and finally independent practice

(indirect supervision) at the point of registration. For example, at each stage the orientation will be

different:

Part 1 - Novice

Part 2 - Care of single client & family/carer – non- complex cases

Part 3 - Care of groups of clients & families/carers and for complex cases

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Apprentice learners will also have protected learning time within their theoretical components and

these are identified within the programme handbook. – Details can be found within programme

specific assessment documents e.g. MYEPAD, NAPAD, ePAD (midwifery learners).

Practice Hours

Learners will be required to work a range of hours over a 24 hour, 7 days a week period, to ensure

learners experience the range of hours expected of registered healthcare staff. Specific guidance is

provided for learners and this can be found on the Practice Placement website:

https://medhealth.leeds.ac.uk/info/2956/information/2377/Apprentice_placement_hours

- Learners should undertake a range of shifts from the outset of their programme.

- They will work weekends and nights from the start of the course as appropriate to the

placement setting.

- Learners are expected to work day and night shifts where appropriate to their programme.

- Be aware of EU working time directives that require an 11 hour clear break between shifts,

including travelling from the end of one shift to the start of the next shift or attending

University.

- Ensure that at the start of all placements you co-ordinate your shifts with your Learner in

advance.

The number of weekends should reflect the length of the formative or summative assessed placement

and should normally be no more than 1 weekend in 3. For every 4 weeks of allocated placement the

learner is normally expected to undertake one week of night duty. The Learner is required to

undertake a range of shift patterns which might include night duty as part of the programme.

Attendance Monitoring

Apprentices In some cases learners will be apprentices who are Trust employees in such cases their attendance

will be managed in line with Trust policies, for example, apprentices will be subject to the employer’s

Attendance Management Policy, in addition to the School of Healthcare’s Policy. There will be clear

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communication between the Trusts and the School regarding absence, and this relates to both

practice and University taught sessions.

All Learners Learners on all programmes are expected to attend 100%. Attendance is monitored in the University

and within clinical practice areas, and will involve signing a register for each class/session/skills

sessions and timesheet/eRoster for practice.

Failure to attend sufficient taught or practice components could result in the learner not being able

to submit an assessment for a module or have sufficient practice hours which could have

consequences on the ability of the learner to progress and/or register. If, for untoward reasons, the

learner misses taught sessions, they would be expected to provide evidence that they have achieved

the learning outcomes for the missed session.

It is important that attendance in practice is monitored to ensure that the required practice hours set

by the professional body are completed. Attendance will be recorded on the attendance record in the

Practice Assessment Document (MYEPAD, NAPAD or ePAD for Midwifery) for all formative assessed

and summative assessed placements.

Practice staff are advised to keep a record of attendance in order to verify the record the learner

Apprentice has in the relevant Practice Assessment Document. The total amount of hours required for

each placement is clearly identified on SPARC and the learner’s relevant ePAD.

Where hours have been missed on formative assessed and/or summative assessed placements

through, for example, sickness, the learner will be required to achieve them. This will normally be

undertaken at the end of any progression point and with the agreement of the programme leader,

this is to ensure the capacity for the area is not compromised for other learners, or compromise the

learner’s academic requirements. If the learner misses components of the module that involve

practice, they may not make up these extra hours by working holidays, days off, extra hours or extra

weekend work during the module.

Cumulative absences from practice will need to be discussed with the programme lead and in the case

of apprentices will also include the employer. It will depend upon the employment contract as to

whether it is possible to extend the apprentice’s contract to take account of this.

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Absence If the learner is absent from taught sessions or practice they will be required to meet with the

Programme Lead to discuss the reasons for absence. This could result in the learner being categorised

as an ‘Unsatisfactory Student’ which would have consequences for progression in the School of

Healthcare. In the case of apprentices in addition to the university process the learner will be subject

to the employer’s processes for managing absence and a representative from the employer would

attend the university meeting.

If an apprentice is absent they should notify their employer and the university via

www.Minerva.leeds.ac.uk Student Services link. An apprentice needs to follow both employer and

University guidelines on notification of absence.

Annual Leave

For non-apprenticeship programmes, learners have at least 7 weeks allocated holiday. This includes 5

weeks of annual leave, 8 bank holidays and 2 extra leave days (7 weeks in total) and these are clearly

identified within the programme plan.

For apprenticeship programmes holidays cannot be taken during a summative assessed or taught part

of the programme. The total number of holiday entitlement is dictated by their employment contract

and holidays will be taken with the agreement of the line manager and programme lead.

Practice Assessor

Student assessment are evidence based, robust and objective. Assessments and confirmation of proficiency are

based on an understanding of student achievements across theory and practice. Assessment and confirmation

if proficiency are timely, providing assurance of student achievement and competence.’ (NMC, 2018 part 2

page 9) As a PA, you will be responsible for ensuring that the placement is able to facilitate the learning

objectives set for the experience and that the learner practices within the limits of competence with

appropriate supervision. As a PA your role is essential in supporting and enabling learners to learn

the practice skills, proficiencies, professional behaviours and evidence-based knowledge to become

competent, safe and effective practitioners.

The PA in the placement area will be responsible for supervising the placement experience. It is the

responsibility of the organisation providing the placement to ensure that all health and safety checks

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have been completed. It is the learner’s responsibility to ensure compliance with the policies,

procedures and codes of the organisation they are placed with, including health and safety.

As PA you will be responsible for the learner’s clinical supervision and assessment in practice and will

liaise with colleagues, PS, AA and in some cases NP. In the case of apprentices include the line

manager. The role of PA will include the following:

a) Assessor roles (Part 2 p9), to include: all learners are assigned to a nominated Practice Assessor for a placement or series of placements; learners are assigned to a Practice Assessor who are Registered Nurses or Midwives and with appropriate equivalent experience for the learner’s field of practice.

b) Responsibilities (Part 2 p10), to include: conduct assessment to confirm learner achievement of proficiencies and programme outcomes for practice learning; assessment decisions are informed by feedback from Practice Supervisors; document assessment; works in partnership with nominated Academic Assessor; sufficient opportunities to periodically observe the learner; gather feedback from Practice Supervisor; understanding of learner’s academic progression; are not simultaneously the Practice Supervisor and Academic Assessor for the same learner.

In addition, you will:

- orientate the learner to the placement area on their first day

- identify and provide access to appropriate learning opportunities and resources

- guide the learner to reflect on experiences to facilitate learning in and from practice

- complete the appropriate sections of the practice assessment documentation (MYEPAD,

NAPAD, ePAD)

- undertake the appropriate assessment in an agreed time frame during and at the end of a

placement within the scope of their practice

- ensure that both the learner and the specified AA and Programme Lead are made aware of any

concerns or issues immediately. In the case of apprentice’s this would include their Line

Manager.

- utilise personal development plans to enhance learning in identified area

- only discuss the learner’s personal or developmental issues with appropriate members of staff

when necessary

- demonstrate conduct of a professional standard at all times

As the PA you will have ultimate responsibility and be held accountable for the learner’s overall

assessment of their knowledge, skills and attitude in practice. You are able to complete all aspects

of the relevant PAD but are specifically responsible for the completion of the initial, formative mid-

point and summative final meetings/interviews and assessments of practice.

Your educational lead will allocate your learner from the SPARC notification.

Practice Supervisor

“Practice supervisors enables students to learn and safely achieve proficiency and autonomy in their professional role. All NMC registered nurses and midwives are capable to supervising students, serving as role models for safe and effective practice. Students may be supervised by other registered health and social care professionals” (NMC, 2018 p7).

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As PS you will be responsible for the learner’s supervision in practice and will contribute to the

assessment of the learner through discussion with the PA and liaise with colleagues, AA and in some

cases NP. In the case of apprentices include the line manager. The role of the PS will include the

following:

- Support and oversee practice supervision.

- The level of supervision provided to learners should reflect their learning needs and stage of learning

- The co-ordination and continuity of support and supervision of learners to ensure safe and effective

learning experiences.

- Support learning in line with their scope of practice to enable to learner to meet their proficiencies and

programme outcomes

- Support and supervise learners, providing feedback on their progress towards, an achievement of,

proficiencies and skills.

- Contribute to the learners records of achievement and assessment to inform PA and AA decisions for

progression; raise and respond to learner conduct and competence concerns.

The PA for the student will allocate the learner to you.

Academic Assessor

‘Student assessment are evidence based, robust and objective. Assessments and confirmation of proficiency are based on an understanding of student achievements across theory and practice. Assessment sand confirmation if proficiency are timely, providing assurance of student achievement and competence.’ (NMC, 2018 part 2 page 9) Approved education institution, together with practice partners must ensure that Academic Assessor have the

following preparation and ongoing support for this role:

a) Responsibilities (Part 2 p12), to include: collate and confirm learner achievement of proficiencies and

programme outcomes for each part of the programme; document decisions on conduct, proficiency and achievement; recommends for progression; maintain current knowledge and expertise; work in partnership with nominated Practice Assessor; understand the learners learning and achievement in practice; communication and collaboration with Academic and Practice Assessors is scheduled for relevant points in programme structure and learner progression, Academic Assessors are not simultaneously the Practice Supervisor and Practice Assessor for the same learner.

Academic Assessor: Preparation (Part 2 p 12-13)

Transition arrangements for staff with a Nurse Teacher e.g. SLAiP (2008) requirements being

prepared for the changes in role to Academic Assessor

- To identify staff with a NMC Nurse Teacher qualification who will become Academic

Assessor

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- Ongoing support for Academic Assessor to be agreed in partnership

- Continue to develop their professional practice and knowledge in order to fulfil their role

- A programme of implementation to be agreed locally

The AA will be allocated by the School for the whole part of the practice programme. They will

not be academic staff who have clinical responsibilities within the placement area. They will be

identified within the learner’s relevant ePAD. The AA cannot be the same person for consecutive

parts for the practice programme

Nominated Person

Will be a nominated person for each practice setting to actively support learners and address learner

concerns (see Appendix 3). Learners will be made aware of the support and opportunities available

to them within all learning environment

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Overview of PS, PA, AA & NP Roles and Responsibilities Practice

Supervisor (PS)

Practice Assessor (PA)

Academic Assessor

(AA)

Nominated Person (NP)

Trust Induction √ (or trust rep)

Induction to placement

√ or √ or √

Arrival in placement √ or √

Induction to practice checklist

√ or √

Initial Interview √ and √

Additional notes √ √ √ √

Action plans to meet standards/skills exploring IPL opportunities

√ √ √ √

Service user feedback √ or √

Learning outcomes √

Midway Interview √

Action Plans √ √

Final Interview √ √

Action Plans √ √ √

Programme specific assessments (eg Episode of care)

√ √ (where necessary)

Evidence contributions to assessment

√ √ √ √

Standards and Skills √

End of placement/progression

√ √

Student Feedback √ √ √ √

Learner’s Roles and Responsibilities The roles and responsibilities listed below are only an indicative summary of the key areas to be

achieved during practice placements.

- The Learner must attend their designated placement location in the agreed time frame.

- The Learner should link with their PA on the first day of their placement.

- The Learner must review their ePAD daily to ensure all learning experiences and shift attendance

are recorded contemporaneously .

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- The Learner must make contact (face to face or via ePAD) with their PA at agreed points to record

assessment, review and feedback.

- The Learner must ensure that the placement information, signature and record of attendance

are completed for each practice placement area.

- The Learner must ensure that the required meetings (interviews) and assessments are

undertaken with the PA.

- The Learner should be reflective and positive towards feedback they receive.

- The Learner must inform their AA, in the case of apprentices the Line Manager and Programme

Lead if an Action Plan has been implemented.

- The Learner must ensure that their log in to the ePAD is secure.

- The Learner must maintain patient confidentiality at all times in line with current guidance.

- Conduct must be of a professional standard at all times.

Further information on the MYEPAD can be found at www.myeplg.ac.uk

Summative Assessed Placements Learners should make contact with the placement area 2 weeks before the start of the summative

assessed placement to orientate themselves to the placement area and think about setting their

preliminary learning goals/objectives for the experience. You should discuss the learner’s intentions

as a focus for your initial interview, however, as a PA you are also expected to have identified a PS

and possible learning objectives prior to the start of the learner’s placement. Together you will

formulate a learning plan for the placement and record this on the initial interview tab within the

relevant ePAD. This agreed plan and the learner’s development must be reviewed during a mid-point

interview (formative interview) halfway through the placement to ensure they are on track to meet

their goals and pass their assessment(s). An Action Plan may be implemented at any time during

the placement to maximise opportunities for learning, especially in situations where elements and

skills are not being met. A final meeting (summative interview) will take place towards the end of the

practice placement to ensure that all assessment criteria for that placement have been met and to

reflect on the learner’s progress.

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Initial Interview

PA and/or PS

(Within the first week of placement) to set a plan of action to meet practice elements and skills.

'An action plan may be implemented to maximise on opportunities for learning, especially in

situations where elements and skills are not being met.’

Tips for initial interview:

- Ask the learner to assess themselves in terms of knowledge, skills and professional

behaviours; what are their strengths and areas they feel they need to develop.

- Review the learner's ePAD so that you can highlight the skills which are achievable during the

placement, this will help you identify suitable learning opportunities and learning resources.

- If you a r e on annual leave or away from practice ensure that the learner is made aware

of who will be responsible for overseeing and supporting them in practice.

- Set a date for formative Mid-point interview. Record this at the end of the preliminary

interview sheet.

Midpoint Interview

PA

(Formative) to review action plan and the learner’s development to ensure the learner is on track to

meet their goals and pass their assessment(s).

This is your opportunity to review your learner’s competence and progress through the first half of the

placement. This is a valuable opportunity for you to evaluate the learner’s experience and your own

SSSA practice to ensure that you are able to provide effective support for your learner.

'An action plan may be implemented to maximise on opportunities for learning, especially in

situations where elements and skills are not being met.’

Tips for the Midpoint Interview

- Ask the learner to self-assess their progress so far

- Ask colleagues for feedback on the learner, ask them to identify the learner’s strengths and

areas to develop

- Review the initial learning outcomes. How much have these been achieved? What new

opportunities are now available?

- You should have been using continuous assessment with your learner so the formative

interview should be predominantly about discussing progress to date and future learning goals

- Set some new learning outcomes (if appropriate) for the second half of the placement

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- Agree dates for the assessment programme specific assessment e.g. Episode of Care and

Medicine Management

Final Summative Interview

(Within the last week of the placement) to ensure all assessment criteria have been met and to

reflect on the learner’s placement.

Tips for the Final (Summative Interview)

- Ask the learner to self-assess their progress during the whole placement

- Get them to identify areas they wish to enhance during their next placement

- Ask colleagues for feedback on the learner, ask them to identify the learner’s strengths and

areas to develop

- Highlight learner strengths and skills that they need to continue to develop

- The more detailed the feedback you provide in all interviews the better. Your documented

comments are a record of your assessment decisions and provide a written rationale for a pass

or refer in practice. Your comments are essential for the Sign-Off Mentor to decide whether

the learner is fit to progress to registration

- Please be specific. DO NOT just write 'to continue…’ this is non-descript and adds no real value.

Developmental Action Plans Action plans are a way of identifying key areas that learners need to develop within an element (or

elements) of practice. It should not be viewed as a 'notification of failure’ but as a tool for learners and

PA’s to enable them to focus on specific areas of development and agree and identify methods to

achieve the required level of competency. Action plans should contact SMART goals (Specific,

Measureable, Achievable, Realistic, Time- bound).

PA’s must inform the AA of the need for an action plan and for assistance in formulation. This must be

implemented at the earliest opportunity (mid-point interview at the very latest).

An Action Plan must always be implemented when a learner is assessed as underachieving in any area

of an element of practice (knowledge underpinning practice; clinical skills; professional behaviour,

attitude, and values).

The Action Plan should clearly identify the area, or areas for t h e learner to develop with regards

to knowledge, practical skills and personal or professional abilities. In addition:

- Options to achieve the learner’s goals for each area of development should be discussed and

agreed with the learner and written in the Action Plan.

21

- Evidence the learner is required to demonstrate competence must be agreed and

documented.

- Actions to be undertaken by the learner and PA to support the achievement of the action plan

must be documented and agreed.

- A realistic time scale should be agreed and the action should be reviewed as agreed and the

learner assessed.

The PA and Learner must agree periodic reviews of learner progress and these discussion must be

recorded in the 'Additional meeting’ sheets in the relevant ePAD.

Detailed information on Practice Assessment Documents and Ongoing Achievement Record and can

be accessed via the Practice Placement website: https://practiceplacements.leeds.ac.uk/

A flowchart outlining the stages of monitoring development and progression from the Learner, PS, PA,

perspective can be found at Flowchart for ePAD monitoring (draft March 19) SSSA (will become a URL link)

Service User Involvement The NMC requires SUC feedback on the abilities and competencies of learners in practice, to help

inform the summative assessment of the learner’s practise. To facilitate this, Learners need to

obtain SUC feedback via one of the feedback testimony forms. As PA, you are required to oversee this

process so that any approach to SUC’s is sensitively and appropriately made. You can decided that

SUC feedback would be best obtained by yourself and reported as such in the learner’s ePAD using

one of the testimony forms. The learners need to obtain the following;

Part 1 - 3 SUC feedback or Witness Testimony per assessed placement

Part 2 - 3 SUC feedback or Witness Testimony per assessed placement

Part 3 - 3 SUC feedback or Witness Testimony per assessed placement

Under no account must the SUC be identified to the learner in their documentation. You should

consider how you will select appropriate service users that the learner has provided care to on a

consistent basis; be aware of your own biases when selecting service users; consider the vulnerability

of service users who may be concerned about providing feedback about a learner; ensure that you

have discussed the purpose of their feedback and how this will be used to inform your decision

about learner performance and competence.

22

As a Registrant you are accountable for assessing learners’ clinical competence, their underpinning

knowledge and theory that supports their practice and their professional attitudes, behaviours and

values. In reality learners practice their skills on people and through feedback and Witness

Testimonies you will find out how the learners delivery of care has been perceived by those

individuals.

Escalating Concerns

If you have concerns The PLP and School have agreed a joint process for managing issues raised.

Conduct/capability issues regarding an Apprentice

Any conduct or capability issues for Apprentice’s will be undertaken in conjunction with the

Work Based Learning Procedure. Any conduct issues will need to be discussed with the

University, if they impact on the Apprentice’s fitness to practice. If the University identify any

fitness to practice concerns these must be communicated to the Line Manager.

Matters related to perceived unsafe or dangerous practice (all learners)

There may be occasions when you have concerns or observe practice of a learner which you

perceive to be unsafe or dangerous practice. It is important that this is brought to the

attention of a senior member of the team within the practice area or the Programme Lead,

Personal Tutor or Link Lecturer as soon as possible. Please refer to Appendix 5 - Guidelines in

Relation to Perceived Unsafe or Dangerous Practice in the Practice Setting.

Learners Raising Concerns

If learners have any concerns about anything they have witnessed in practice, the School of

Healthcare recommends that they raise this first with their PA (or Line Manager for

Apprentice) the learner will also be advised to inform their Personal Tutor (or liaison lecturer).

Learners are also informed that if they feel their concern has not been recognized or

appropriately acted upon, they have the right to escalate this concern to the appropriate staff.

Learner concerns should be addressed through the appropriate policies for the individual

clinical area and the academic staff should be included in all steps of the process. The role of

the academic staff is to support the learner in raising concerns, escalating if required, and

supporting them in the process of any outcome (such as investigation, or provision of

statements).

23

In some instances, concerns may be escalated from the clinical areas, to the appropriate

professional bodies and you and the learner may be required to support this process.

Apprentices will be supported by the academic staff and we always ask that if a learner raises

a concern, that they do not submit any form of statement, either written or verbal, without

the presence of an appropriate member of academic staff.

Appendix 4 contains a flowchart of the School of Healthcare Raising Concerns policy which

provides guidance for learners and staff on raising concerns related to practice issues as well

as your employer’s policy on raising concerns.

Monitoring Concerns (process for Apprentices) The University will ensure the employer is informed of any concerns regarding the Apprentice and

their ability to perform safely and effectively on the course. The mechanisms by which the School

would inform employers is as follows:

Monthly learner monitoring where the course team meet to discuss any issue. This may be

part of the practice development plan. Employers are then informed.

As part of the Apprenticeship contract, the School will have contact with employers and

Apprentices each month to monitor progress.

The School will update employers in terms of the Apprentice’s academic progress following

Assessment Boards held four times per year.

As part of the Apprenticeship contract, we will have regular contact with employers and Apprentices

to monitor progress. To monitor progression and provide on-going support to Apprentices, we have

enhanced personal tutor time and denoted timings of Tripartite Meetings (see Appendix 6 Record of

Tripartite Meetings and Appendix 7 Commitment Statement).

Tripartite Meetings (for Apprentices) Quarterly progress reviews will be held between the Apprentice Nurse, employers and the University

to ensure learners progress and achieve in a timely fashion. The Record of Tripartite Meetings form

(Appendix 6) and Commitment Statement (Appendix 7) will document these discussions. All identified

issues will be closely monitored through Tripartite Meetings and action planning. We will also allocate

and deploy Personal Tutor/Link Lecturers to provide support to Apprentices and their PA. The pathway

identified in Appendix 5 will be triggered if concerns are raised that the Apprentice is underachieving.

This may lead to an additional Tripartite Meeting in between the quarterly progress reviews.

The mechanisms by which you can inform us are:

Raising the issue with the ‘Enhanced Personal Tutor’ who visits the practice area

Contacting the Programme Lead, Practice Learning Facilitator or Line Manager

Contacting the Director of Practice.

As part of the Apprenticeship contract, we will have regular contact with employers and

Apprentices to monitor progress.

Through the University Fitness to Practice Policy and procedures.

Through the ‘Guidelines for Apprentices in Relation to Perceived Unsafe or Dangerous Practice in the Practice Setting’ (see Appendix VI).

24

Frequently Asked Questions

How do I become a Practice Supervisor (PS)? – All nurses and midwives should be capable of acting

as practice supervisors, as set out in the NMC Code.

While a practice supervisor will need to be ‘prepared’ before supervising students, this does not

mean they must undergo a formal preparatory programme. Information will be available via the

practice learning facilitators, on the healthcare placements website and from colleagues who have

undertaken training to become a Practice Assessor.

Learners completing the pre-registration programme from 2023 will already be prepared.

How do I become a Practice Assessor (PA)? –

If you are already on the mentor register you will need to do an additional PA preparation

and there will be several modes of delivery to achieve this.

If you are an experienced practice supervisor who meets the criteria to become an assessor

(but have not completed a SLAiP programme) additional training is being developed.

Am I still a sign-off mentor? – Yes, because some learners are in the process of completing

programmes which began before the new standards. These students will required sign-off mentors

whilst the programmes transition to the new standards. This is likely to be 2024. Sign off mentors

are no longer required on the programmes on the 2018 Future Nurse or Future Midwife (2020)

standards

Can Nursing Associates be a Practice Supervisor? Yes. A Nurse Associate may supervise trainee

Nursing Associates and student nurses on placement in part 1.

Can Nursing Associates be a Practice Assessor? Yes but only for a trainee Nursing Associates.

Placement Evaluation It is important that placements are of the highest possible quality and therefore we have strong quality

control mechanisms in place, such as educational placement audit and having a Link Lecturer for each

area.

Learners have the opportunity to evaluate their placements online. It is essential that learners use this

opportunity to have their say as well as helping us to maintain and improve the quality of placements

as much as possible.

Placements can be evaluated at http://www.healthcareplacements.co.uk

Please note that learners need to evaluate all of their placements. There is a facility on the website

for learners to print a receipt for each one. Learners may be asked to produce this as evidence by

Module Leads, Programme Lead or Line Managers.

25

Assessor and Line Manager Support If you have any questions or need any help or support below are a list of useful points of contact who

may be able to assist you:

Leeds University Practice Placement Unit (PPU) Telephone: 0113 343 1375

https://practiceplacements.leeds.ac.uk/

The website contains resources and contact details for the University if there are learner issues. PPU

do the allocations of all learners for the University of Leeds and Leeds Beckett University via SPARC

Healthcare placements website www.healthcareplacements.co.uk2

Link lecturer details will be on the placement profile on the healthcare placement website and posters

in the link area.

Practice Learning Facilitators

Leeds Teaching Hospitals NHS Trust

Doug Bodey Heather Ong

Doug.bodey@nhs.net Heather.ong@nhs.net

Leeds Community Healthcare NHS Trust

Jude McKaig Siobhan Zagajewski

j.mckaig@nhs.net Siobhan.zagajewski@nhs.net

Leeds & York Partnership NHS Foundation Trust

Adam Maher Adam.maher@nhs.net

If you are unable to contact directly, please call PPU on 0113 3431375 or email placements@healthcare.leeds.ac.uk

Programme leaders:

Adult (Apprentice) – Lynne Veal l.s.veal@leeds.ac.uk

Adult – Liz Cleave e.s.cleave@leeds.ac.uk

Child - Cilla Sanders c.sanders@leeds.ac.uk

Mental Health – Dr Gary Morris g.k.morris@leeds.ac.uk

Midwifery – Dr Angela Hewett a.hewett@leeds.ac.uk

Nurse Associate – Mandy Driffield a.j.driffield@leeds.ac.uk

Personal Tutors

Details of personal tutors will be on SPARC, please also see Appendix I for list of support roles within

the University.

2 This will be replaced by PARE from September 2019 – details will follow

26

We hope that you have found this handbook useful to familiarise you with the programme structure

and composition. Further information on the Pre-registration Nursing curriculum and practice

assessment documents can be found at:

https://practiceplacements.leeds.ac.uk/

If you are unsure of any aspect you can access support / advice either through contacting your Practice

Learning Facilitator, Link Lecturer, Personal Tutor, and Programme Lead or by accessing the Mentor

support pages on the Practice Placement Website as detailed above.

If you feel there is anything missing or information that you feel would be useful, please do not

hesitate to feed this back through contacting the Personal Tutor, Link Lecturer or Programme Lead.

27

Appendix 1 Programme Support Roles

Academic Lead for Students

The Academic Lead for Students is responsible for overseeing the provision of pastoral support for

all students in the School, and particularly for co-ordinating additional support for students

struggling with academic work or in particular personal difficulties. Students may be referred to the

Academic Lead by their Personal Tutor or a member of the programme team, but, more importantly,

all students have direct access.

Clinical (Practice) Liaison/Link Lecturer

Each practice placement area has a Liaison or Link Lecturer who is a member of the lecturing staff and

a registered midwife/nurse. For nursing this role is shared between the nursing teams in this School

and Leeds Beckett University. The Liaison/Link Lecturer keeps in regular contact with the practice

placements, offering both information and support to practice colleagues. Whilst the primary support

during the placement will be from the PA, the Liaison/Link Lecturer may meet with learners who are

on duty when they visit and can be contacted to offer support, particularly if there are any problems.

Enhanced Personal Tutor

Apprentices will have access to a named Personal Tutor, who will normally continue in this role for the

whole of the programme. S/he will have the overview of the Apprentice Nurse’s performance and

welfare and will remain a continuing source of support as they progress through their studies. S/he is

available to give advice on University rules and regulations (subject independent), and will act as a

referral agent, who can guide learners to specialised pastoral care, e.g. counselling services, advice

and careers service, disabilities advisors, etc. S/he will also act as a personal advisor helping learners

with individual problems and exploring how these interact with academic learning. Personal Tutors

are a point of contact if there are any problems that may affect an Apprentice’s performance. The

Apprentice Nurse will be invited to meet with the Personal Tutor at least once every semester.

Personal tutoring is recorded via Leeds for Life learner dashboard, where records of personal tutorials

can be stored in the “Living CV” area. See https://leedsforlife.leeds.ac.uk

Module Lead

Module Leads are lecturers with particular expertise in that field, who are responsible for co-

ordinating the delivery of the module. They will ensure the module content reflects up-to-date

research and information.

Module Lecturer

Module lecturers will provide lectures and tutorials. They are lecturers with particular expertise in that

field and are responsible for delivering designated sessions and providing academic support on

modules.

Practice Learning Facilitators/Educators (PLFs)

Practice Learning Facilitators are based in Trust to support quality assurance of the practice placement

experiences for Apprentices and all health professions.

Programme Lead

The programme lead’s role is to oversee the planning and delivery of the programme to ensure that

Apprentices receive a well-planned, coherent and high quality educational experience

28

Appendix 2 Programme Level indicators Pre –registration nurse programme

Aims of the programme

By the end of year 1 you will be able to demonstrate the fundamental knowledge and skills required for care

and caring

By the end of semester 1 you will be able to identify and apply sources of knowledge which underpin the fundamentals of care and caring

By the end of semester 2 you will be able to successfully demonstrate proficiency in key NMC practice standards and skills

By the end of semester 2b you will be able to articulate the role of the nurse in assessment, planning, implementation and evaluation of a non-complex patient with understanding of the 5 dimensions of health and well-being (physical, emotional, intellectual, social and spiritual)

By the end of year 2 you will be able to apply knowledge and skills to patients with increasingly complex

conditions to enable optimal health and well-being

By the end of semester 1 you will be able to successfully demonstrate proficiency in key NMC practice standards and skills

By the end of semester 2 you will be able to identify sources of knowledge which underpin the principles of re-enablement in relation to people with complex conditions

By the end of semester 2b you will be able to articulate and critically apply sources of knowledge which underpin the principles of re-enablement to optimise health and well-being of people with complex conditions

By the end of year 3 you will be able to evaluate and determine priorities for care delivery demonstrating

leadership and coordination skills.

By the end of semester 1 you will be able to identify the need to lead improvements to reduce risk and ensure safety utilising key sources of data

By the end of semester 2 you will be to critically appraise evidence from a variety of sources to inform decisions and make practice improvements

By the end of semester 2b you will be able to successfully demonstrate proficiency in key NMC practice standards and skills in relation to high quality care and care improvement

Programme Level indicators The Nursing Associate Programme

On completion of year 1 of the programme, you should have provided evidence of being able to:

Demonstrate a familiarity with the basic concepts, information, practical competencies and techniques which are associated with the theory and practice of work as a nursing associate.

Demonstrate knowledge of the main methods of enquiry in the subject and the ability to use established techniques to undertake analysis of information in order to propose solutions.

The ability to evaluate the appropriateness of different approaches to solving problems and to apply these in a work context.

The ability to apply their knowledge and skills to new situations, including in the workplace.

Appreciate their strengths and weaknesses as learners.

Demonstrate an awareness of professional and disciplinary boundaries.

Identify ethical issues in their professional practice and work through ethical issues in their professional practice that present questions of conflicting priorities and moral imperative

On completion of year 2 of the programme, students should have provided evidence of being able to:

Demonstrate a familiarity with the basic concepts, information, practical competencies and techniques which are associated with the theory and practice of work as a nursing associate.

29

Demonstrate knowledge and critical understanding of the main methods of enquiry in the subject and the ability to use established techniques to undertake critical analysis of information in order to propose solutions.

The ability to evaluate the appropriateness of different approaches to solving problems and to apply these in a work context.

The ability to apply their knowledge and skills to new situations, including in the workplace.

Appreciate their strengths and weaknesses as learners.

Demonstrate an awareness of professional and disciplinary boundaries.

Evaluate the relationship between organisational guidance and the ethics of professional practice.

Identify and manage the ethical issues associated with the conduct of an independent project

30

Appendix 3 Supporting an Underachieving Learner

PA meets with student for the initial interview within the

first three days of the placement starting to set

(SMART) learning goals for the placement.

At the earliest opportunity the PA should meet with the student to share their concerns and

obtain the student’s views. The PA and student discuss and agree reasonable adjustments to the

learning objectives and set an achieveable review date. Situation to be clearly documented

Review ProcessStudent improves

Situation to be clearlydocumented

YES NO

The PA shares their concerns of student’s performance with the NP and/or lward manager. Situation to be clearly documented

The PA contacts the AA (if not available liaison lecturer) to inform them of their concerns.

The PA discusses this openly with the student. Situation to be clearly documented

PA/PS identifies that the student is not on target to

meet their learning objectives

The PA & AA meets with the student to discuss the concerns and agree an action plan. Situation to be clearly

documented

Review ProcessStudent improves

Situation to be clearlydocumented.

YES NO

PA provides clear documentation of the process and what the student needs to improve. PA & AA provide feedback to the student that they have not been

successful in meeting the required competencies.

1 There should be collaboration, per situation, between PA, AA and student as to who would be the most appropriate person to be involved.

31

Appendix 4 Raising Concerns Flowchart (School of Healthcare Policy)

Yes

No further action

No

Are you able to raise the concern with a higher level manager within clinical area (Matron or Nominated Person) and/or Academic Assessor/Personal Tutor?

No Yes

Concern dealt with? Report concern to Programme Leader or Professional Lead within the University who then informs the Lead Nurse/Midwife Education

Programme Leader/ Professional Lead reports matter to Director of Practice

Director of Practice reports concern to strategic level manager within organisation (eg Nurse Director/Head of Midwifery) where concern existed and considers suitability of placement to take students

Student/staff member witnesses practice that concerns them

Reports concern to practice assessor or ward/department manager within practice area

Concern dealt with?

Yes No

No further action

Concern poses a risk to safety of service user or student education?

Yes No

Exceptional report to NMC or other PSRB

Concern dealt with?

Yes No

No further action

Director of Practice informs Head of School

Nurse Director informs Chief Nurse or equivalent

Plan of Action agreed between Director of Practice and Nurse Director/Head of Midwifery

No further action

32

Appendix 5 Managing Perceived Unsafe Practice or Risk to Learning in Practice

Managing perceived unsafe practice or risks to

learning in practice Version 12: 23/05/19 for review May 2020While on clinical placement, while working as an agency clinical support worker, or if

learner is a nursing apprentice or associate

who works substantively in that area, learner

witnesses unsafe/ concerning practice

Reported to / discussed with

AA (Personal /

Course tutors)

Obtain statement from learner. Incident to be

investigated by University and /or Placement

Providers as appropriate – involve both the

individual placement area concerned, and the

placement PLF or equivalent ***

No further action

Matter

resolved

YES

NO

Learner speaks directly

to AA or NP or if

they are an employee –

line manager

University of Leeds – learner

to inform Placement Unit or

Programme Lead,

Leeds Beckett to inform the

Practice Support Tutor or Practice Experience Co-

ordinator.

EITHER

AND/

OR

PS, PA or NP have serious concerns about the

practice or behaviour of a learner – this may be linked to a

specific incident. Expectation that placement will risk assess

and send learner home/ alert police and safeguarding

as necessary, as they would a member of staff.

During office hours

Out of office hours

University of Leeds: Contact the 24

hours security 0113 343 5494/5 (non-

emergencies) message to be given to

Director of Practice

Placement responds to any Security advice/

instructions. Director of Practice/ Programme/

Course leads to be notified during working

hours via normal emergency response

protocol and action to be determined with

placement partners as above***

Inform Practice Placement Unit who will inform

Director of Practice/ Programme Lead/ Course

Lead, liaise with placement to agree action ***

UNIVERSITY OF LEEDS

Leeds Beckett University: As part of

the Student Crisis Response Plan – contact the

24 hour Security response line on 0113

8121365 –Course Leader to be informed

Practice Placement Unit: office

hours Reception: 0113 3431375

If you have difficulties contacting a specific

member of staff at any partner University or are

unsure who to contact please contact the PPU

(School of Healthcare, University of Leeds).

Contact details are also available on

ww.practiceplacements.leeds.ac.uk

Leeds Beckett learners also follow HSS Faculty

Early Resolution Flowchart

Additionally – if this is a learner on an agency shift, follow agency reporting procedure.

***Determine if this is a Safeguarding

concern – report accordingly. Consider

severity, impact on Educational Environment, and

therefore NMC Exceptional Reporting. Also consider

CQC reporting. HEI reporting to NMC must go via

the appointed official correspondent.

However – any individual member of the public can

also report concerns directly to the NMC and/or

CQC.

Partner Universities within shared placement circuit

also to be informed

33

Appendix 6 Record of Tripartite Meetings

These meetings must take place at least once per semester (i.e. a minimum of four per stage)

between yourself, an academic assessor (i.e. your personal tutor, programme leader, clinical liaison

tutor) and an employer representative (i.e. your Line Manager, educational lead, PA, matron for

your clinical area). These tripartite meetings are in addition to other meetings indicated within your

MYEPAD, OAR and academic programme (i.e. meetings with your personal tutor).

You should prepare for these meeting by considering; Placement achievement so far, on-going

placement objectives, skills achieved (within skills log), academic achievements so far

Meeting date …………………………. Stage of programme………………………….

Apprentice signature Academic signature

Employer signature Date

Apprentice’s reflections

Academic comments

Employer comments

On-going development plan

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Appendix 7 Exemplar of the Commitment Statement – FOR INFORMATION

Apprenticeship Commitment Statement

SECTION 1 – core information

This Commitment Statement summarises the schedule, roles and responsibilities and funding that supports the successful completion of this

apprenticeship. The information set out in this document forms part of the evidence pack required for every apprentice and must be signed and retained by

the employer, the apprentice and the university named in section 1 below. This must be retained with, or in, the written agreement or contract for services

between the employer and provider as the current and accurate statement about the content of this apprenticeship. The content of this document is also

intended to form the basis of regular reviews between all three parties to track progress and review the ongoing support and commitment needed during

the lifetime of the apprenticeship. Any changes to the apprenticeship, and therefore to this document, must be agreed and recorded in an updated

commitment statement with signed copies distributed to all parties listed in section 1 below. The main training elements of the apprenticeship are

contained at Annex 1. 1a

1.1. Signatories

Apprentice (& Guardian if aged 16-18)

Employer <<Line Manager>> University

Name

Organisation

Phone

35

Email

Signature

Date

1.2. The Apprenticeship covered by this Commitment Statement

The Apprenticeship Level Name

Start Date ddmmyyyy Planned End Point Assessment Date mmyy Planned End Date mmyyyy

1.3. Apprenticeship Review Schedule and Attendees

Reviews between the university, employer and apprentice will take place throughout the apprenticeship to discuss progress, review impact, confirm

success and identify any actions needed to ensure the success of the apprenticeship.

Review Schedule Frequency Attendees Name Role

Contact phone number Contact Email

Apprentice/<<Tutor>> Reviews

University

University

36

Reviews (Employer/ Apprentice/ Provider)

Employer

1.4. Further Support and Guidance

Contacts Support Available Name Role

Contact phone number Contact email

<<Personal Tutor>>

<<Student Services >>

Key Processes and Policies

Process First Point of Contact Name, Role, Email & Phone number

Reference Document or Policy

Attendance & Absence

In the event that you are not able to attend university or join a planned face to face or online live session you must inform << University role>> as soon as possible after first contacting your employer.

<<Line Manager>> <<University role>>

Data Protection

The personal information that you provide is passed to the ESFA, the Department for Education and the Apprenticeship Assessment Organisation named in this Commitment Statement, for the purpose of tracking progress, confirming eligibility for funding or for processing your end-point assessment.

Your personal information may be shared with other regulatory or professional bodies necessary

If you have any queries about how your personal data is used please contact: <<University role>>

37

Key Processes and Policies

Process First Point of Contact Name, Role, Email & Phone number

Reference Document or Policy

for the delivery of your apprenticeship and your well‐being but only where the law allows this sharing to take place, in compliance with the Data Protection Act 1998.

Safeguarding & PREVENT

You will be briefed about your and the University’s responsibilities under our safeguarding and Prevent policy as part of your induction. must contact the <<role title - safeguarding / prevent lead>>

All safeguarding concerns should be reported to: << University role>>

Raising Queries & Concerns

If you have concerns or queries about your apprenticeship in the workplace you should discuss these with <<line manager or other role TBA with employer >>

If you have concerns or queries about your

apprenticeship delivered by the university you should

discuss these with <<university role>> Apprenticeship concerns and enquiries can also be

raised with the ESFA Apprenticeship helpline

apprenticeship queries and concerns should be raised with: << University role>> .

The ESFA Apprenticeship helpline can be contacted on 0800 015 0400 or by email nationalhelpdesk@apprenticeships.gov.uk

Complaints

In the event that either employer or apprentice have

concerns or complaints regarding this apprenticeship

that cannot be resolved with the <<insert faculty role /

course lead>> you should escalate this to the <<

University role>>following the university complaints

process.

You may also escalate a complaint to the Skills Funding

Agency’s apprenticeship helpline.

Unresolved issues or concerns should be

escalated to : <<name, role phone, email >> at

the university

The ESFA Apprenticeship helpline can be

contacted on 0800 015 0400 or by email

nationalhelpdesk@apprenticeships.gov.uk

SECTION 2. Roles and Responsibilities

38

This Roles & Responsibilities summary confirms that accountabilities for a successful apprenticeship are shared equally by the employer, apprentice

and university. The roles and responsibilities are intended to support the apprentice throughout their apprenticeship to successful completion.

2.1. The Apprentice agrees to:

a. Work with their employer and [university role e.g. personal tutor/ mentor] to agree an individual learning plan [Individual Learning Plan/ other document], to achieve

their apprenticeship

b. Manage their own learning, and with support from their employer and [insert university role e.g. Personal Tutor], work to meet the targets and timelines needed to

complete the apprenticeship by the planned end date

c. Participate in reviews with the employer and [university role] to track progress and success in meeting apprenticeship milestones, and agree any changes needed to

the learning plan to address performance or support enhanced learning opportunities

d. Manage and track attendance and participation to meet the off the job learning requirements for this apprenticeship programme

e. Inform the University and their employer if personal circumstances change that will affect completion of the apprenticeship or will change the planned end date

f. Proactively identify any issues or barriers to successful completion of this apprenticeship and raise these quickly with their employer and [university role], working

with both to implement any action needed

g. Raise any queries or complaints regarding the apprenticeship through the university process, and to the ESFA where needed as set out in section 1.

h. Participate in course feedback and apprenticeship evaluation to support the continuous improvement of the programme for current and future apprentices.

i. Take opportunities that arise to support other current and future apprentices to benefit from their apprenticeship

The Employer, both the representative signatory to this agreement and the apprentice’s day to day manager agree to:

a. Provide a working environment that meets current health and safety legislation to enable their apprentice to work and learn safely for the duration of the

apprenticeship

b. Work with their apprentice and the university to agree an individual learning plan [Individual Learning Plan/ other document], and provide the apprentice with access

to the on the job knowledge, skills and experience, resources and opportunities needed to achieve this apprenticeship

c. Support the university to comply with funding rules and collate evidence to confirm apprentice and apprenticeship eligibility for funding

d. Support the apprentice to manage their own learning, by ensuring sufficient off the job time in their typical working day (or time in lieu) to meet the requirements

of this apprenticeship

e. Enable the line manager and/or workplace mentor to support and guide this apprentice to carry out their day to day role and to meet the targets and timelines

needed to complete the apprenticeship by the planned end date

f. Participate in reviews with the apprentice and university, providing evidence and feedback on progress at work and success in meeting apprenticeship milestones,

and agree any changes needed to the learning plan supporting the apprentice to address performance or access enhanced learning opportunities

g. Support their apprentice to track attendance and participation to meet the off the job learning requirements for this apprenticeship programme

39

h. Inform the University if there are organisational or apprentice circumstance changes that will affect completion of the apprenticeship or change the planned end

date

i. Proactively identify any issues or barriers to successful completion of this apprenticeship and raise these quickly with the university and apprentice, working to

implement any action needed

j. Raise any queries or complaints regarding the apprenticeship through the university process, and to the ESFA where needed as set out in section 1.

k. Participate in course feedback, impact assessment and evaluation to support the continuous improvement of the programme for apprentices and employers

l. Take opportunities to promote and publicise the successful completion of this apprenticeship and the benefits of the apprenticeship programme

The university (and where relevant, manage any appointed subcontractors to ) agree to:

a. Provide a learning environment that meets current health and safety legislation to enable the apprentice to learn safely for the duration of the apprenticeship

b. Work with the apprentice and employer to comply with the apprenticeship funding rules, providing an evidence pack that confirms eligibility for funding

c. Work with the employer and their apprentice to agree an individual learning plan [Individual Learning Plan/ other document], and provide the apprentice with access

to the knowledge, skills and experience, resources and opportunities needed to achieve this apprenticeship

d. Support the apprentice to manage their own learning, by ensuring sufficient resources, support, access to materials in their typical working day to meet the off the

job requirements of this apprenticeship

e. Enable the line manager and/or workplace mentor to support and guide this apprentice, to carry out their day to day role and to meet the targets and timelines

needed to complete the apprenticeship by the planned end date by providing a clear summary of off the job and on the job learning needed, contained at Annex A

f. Lead reviews with the apprentice and employer, providing evidence and feedback on progress to track success in meeting apprenticeship milestones, and agree any

changes needed to the learning plan to support the apprentice to address performance or access enhanced learning opportunities

g. Track attendance and participation to meet the off the job learning requirements for this apprenticeship programme

h. Inform the employer if there are changes that will affect completion of the apprenticeship or change the planned end date

i. Proactively identify any issues or barriers to successful completion of this apprenticeship arising from university, employer or apprentice and raise these quickly with

the employer or apprentice, working to implement any action needed

j. Manage any queries or complaints regarding the apprenticeship through the university process, supporting the apprentice or employer to escalate to the ESFA

where needed as set out in section 1.

k. Enable employer and apprentice participation in course feedback, impact assessment and evaluation to support the continuous improvement of the programme for

apprentices and employers

l. Take opportunities to promote and publicise impact and success for employer, apprentice and the wider apprenticeship programme

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3. Funding Summary

This Funding Summary sets out the financial contribution made by employers and government to fund this apprenticeship programme.

Funding Summary Levy Account

Employer/ ESFA

Co-funded

Employer Funded

ESFA Funded

University

Funded

Protective Clothing X

Equipment X

Initial Skills Assessment X

Apprenticeship Training

English X

Maths X

Additional Support

Exam Registration

End Point Assessment

Exam or End Point Re-takes

Certification

TOTAL

DOCUMENT CONTROL :

Document Tracker

Version no. & Date

Document name Changes since previous version Date circulated to apprentice and employer

This document is: ddmmyyyy

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SECTION 4. Apprenticeship Summary - See also Annex A

Apprenticeship Training & Assessment Milestone Summary – this sets out the indicative schedule for each key element in this

apprenticeship, where these are and which organisation will be leading delivery of each stage. Dates may change in line with each apprentice’s progress in

which This also includes the outcomes of the initial assessments, any gaps in knowledge skills or experience or prior learning and confirms the need for

English & maths as part of the apprenticeship

4.1. Employer Impact / Outcomes Measurement & Target

4.2. Initial Assessment Outcomes

Impact / Action

Prior Learning Accredited / Learning Gaps Prior Learning Accredited / Learning Gaps Prior Learning Accredited / Learning Gaps Prior Learning Accredited / Learning Gaps Prior Learning Accredited / Learning Gaps

4.3. Additional Learning Support Funding Source

Delivery Organisation

ESFA

ESFA

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ANNEX A Apprenticeship Summary Schedule

4.4. English and Maths Level Funding

Source Estimated Start Date

Estimated End Date

Delivery Organisation

ESFA mm/yyyy mm/yyyy

ESFA mm/yyyy mm/yyyy

Off the Job Elements This learning equates to the 20% minimum

of the job training required by all apprenticeships

Hours Estimated Start Date

Delivery Organisation

On the Job Elements This summarises the broad timetable of on the job

knowledge, skills experience that the apprentice will need during their apprenticeship to support each

module or assignment Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

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Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

End Point Assessment mm/yyyy

44