school of nursing, midwifery and social care 2011 pre...

Edinburgh Napier University School of Nursing Midwifery and Social Care BN Higher Education in Nursing: Competency Booklet 1 (Version 5 Review Date May 2016)

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FACULTY OF HEALTH LIFE AND SOCIAL SCIENCES

SCHOOL OF NURSING, MIDWIFERY AND SOCIAL CARE 2011 PRE-REGISTRATION NURSING PROGRAMME: ADULT FIELD

COMPETENCY BOOKLET (CB)

YEAR 1

(Please complete)

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.

Adult Nursing Practice 1 Ward ADN07108 Date Commenced:

Adult Nursing Practice 2 Community/Care Home ADN07109 Date Commenced:

Matriculation Number: Student’s Name:

Intake: Group Leader:


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CONTENTS PAGE

Page

Section 1: Introduction to Competency Booklet

How to use the Competency Booklet: a guide for mentors and students

Submission of Competency Booklet

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Section 2: Practice Information and guidance 13

Student information and guidance 16

Section 3: Module Leader contact information 19

Mentor verification signatures 20

Section 4: Placement Outcomes and Competencies for Adult Nursing 1 : ADN07108

Placement Outcomes and Competencies for Adult Nursing 2: ADN07109

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Section 5: Record of Hours Worked Card 85

Section 6: Appendices 95

Appendix 1: Progression Point Criteria (NMC, 2010) 96

Appendix 2: Supporting Student Progression / Assessment of Performance 98

Appendix 3: Cause for Concern ( and please see OAR for Whistleblowing Procedure) 101

Section 7: Glossary of Terms and Abbreviations 103

Submission Checklist 105


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Section 1

Introduction to Competency Booklet


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Introduction

The Competency Booklet (CB) has been devised to enable the assessment of student competence in clinical practice. The ethos of this approach is to enable students to deliver safe, high quality care in rapidly changing environments. In order to achieve this, students will develop the capacity to share their learning by providing evidence of increasing leadership, flexibility, autonomy and competence. During practice placements the student should identify opportunities for inter-professional learning and gain feedback from the service user perspective. Best opportunities for inter professional learning arise from working together and in planning and evaluating the delivery of quality health and social care. The Competency Booklet must be used in conjunction with the Ongoing Achievement Record (OAR). The OAR is used in all placements and it provides an ongoing record of your clinical progress. The Competency Booklet records the achievement of the Domains and Competency statements from the Nursing Midwifery Council (NMC) (2010) Standards for Pre-Registration Nursing Education. Alongside the competency statements there are ‘activity sheets’ which will contribute to the evidence of achievement. Hours worked in clinical practice are recorded within the CB. The OAR should be used to record the following: The student and mentor will use the Ongoing Achievement Record to access and record:

1 Practice Experience details/ profile 8 SOM guidance and statement (NPE 6 only)

2 Pre-placement Learning Activities 9 CCP Collation document

3 Induction Documentation 10 Alternative Learning Experience Collation Table

4 Interim review of progress documentation 11 Safe Medicate (Authentic World) Collation Table

5 Final interview and summative assessment of performance 12 Programme information and planner

6 Reflective Account 13 Action Plan(s)

7 Learning Development Plan 14 Additional Assessment Documentation


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How to use the Competency Booklet (CB): Information for Mentors and Students

The Nursing and Midwifery Council1 (NMC) (2010) Standards for Pre-Registration Nursing Education determine the competencies to be achieved

during the practice learning experiences. These standards determine what students must do and achieve during their Programme. The

competencies are divided into four domains:

Domain 1: PROFESSIONAL VALUES

Domain 2: COMMUNICATION AND INTERPERSONAL SKILLS

Domain 3: NURSING PRACTICE AND DECISION-MAKING

Domain 4: LEADERSHIP, MANAGEMENT AND TEAM WORKING

Each domain has a generic standard for competence and a field specific standard for competence. Each domain is then further defined by a

number of competencies (averaging between 7 and 10 per domain) each of which specifies certain knowledge, skills and values that, when

achieved, will demonstrate competency in that domain. Competence is defined by the NMC1 (2010 page 11) as “the combination of knowledge

and attitudes, values and technical capabilities that underpin safe and effective nursing practice and interventions”.

The following pages are separated into the four domains; the first page states the domain generic and field standard for competence as stated by

the NMC1 (2010). Subsequent pages contain the competencies to be achieved within each domain.

To enable the mentor to determine progress of the student and achievement of each competence, a number of learning outcomes listed (.e. a, b,

c, etc) below the competence statement against which the mentor will be able to determine by direct and indirect observation of the student, and

discussion of aspects of practice, if these outcomes have been achieved. These learning outcomes should always be read in conjunction with

the competence written above.

1 NMC (2010) Standards for Pre-Registration Nursing Education


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One signature per competence statement per placement is required indicating if it has been achieved or not achieved. As part of the final

assessment, the mentor should ensure that by the end of the placement those competency statements are signed as being achieved or not

achieved. Assessment of competence should be a holistic and on-going process.

Essential Skills Clusters2 (2010)

The learning outcomes following each competence have been mapped to the Essential Skills Clusters2 (2010). The number that follows the

learning outcome indicates the Essential Skills Cluster that is assessed within the learning outcome. This enables the mentor to determine if the

Essential Skills Cluster2 (2010) statements, relevant to the developmental stage of the student (for example Progression Point One, Two, or entry

to the Register) are being achieved. The Essential Skills Clusters to be achieved by each Progression Point are available from the Mentor Centre

website and have been organised into Progression Points for ease of access:

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

Activity Sheets

At the end of each domain you will find ‘Activity Sheets’. It is indicated at the top of each activity sheet where these activities should be assessed

(for example community experience or ward based experience) as some have a specific focus that can be best achieved within a certain clinical

area. These activities allow the student, with increasing independence as they progress through their Programme, to demonstrate competence in

a range of Essential Skills Cluster2 (2010) statements and domain competencies. The aim of these activities is to contextualise the competencies

and domains into the challenges and interactions inherent within the role of a nurse.

The activities are mapped to the domain that they follow in the Competency Booklet; however as these activities are directly observable nursing

actions they will enable the mentor to assess a broad range of competencies within all four domains. For example, if an activity relates to the

admission of a patient, competencies within Domain One can be assessed (e.g. did they treat the patient in a holistic and non-judgemental

manner domain one, competence 3), Domain Two (e.g. did they accurately record their findings domain two, competence 7) etc. Following the

activity the mentor should discuss and explore with the student their rationale for their actions and the evidence-base guiding their actions.

2 NMC (2010) Essential Skills Clusters

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


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Within the activity sheets there are activities that will allow the mentor or student to ask a service user for feedback on the interaction. These

‘Service User Feedback Forms’ follow the activities in Domain four and they contain advice and guidance regarding their use. Two service user

feedback forms need to be completed by the end of each year of the Programme (i.e. 2 by the end of placements in year 1, a further 2 by the end

of year 2 and a final 2 by the end of year 3).

Within the activity sheets there are activities that relate to inter-professional experience/learning (IPE/L). There are IPE/L activities within

each Competency Booklet which must be achieved by the end of the practice placements in the Competency Booklet. As the student

progresses through the Programme these activities become more self-directed on the part of the student.

Progression Points

There are two Progression Points within the NMC1 (2010) Standards for Pre-Registration Nursing Education, one at the end of year one and one

at the end of year two. Progression in acquiring the competencies is mapped through the use of minimum progression criteria based on safety

and values. The safety criteria comprise safeguarding and protection of all people of all ages, their carers and their families and the values

criteria comprise professional values, expected attitudes and the behaviours that must be shown towards people, their carers, their families and

others.

Year One – the Progression Point Criteria (PPC) for year one, as defined within the Essential Skills Clusters2 (2010), have been incorporated into

the learning outcomes within each domain and are indicated at the end of the outcome by the initials PPC and the number to which it relates.

The activities following each domain also incorporate the safety and values criteria necessary to assess if the Progression Point has been

achieved. If the mentor can sign off all of the activities and competencies for year one then the PPC has been achieved and the mentor should

sign the page within the Ongoing Assessment of Achievement (OAR). Please see Appendix 1 (page 96) which outlines 18 Progression

Point Criteria for Year 1.

Achievement of the numeracy activities and ongoing observation of the student nurse performing calculations in the context of nursing practice

demonstrate that the PPC for numeracy in year one has been achieved. A * next to an ESC number identifies a base line numerical skill.

Students should also provide evidence of achievement of practice modules 1 and 2 from SafeMedicate (Authentic World, an e-learning package

the students have to complete). Please refer to the OAR for more information.


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Healthcare Associated Infection – Cleanliness Champions

Year One - Units 1 to 6 (inclusive) must be completed by the end of Nursing Practice One (NP1 – ward based placement) and once completed,

the mentor should sign off achievement within the OAR.

Year Two – Units 7 and 8 must be completed by the end of year two practice placements and once completed, the mentor should sign off

achievement within the OAR.

Year Three – Units 9 must be completed by the end of year three practice placements and once completed, the mentor should sign off

achievement within the OAR.

Alternative Fields of Practice

The NMC1 (2010) Standards for Pre-Registration Nursing are aligned, where appropriate, with European Union (EU) Directive 2005/36/EC Recognition of professional qualifications and through achieving the requirements in Article 31 and annex V.2 allow registrants with NMC to have their professional qualification recognised throughout the European Union. Those registering in the adult field must meet EU requirements for training in general care and this includes theoretical and practical experience with service users across a range of client groups.

For this reason, within the Ongoing Achievement Record, there are outcomes to assess knowledge, professional values and care delivery to a range of service users. These additional outcomes are classified into four categories: People with mental health needs; People with a learning disability; Needs of children and young people; Meeting the needs of people with a long term condition, for example where cognitive impairment is a symptom. These outcomes should all be achieved by the end of the Programme and within the OAR; the University will record the achievement of each outcome. Therefore the mentor should review what has been achieved previously and seek, where appropriate to encourage achievement of the remaining outcomes. Alternate Fields of Practice Learning Outcomes can be found in the Blue pages of the OAR

Alongside these ‘alternative fields of practice’ learning outcomes, there are activity sheets within the Year One and Three Competency Booklets that enable adult student nurses to experience aspects of maternity care. To sign off these outcomes as achieved, the mentor does not have to be a registrant within that alternative field of practice.


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Reporting a concern:

Students are advised of their responsibility to report a ‘cause for concern’ and are advised to follow the instructions and flow diagram in Section 7

(appendix 4). Students must respect the rights of a service user to decline care at all times.

Throughout the Placement

Please complete the induction documentation at the start of the placement and record the interim review of progress within the OAR.

End of Placement Requirements

At the end of each placement the mentor and the student need to ensure that all the relevant competencies and activities have been completed

and signed. The final assessment comments relating to each Domain should be recorded within the OAR.


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Section 2.

Practice Information and Guidance


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Practice Information/guidance

Preparatory Work & Working Hours during Placement It is the student’s responsibility to have undertaken the preparatory work required to facilitate the integration of the learning outcomes and

competencies into practice. To maximise the student’s learning experience, 2.5 hours per 40 hour working week are expected to be fulfilled as

personal study time. This means that a total of 40 hours will be recorded by the University for all weeks completed on placement. Students however

only attend 37.5 hours on placement, with the remaining 2.5 hours available for any theoretical work associated with the placement e.g. HAI

Package or study relating to Alternative Fields of Practice. Students should only however record 37.5 hours (including Study Days) on the Record

of Hours Card. The University will adjust the total post-submission.

Shift pattern

In the first week of practice, students are expected to work core shifts (37.5 hours per week - excluding meal breaks - over 5 days, working a 7.5

hour day). Students may thereafter work “long days” if this will benefit their learning experience and if (in the opinion of the Mentor / Clinical

Manager) it is appropriate for the placement. Both the placement staff and the student MUST agree to this. If this is not suitable to either the student

or the placement staff, the student will remain on core shifts. Students in any year also have the option to work some night shifts. It is expected

that every student should be available to work one week-end in every three (where week-end work is part of the placement nursing experience).

Study Days

In all placements, study days for reflection and addressing placement-related topics are integral to the learning process. These are programmed

on specific days, as indicated on the student allocations, and are held in a University campus. Each accounts for 7.5 hours and should

be recorded as such. They are signed for on your ‘Record of Hours Worked’ section of the card by the lecturer taking the reflection component of

the study day, or established from the class attendance sheet for other types of class session. If Personal Study (not requiring attendance at

University) is directed for a Study Day, University Administrative staff will take this into account when collating total hours. Only 7.5 hours per

calendar week can normally be credited for Study Time, in order that the NMC’s minimum total for practice is achievable during your Programme.


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Annual Leave Students MUST NOT attempt to re-negotiate any period of annual leave that occurs during a placement. Changes to holiday periods can only be authorised through formal university channels and evidence to support any change will then be provided in writing. Failure to comply with this university policy will result in a Fail grade for the placement (see Programme Handbook – for guidance). Sickness/Absence from placement Any absence from placement should be notified immediately to your clinical area as per University Absence Policy (see the on-line University ‘mentorcentre’ for guidance). If telephoning to advise placement staff of intended absence, it may be a useful precaution to take a note of the person’s name who received your call. You should advise placement staff of your intended date of return from sickness when known, or if your absence is expected to be prolonged. In the last case, your Year Group Leader should also be notified. You should indicate whole days of sickness absence on your hours’ card. A GP certificate is required for absences of more than a week. If the absence from placement is due to a ‘Notifiable’ infection (for example Norovirus, ‘Swine flu’) you are required to be absent for a recommended period of time following resolution of the symptoms (for example 48 hours) before returning to placement. Please seek guidance from your placement area regarding local infection control policies and procedures. ‘Lost’ hours can be retrieved later in your same placement by negotiation with your mentor, but you must not exceed 48 hours of work per calendar week (as stipulated by the European Working time Directive 93/104/EC); this restriction on maximum hours of work includes any alternative employment you may have out with your University Programme. Requests to ‘make up’ hours beyond the end of your placement or to alter holiday dates must be made through your Group Leader/PDT/Cohort Leader. Further Information If further information/clarification is required on practical issues pertaining to the use of this document please email [email protected] If your query is student-centred, please contact the Practice Placement Link Lecturer or Practice Education Facilitator, or alternatively please email the module leader or deputy identified in this booklet (page 19).

mailto:[email protected]


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STUDENT INFORMATION - GENERAL GUIDANCE ON THE SUBMISSION OF PRACTICE LEARNING EXPERIENCE DOCUMENTATION The student must adhere to the School of Nursing, Midwifery and Social Care policy that states that the practice learning documentation:

1. Must be submitted by 12 mid-day on the date specified by the placement module leader at Sighthill Campus. For further information please refer to the Programme Handbook (available on the student portal).

2. Should be submitted into the assignment box in a clear submission folder supplied by the student and signed in on the record of

submission folder.

3. Must include all the completed paperwork for the Practice Learning Document as indicated below:

o Competency Booklet (CB) 1. Prior to submission the student should ensure that all documentation within this booklet is completed and that pre-requisite

photocopying is undertaken from the OAR and submitted with this document 2. Completed Record of Hours Worked - these pages should be completed as per University instructions and removed from the

CB. Following completion of the practice learning experience, please submit the cards to the Office 1.B.13 3. The student is advised to keep a photocopy of the record of hours worked card for personal records.

o Ongoing Achievement Record (OAR) 1. Please refer to the OAR directly for this guidance

PLEASE NOTE THERE IS AN AIDE-MEMOIRE FOR SUBMISSION ON THE BACK PAGE OF THIS BOOKLET

Please clearly label with:

Name, Reflective Group, Cohort

and Placement Number i.e. NP 2


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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 can have three consequences:

1. The student’s progression within the programme may be adversely affected by the failure to submit due paperwork.

2. It affects the ability to be awarded a distinction

3. 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.

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 or MyNapier).


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Section 3

Module Leader/Deputy Contact Information

Module Leader Email Deputy Module Leader

Email

Nursing Practice Experience 1 David Tait [email protected] Mike Parkinson [email protected]

Nursing Practice Experience 2 Mark Lees [email protected]


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Mentor/s Signatories Ward (NP1 only) Mentor 1 Name: ................................................................. Signature: ......................................................... Position: ............................................................ Ward: ................................................................. Hospital: ............................................................ Contact number: ............................................... Email address: .................................................. Mentor 2 Name................................................................. Signature: ......................................................... Position............................................................. Ward................................................................ Hospital............................................................. Contact number: .............................................. Email address.......................................................

Mentor/s Signatories Community Mentor 1 Name: ................................................................. Signature: ........................................................... Position................................................................ Location: ............................................................. Contact number: ................................................. Email address: .................................................... Mentor 2 Name: ................................................................. Signature: ........................................................... Position................................................................ Location: ............................................................. Contact number: ................................................. Email address: .................................................... .

Mentor/s Signatories Care Home Mentor 1 Name: ................................................................ Signature: .......................................................... Position: ............................................................ Care Home: ....................................................... Contact number: ................................................ Email address: ................................................... Mentor 2 Name: ................................................................ Signature: .......................................................... Position: ............................................................ Care Home: ....................................................... Contact number: ................................................ Email address: ...................................................

Date of interim assessment:



Week of final interview and assessment of performance:




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Sample Signatures of Mentoring Personnel

NP 1

In order to verify the identity of all those involved in assessing student performance and to

minimise the possibility of fraud, please enter your details in the table below if you contribute any

signature / initials to the student’s documentation while on placement:

MENTOR FULL

NAME (PRINT)

POSITION HELD FULL SIGNATURE INITIALS USED


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Sample Signatures of Mentoring Personnel

NP 2

In order to verify the identity of all those involved in assessing student performance and to

minimise the possibility of fraud, please enter your details in the table below if you contribute any

signature / initials to the student’s documentation while on placement:

MENTOR FULL

NAME (PRINT)

POSITION HELD FULL SIGNATURE INITIALS USED


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Section 4

Placement Outcomes and Competencies Nursing Practice Experience 1: ADN07108

Ward Experience

Placement Outcomes and Competencies Nursing Practice Experience 2: ADN07109

Community Experience

Care Home Experience


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Domain 1: Professional Values

Generic Standard for Competence All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and accountable for safe, compassionate, person-centred, evidence-based nursing that respects and maintains dignity and human rights. They must show professionalism and integrity and work within recognised professional, ethical and legal frameworks. They must work in partnership with other health and social care professionals and agencies, service users, their carers and families in all settings, including the community, ensuring that decisions about care are shared. Field standard Adult nurses must also be able at all times to promote the rights, choices and wishes attention to equality, diversity and the needs of an ageing population. They must be able to work in partnership to address people’s needs in all healthcare settings.


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Domain 1: Professional Values NMC Competence 1 All nurses must practise according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008). They must be aware of the potential ethical challenges relating to people’s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions under the direct supervision of a practitioner. 1.1 Adult nurses must have knowledge of current legislation relevant to all service users, paying special attention to

the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life.

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Evidence of Competency Achievement a. Adheres to the underpinning values of The code: Standards of conduct, performance and ethics for nurses and midwives

(the code) (NMC 2008). 1.1, 1.3, 1.4, 14.1

b. Demonstrates awareness of legal and professional frameworks and local policies aimed at safeguarding and protecting

individuals at risk of harm PPC5, 11.1

c. Demonstrates honesty and integrity in all aspects of professional behaviour

d. Displays overall satisfactory professional image in their behaviour and appearance PPC 13, 17.2, 24.2, 24.3

e. Maintains a good record of punctuality/attendance and adheres to the university/local policy of reporting absence

1.1

a. Demonstrates safe, basic, person-centred, personalised approach to care under supervision for people who are unable to

meet their own physical and emotional needs PPC 1, 2.1

WARD COMPETENCE 1: ACHIEVED / NOT ACHIEVED SIGNATURE: Date

COMMUNITY SERVICES COMPETENCE 1: ACHIEVED / NOT ACHIEVED SIGNATURE: Date

CARE HOME SERVICES COMPETENCE 1: ACHIEVED / NOT ACHIEVED SIGNATURE: Date

By signing the above competency statement you are satisfied that all of the evidence statements have been achieved

http://www.nmc-uk.org/code

http://www.nmc-uk.org/code


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Domain 1: Professional Values NMC Competence 2 All nurses must demonstrate a person-centred, non-judgmental, caring and sensitive approach. They must also avoid assumptions, support social inclusion; recognise and respect individual choice; and acknowledge diversity. Where appropriate, they must alert staff to any potential inequality, discrimination and exclusion from access to care.

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Evidence of Competency Achievement

a. Demonstrates professional values and attitudes during practice.

b. Demonstrates respect for diversity and individual preference valuing differences regardless of personal view. 3.1

c. Contributes to person-centred care that is both sensitive and non-judgemental. 5.4

WARD COMPETENCE 2: ACHIEVED / NOT ACHIEVED SIGNATURE:

Date

COMMUNITY SERVICES COMPETENCE 2: ACHIEVED / NOT ACHIEVED SIGNATURE:

Date

CARE HOME SERVICES COMPETENCE 2: ACHIEVED / NOT ACHIEVED SIGNATURE:

Date



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Domain 1: Professional Values NMC Competence 3 All nurses must have an awareness of health promotion/well-being/rights/dignity for people affected by ill-health, disability, ageing, death and dying.

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a. Recognise how health and well-being can be promoted in clients

b. Demonstrates an awareness of how illness, disability, death and dying may be influenced by factors such as culture, religion, spiritual beliefs, gender and sexuality. 4.1

c. Engages with people in a way that ensures dignity is maintained through making appropriate use of the environment, self and skills and by adopting an appropriate attitude. 3.2, 4.2


Date


Date


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Domain 1: Professional Values NMC Competence 4 All nurses must acknowledge the contribution of service users, carers, families, groups, communities and organisations. They must be able to recognise and respond to risk, whilst aiming to empower choices which encourage self-care, well-being and safety.

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a. Under supervision recognises and responds when situations are becoming unsafe for service users or their families and reports appropriately to senior colleagues. 17.1, 18.2, 18.3

b. Under supervision, works within clinical governance frameworks to manage risk and promote health and well-being 18.1


Date


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Domain 1: Professional Values NMC Competence 5 All nurses must have an awareness of the nurse’s various roles, responsibilities and functions. They must be able to consider the changing needs of people, groups, communities and populations and how this would influence their practice.

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a. Recognises the importance of accurate care documentation within this current practice

b. Discuss how appropriate information is shared across the health and social care team


Date


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Domain 1: Professional Values NMC Competence 6 All nurses must have an appreciation of the roles and responsibilities of other health and social care professionals and be able to work collaboratively for the benefit of all who need care.

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a. Recognises how information is shared with colleagues in a confidential manner. 11.2

b. Considers the boundaries of a caring professional relationship.1.5


Date


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Domain 1: Professional Values NMC Competence 7

All nurses must be responsible and accountable for developing their knowledge and skills through engagement with theoretical and clinical learning, feedback and assessment. Under direct supervision they must aim to improve their performance in order to enhance the safety and quality of care.

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a. Discusses with mentor learning and development needs and takes appropriate action. 18.6

b. Shows responsibility and accountability for keeping knowledge and skills up to date


Date


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Domain 1: Professional Values NMC Competence 8

All nurses must practise under supervision, recognising the limits of their competence and knowledge, and seek advice from, or refer to, other professionals where necessary.

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

b. Works within limitations of the role and recognises own level of competence, seeking help where people’s needs are not being met PPC3, 1.2


Date


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Domain 1: Professional Values NMC Competence 9 All nurses must demonstrate an appreciation of the value of evidence, access a range of appropriate evidence and apply this information to develop and inform their practice.

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a. Adopts a principled approach to care underpinned by the code (NMC 2008). 4.3

b. Uses an evidence base to demonstrate progression in knowledge and skills

c. Demonstrates an understanding of how evidence based guidelines are used to deliver safe, effective care


Date


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Activity to provide additional evidence of competence: Nursing Practice 1: WARD EXPERIENCE - Inter-professional Learning Identify other health care disciplines involved in the care of clients and service users within your placement e.g. dietician, physiotherapist. Discuss with your mentor how these disciplines work as part of the health care team to provide seamless and person centred care. Record your observations here: Links to NMC Standards for Competence

Domain 1 Professional values

Domain 2 Communication and interpersonal skills

Domain 3 Nursing Practice and decision making

Domain 4 Leadership, management and team working

Links to ESC

1.4, 1.5, 14.1

Links to NMC (2010)

Progression Criteria

PPC18

Achieved / Not Achieved (please indicate which by circling)

Mentor Signature: Date:


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Activity to provide additional evidence of competence: Nursing Practice 2: Community Services Experience - Inter-professional Learning Select a patient / client / family in whose care you have been involved and list the key

members of the care team (indicating their role and not their name) involved in

promoting their health and well-being. (A brain storm / bubble chart could be used here)

Inter-professional Learning: Outline below how one of these key members has contributed to improving the health

and well-being of your identified patient / client / resident / family.

Links to NMC Standards for Competence





Links to ESC

1.4, 1.5, 9.11, 14.1

Links to NMC (2010)


PPC 18




36

Activity to provide additional evidence of competence: Nursing Practice 2 Care Home Services Experience - Inter-professional Learning Select a patient / client / resident / family in whose care you have been involved and list

the key members of the care team (indicating their role and not their name) involved in

promoting their health and well-being. (A ‘brainstorm’ / ‘bubble chart’ could be used

here)

Inter-professional Learning: Outline below how one of these key members has contributed to improving the health

and well-being of your identified patient / client / resident / family.






Links to ESC

1.4, 1.5, 9.11, 14.1

Links to NMC (2010)


PPC 18




37


38

Domain 2: Communication and Interpersonal Skills

Generic Standard for Competence All nurses must use excellent communication and interpersonal skills. Their communications must always be safe, effective, compassionate and respectful. They must communicate effectively using a wide range of strategies and interventions including the effective use of communication technologies. Where people have a disability, nurses must be able to work with service users and others to obtain the information needed to make reasonable adjustments that promote optimum health and enable equal access to services. Field standard Adult nurses must demonstrate the ability to listen with empathy. They must be able to respond warmly and positively to people of all ages who may be anxious, distressed, or facing problems with their health and well-being.


39

Domain 2: Communication and Interpersonal Skills NMC Competence 1 All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs.

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a. Is attentive, listens and acts with kindness and sensitivity taking into account people’s physical and emotional responses when engaging with them 5.1, 5.2

b. Responds in a way that confirms what a person is communicating and always seeks to confirm understanding 6.3, 6.4

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


Date


Date


Date



40

Domain 2: Communication and Interpersonal Skills NMC Competence 2 All nurses must use fundamental communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive information they need in a language and manner that allows them comprehend their informed choices and options. They must recognise when language interpretation or other communication support is needed and respond appropriately.

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Evidence of Competency Achievement a. Interacts with the person in a manner that is interpreted as warm, sensitive, kind and compassionate, making appropriate

use of touch 5.3

b. Communicates effectively both orally and in writing, so that the meaning is always clear PPC 12, 6.1


Date


Date


Date



41

Domain 2: Communication and Interpersonal Skills NMC Competence 3 All nurses must use a range of communication methods to begin to acquire and record their knowledge and understanding of people’s needs. They must be aware of their own values and beliefs and the impact this may have on their communication with others. They must take account of the subtleties of communication, and how these may be influenced by an array of other factors, and be able to recognise and respond appropriately when a person finds it hard to communicate. 3.1 Adult nurses must promote the concept, knowledge and practice of self-care with people with acute and long-term conditions, using a range of communication skills and strategies.

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Evidence of Competency Achievement a. Is able to engage with people and build caring professional relationships 1.5

b. Uses ways to maximise communication where hearing, vision or speech is compromised. 3.3

c. Demonstrates the ability to communicate effectively 6.1, 6.3, 6.4, 6.5

3.1

a. Promotes the concept, knowledge and practice of self-care 4.3

b. Under direct supervision engages in person-centred care, empowering people to make choices about how their needs may

be met when they are unable to meet them for themselves PPC 14, 2


Date


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Domain 2: Communication and Interpersonal Skills NMC Competence 4

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42

Under direct supervision, all nurses must recognise when people are anxious or in distress and respond appropriately, using effective communication to promote their wellbeing, and personal safety. They must use effective communication strategies to achieve best outcomes, respecting the dignity and human rights of all concerned. They must know when to consult a third party.

Evidence of Competency Achievement a. Reflects on ways in which own interactions may affect relationships adversely 5.2, 5.5

b. Recognises when situations are becoming unsafe e.g. involving aggression and responds appropriately to keep themselves and others safe 17.1,19.1,19.2, PPC 10


Date


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43

Domain 2: Communication and Interpersonal Skills NMC Competence 5 All nurses must have an awareness of the principles of therapeutic relationships. Under direct supervision they should be able to engage, maintain and, where appropriate, disengage from professional caring relationships.

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Evidence of Competency Achievement a. Acts in a manner that is attentive, kind, sensitive, compassionate and non-discriminatory, that values diversity and acts

within professional boundaries PPC 15

b. Demonstrates awareness of therapeutic principles that enable engagement, and disengagement from a helping/caring relationship


Date


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44

Domain 2: Communication and Interpersonal Skills NMC Competence 6 All nurses must take every opportunity to encourage health-promoting behaviour through education, role modelling and effective communication.

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Evidence of Competency Achievement a. Works in partnership with people, children, their families and carers, under direct supervision, to encourage health

promoting behaviour

b. Demonstrates an awareness of how nurses can encourage health promoting behaviour through the use of education and

role modelling


Date


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45

Domain 2: Communication and Interpersonal Skills NMC Competence 7 Under direct supervision of an appropriately prepared health professional, all nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate language.

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Evidence of Competency Achievement a. Records information accurately and clearly on the basis of observation and communication 6.2

b. Contributes to the development of a plan of care


Date


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46

Domain 2: Communication and Interpersonal Skills NMC Competency 8 All nurses must respect individual rights to confidentiality. Under direct supervision, they must keep information secure and confidential in accordance with The Code (NMC 2009), taking account of local protocols. When the interests of safety and protection override the need for confidentiality, under direct supervision, all nurses must recognise the requirement to share and respond when personal information may need to be communicated to others.

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Evidence of Competency Achievement a. Applies the principles of confidentiality and data protection. 7.1, 7.3

b. Protects and treats information as confidential except where sharing information is required for the purposes of safeguarding

and public protection. 7.2 PPC 16

c. Demonstrates awareness of how to seek consent prior to sharing confidential information outside of the professional care

team, subject to agreed safeguarding and protection procedures. 8.1


Date


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47

Activity to provide additional evidence of competence:

Nursing Practice 1: WARD EXPERIENCE

In collaboration with your mentor, identify ways in which individual service users’ rights and choices are respected**. You may wish to consider some of the following:

Legislation

Policies

Planning and implementation of care

Service user involvement

Please record here ways in which you would maintain service users’ rights and choices:

**Mental Health and/or Learning Disabilities Alternate Fields of Practice Learning Outcomes may be achieved through this activity. Links to NMC Standards for Competence




Links to ESC

1.1,1.2,1.3,1.4,2.1,3.1,3.2,

3.3,4.1,4.2,4.3

Links to NMC (2010)


PPC 13,14, 15,16




48


Nursing Practice 2: Community Services Experience

In collaboration with your mentor discuss policies and guidelines that exist to meet the

essential needs of pregnant women**.

Please consider:

Legislation

Policies


Pregnant or post natal women with coexisting physical, mental health or learning disabilities

The role of the health visitor/ midwife

Please record your findings below and then discuss them with your mentor

**Maternal Health Alternate Field of Practice Learning Outcomes may be achieved through this activity. Links to NMC Standards for Competence




Domain 4 Leadership Management and Team Working

Links to ESC

1.1,1.2,1.5,2.1,3.1,3

.2,5.5,14.1

Links to NMC (2010)


PPC 1,5,7,12,14,15




49


Nursing Practice 2: Care Home Experience

In collaboration with your mentor identify ways in which individual service users’ rights and choices are respected**. You may wish to consider some of the following:

Legislation

Policies


Service user involvement

Please record here ways in which you would maintain service users’ rights and choices:

**Mental Health Alternate Field of Practice Learning Outcomes may be achieved through this activity. Links to NMC Standards for Competence




Links to ESC

1.1,1.2,1.3,1.4,2.1,3.1,3.2,

3.3,4.1,4.2,4.3

Links to NMC (2010)


PPC 13,14, 15,16




50

Domain 3: Nursing Practice and Decision-Making

Generic Standard for Competence All nurses must practice autonomously, compassionately, skilfully and safely, and must maintain dignity and promote health and well-being. They must assess and meet the full range of essential physical and mental health needs of all people of all ages who come in to their care. Where necessary they must be able to provide safe and effective immediate care to all people prior to accessing and referring to specialist services irrespective of their field of practice. All nurses must also meet more complex and co-existing needs for people in their own field of nursing practice, in any setting including hospital, community and at home. All practice should be informed by the best available evidence and comply with local and national guidelines. Decision-making must be shared with service users, carers and families and informed by critical analysis of a full range of possible interventions, including up to date technology. All nurses must also understand how behaviour, culture, socio-economic and other factors, in the care environment and its location, can affect health, illness, health outcomes and public health priorities and take this into account in planning and delivering care. Field standard Adult nurses must be able to carry out accurate assessment of people of all ages using appropriate diagnostic and decision making skills. They must be able to provide effective care for service users and others in all settings. They must have in-depth understanding of and competence in medical and surgical nursing to respond to adult’s full range of health and dependency needs. They must be able to deliver care to meet essential and complex physical and mental health needs.


51

Domain 3: Nursing Practice and Decision-Making NMC Competence 1 Under direct supervision, all nurses must use up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings, influence change and promote health and best practice. Under direct supervision, they must make person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to ensure high quality care. They must begin to recognise when the complexity of clinical decisions requires specialist knowledge and expertise. 1.1 Adult nurses under direct supervision, must be able to recognise and respond to the needs of all people who come into their

care including babies, children and young people, pregnant and postnatal women, people with mental health problems, people with physical disabilities, people with learning disabilities, older people, and people with long term problems such as cognitive impairment.

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Evidence of Competency Achievement a. Identify where a plan of care requires updated and ensure that this is communicated to the health and social care team

b. Assists others or obtains assistance when help is required 19.2

1.1

a. Under direct supervision, recognises and responds to the wide range of service uses with different needs (for example

people of all ages, maternal health, mental health problems, learning disabilities) and where appropriate works towards

achieving the learning outcomes for alternative fields of practice


Date


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52

Domain 3: Nursing Practice and Decision-Making NMC Competence 2 All nurses must possess a broad knowledge of the structure and functions of the human body, and other relevant knowledge from the life, behavioural and social sciences as applied to health, ill-health, disability, ageing and death. They must develop an in-depth knowledge of common physical and mental health problems and treatments in their own field of practice, including co-morbidity and physiological and psychological vulnerability.

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Evidence of Competency Achievement a. Demonstrates a satisfactory knowledge of the structure and functions of the human body

b. Apply knowledge of life, behavioural and social sciences (as applied to health), to ill health, disability, ageing and death 5.4

c. Demonstrate an awareness of physical and mental health problems and treatments in relation to current placement

(including co-morbidity and physiological and psychological vulnerability) 5.2

d. Acts within legal frameworks and local policies in relation to safeguarding adults (and children) who are in vulnerable

situations 11.1


Date


Date


Date



53

Domain 3: Nursing Practice and Decision-Making NMC Competence 3 Under direct supervision, all nurses must carry out comprehensive, systematic nursing assessments that take account of relevant physical, social, cultural, psychological, spiritual, genetic and environmental factors, in partnership with service users and others through interaction, observation and measurement.

3.1Adult nurses under direct supervision must safely use a range of diagnostic skills, employing appropriate technology, to

assess the needs of service users.

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Evidence of Competency Achievement a. Observe/Participate in the assessment of a patient /resident/ client’s care needs

b. Review the findings of the assessment process and can discuss prioritisation of patient / resident / client care needs

c. Reports to an appropriate person following patient assessment, to ensure adequate nutrition and hydration e.g. where there

is a risk of meals being missed

3.1

a. Demonstrates awareness of the use of technology to monitor change in any patient’s / resident’s / client’s condition

b. Accepts delegated activities within limitations of own role, knowledge and skill to assess the needs of service users 15.1


Date


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54

Domain 3: Nursing Practice and Decision-Making NMC Competence 4 All nurses must ascertain and respond to the physical, social and psychological needs of people, groups and communities. Under direct supervision, they must then plan, deliver and evaluate safe, competent, person-centred care in partnership with them, paying special attention to changing health needs during different life stages, including progressive illness and death, loss and bereavement.

4.1 Adult nurses under direct supervision, must safely use invasive and non-invasive procedures, medical devices, where

relevant, in medical and surgical nursing practice, providing information and taking account of individual needs and preferences

4.2 Adult nurses under direct supervision must recognise and respond to the changing needs of adults, families and carers during

terminal illness. They must be aware of how treatment goals and service users’ choices may change at different stages of progressive illness, loss and bereavement.

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Evidence of Competency Achievement a. Demonstrates respect for peoples choices at different stages of progressive illness, loss and bereavement

b. Under direct supervision recognise the changing needs of adults, children, young people, families and carers during

terminal or progressive illness

4.1

a. Effectively communicates people’s stated needs and wishes to other professionals 6.5

4.2

a. Demonstrate awareness of how service users’ choices and treatment goals may change at different stages of progressive

illness, loss and bereavement.


Date


Date


Date



55

Domain 3: Nursing Practice and Decision-Making NMC Competence 5 All nurses must have an awareness of public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities. They must, under direct supervision, use a range of information and data to assess the needs of people, groups, communities and populations, and work to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote

social inclusion.

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Evidence of Competency Achievement a. Understands the concept of public health and the benefits of healthy lifestyles and the potential risks involved with various

lifestyle choices or behaviours 9.3

b. Demonstrate awareness of data which can contribute to assessing the needs of people, groups, communities and

populations, and works to improve the experience of healthcare


Date


Date


Date



56

Domain 3: Nursing Practice and Decision-Making NMC Competence 6 All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and where appropriate and under direct supervision ,the use of medical devices and equipment. The nurse, under direct supervision must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must under direct supervision contribute to the collection of local and national data that informs policy.

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Evidence of Competency Achievement a. Demonstrates safe practice during any invasive and non-invasive procedures

b. Safely uses and disposes of medical devices under supervision and in keeping with local and national policy and

understands reporting mechanism relating to adverse incident 20.1

c. Follows local and national guidelines and adheres to standard infection control precautions 21.1, 24.1, 30.2

d. Understands and works within the laws governing health and safety at work e.g. demonstrates safe manual handling

techniques, understands their role in reducing the risk of infection (including effective hand washing) PPC9, 22.1


Date


Date


Date



57

Domain 3: Nursing Practice and Decision-Making NMC Competence 7 Under direct supervision, all nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe. 7.1 Adult nurses must recognise the early signs of illness in people of all ages. They must make accurate assessments and under direct supervision start appropriate and timely management of those who are acutely ill, at risk of clinical deterioration, or require emergency care. 7.2 Adult nurses must understand the normal physiological and psychological processes of pregnancy and childbirth. They must work with the midwife and other professionals and agencies to provide basic nursing care to pregnant women and families during pregnancy and after childbirth. They must be able to respond safely and effectively in an emergency to safeguard the health of mother and baby.

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Evidence of Competency Achievement a. Show awareness of the signs of normal and deteriorating mental and physical health

b. Is able to recognise when a persons’ physical or psychological condition is deteriorating, demonstrating how to act in an emergency and administer essential first aid PPC 4.

7.1

a. Responds appropriately when faced with an emergency or a sudden deterioration in a person’s physical or psychological condition 9.1

7.2

a. Demonstrate knowledge of the normal physiological and psychological processes of pregnancy and childbirth.

b. Discuss the role of the midwife and other professionals and agencies to provide basic nursing care to pregnant women and families during pregnancy and after childbirth.


Date


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58

Domain 3: Nursing Practice and Decision-Making NMC Competence 8 Under direct supervision, all nurses must provide educational support to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves. 8.1 Adult nurses under direct supervision must work in partnership with people who have long-term conditions that require medical or surgical nursing, and their families and carers, to provide therapeutic nursing interventions, optimise health and wellbeing, facilitate choice and maximise self-care and self-management.

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Evidence of Competency Achievement a. Under the supervision of a registered practitioner, provide care that promotes patient / resident / client participation and

choice PPC 13

8.1

a. Meets peoples essential needs in relation to safety and security, wellbeing and comfort, maintaining their dignity at all times

PPC 2


Date


Date


Date



59

Domain 3: Nursing Practice and Decision-Making NMC Competence 9 All nurses must be able to recognise when a person is at risk and in need of extra support and protection and under direct supervision take reasonable steps to protect them from abuse.

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Evidence of Competency Achievement a. Follows instructions and takes appropriate action, sharing information to minimise risk 18.4

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


Date


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60

Domain 3: Nursing Practice and Decision-Making NMC Competence 10 Under direct supervision, all nurses must evaluate their care to improve clinical decision-making, quality and outcomes, using a range of methods, amending the plan of care, where necessary, and communicating changes to others.

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Evidence of Competency Achievement a. Under direct supervision evaluates care to improve clinical decision-making, quality and outcomes

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


Date


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Date



61



Applying the principles of numeracy and the administration of medicines demonstrate competence in basic medicines calculations by participating under direct supervision in the following**:

1. Tablets and capsules

2. Liquid medicines

3. Injections (including unit dose; sub and multiple unit dose; and SI unit conversion)

Students must show evidence of completing practice modules 1 and 2 of the online SafeMedicate (Authentic World) Numeracy activity.

Mentor Signature

Safe Medicate Module 1 Achieved / Not Achieved

Safe Medicate Module 2 Achieved / Not Achieved

Your mentor must indicate by signing below that you have competently demonstrated your ability to carry

out basic medicines calculations and possess a print out the self-tests from SafeMedicate

(Authentic World), demonstrating completion of numeracy units 1&2. These calculations should be

performed during an episode of care e.g. administration of medicines to service users.




Links to ESC

33.1

Links to NMC (2010)


PPC 8,11

Overall: Achieved / Not Achieved (please indicate which by circling)


Mentor Initials:

Mentor Initials:

Mentor Initials:


62

Activity to provide additional evidence of competence: Care Home Experience

Nursing Practice 2 Care Home:

Identify a prescribed medicine / drug that is used in your practice placement area and discuss the following:

Name the proprietary title of the medicine / drug ______________________________________

State the dosage of the prescribed medicine / drug and the route of administration

____________________________________________________________________________

State the disease/s that this medicine / drug protects against / is used to treat

____________________________________________________________________________

Explain how this medicine / drug provides protection

_____________________________________________________________________________

Outline any potential side effects / reactions of the medicine / drug

Achieved / Not Achieved (please indicate which by circling ) Mentor Signature: Date:

Activity to provide additional evidence of competence: Community Experience

Nursing Practice 2 Community:

Name the proprietary title of the medicine / drug / immunisation____________________________

State the dosage of the prescribed medicine / drug / immunisation and the route of

administration___________________________________________________________________

State the disease/s that this medicine / drug / immunisation protects against / is used to

treat__________________________________________________________________________

Explain how this medicine / drug / immunisation provides protection

______________________________________________________________________________

Outline any potential side effects / reactions of the medicine / drug / immunisation

______________________________________________________________________________

Achieved / Not Achieved (please indicate which) Mentor Signature: Date: Links to NMC Standards for Competence





Links to ESC

34

Links to NMC (2010)


PPC 17, 18


63


64

Domain 4: Leadership, Management and Team Working

Generic Standard for Competence All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills. Field standard Adult nurses must recognise the skills required for the leadership, management and design of services and under direct supervision liaise with specialist teams. They must be adaptable and flexible, and under direct supervision able to take the lead in responding to the needs of people of all ages in a variety of circumstances, including situations where immediate or urgent care is needed. They must demonstrate awareness of their role in disaster management, major incidents and public health emergencies, and respond appropriately according to their levels of competence.


65

Domain 4: Leadership, Management and Team Working NMC Competence 1 All nurses must develop awareness of their role as change agents and under direct supervision provide leadership through quality improvement and service development to enhance people’s wellbeing and experiences of healthcare.

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Evidence of Competency Achievement a. Works and accepts delegated activities within the limitations of own role, knowledge and skills 15.1

b. Under direct supervision develops management and team working skills

c. Works within the code (NMC, 2008) and adheres to the Guidance on professional conduct for nursing and midwifery

students (NMC, 2010) 14.1


Date


Date


Date



66

Domain 4: Leadership, Management and Team Working NMC Competence 2 All nurses under direct supervision must develop the ability to systematically evaluate care and ensure that they and others use the findings to help improve people’s experience and care outcomes and to shape future services.

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Evidence of Competency Achievement a. Responds appropriately to compliments and comments, using findings to help improve people’s experience of care and care

outcomes 12.1

b. Under supervision, works within clinical governance frameworks to improve people’s experience of care 18.1


Date


Date


Date



67

Domain 4: Leadership, Management and Team Working NMC Competence 3 All nurses must under direct supervision be able to identify priorities and manage time and resources effectively to ensure the quality of care is maintained or enhanced.

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Evidence of Competency Achievement a. Maintains people’s essential needs in relation to safety and security, wellbeing, comfort, bowel and bladder care, nutrition

and fluid maintenance and personal hygiene, maintaining their dignity at all times PPC 2

b. Demonstrates the ability to listen, seek clarity, and carry out instructions safely to ensure the quality of care PPC 7


Date


Date


Date



68

Domain 4: Leadership, Management and Team Working NMC Competence 4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation.

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Evidence of Competency Achievement a. Evaluates ways in which own interactions affect relationships to ensure that they do not impact inappropriately on others 5.5

b. Demonstrate ability to learn from experience, through supervision, feedback, reflection and evaluation.

c. Uses support systems to recognises, manage and deal with own emotions 11.3


Date


Date


Date



69

Domain 4: Leadership, Management and Team Working NMC Competence 5 All nurses under direct supervision, and where appropriate must facilitate others to develop their competence, using a range of professional and personal development skills.

Ward

A

chieved

: Men

tors In

itials

Co

mm

un

ity Services A

chieved

: Men

tor In

itials

Care H

om

e A

chieved

: Men

tors In

itials

Evidence of Competency Achievement a. Is able to engage with people and work collaboratively to build caring and professional relationships 1.5


Date


Date


Date



70

Domain 4: Leadership, Management and Team Working NMC Competence 6 All nurses under direct supervision must begin to work independently as well as in teams. They must be able to identify the need to take the lead in coordinating, delegating and supervising care safely, managing risk and remaining responsible for the care given.

Ward

A

chieved

: Men

tors In

itials

Co

mm

un

ity Services A

chieved

: Men

tor In

itials

Care H

om

e A

chieved

: Men

tors In

itials

Evidence of Competency Achievement a. Practises honestly and with integrity, applying the principles of The Code (NMC, 2008) and the Guidance on professional

conduct for nursing and midwifery students (NMC, 2009) PPC 17

b. Under direct supervision begins to initiate care and safely manage risk

c. Works within the limitations of their knowledge, skills and professional boundaries, understanding that they are responsible for their own actions PPC 6


Date


Date


Date



71

Domain 4: Leadership, Management and Team Working NMC Competence 7 All nurses under direct supervision must work effectively across professional and agency boundaries, actively involving and respecting others’ contributions to integrated person-centred care. They must develop awareness of when and how to communicate with and refer to other professionals and agencies in order to respect the choices of service users and others, promoting shared decision making, to deliver positive outcomes and to coordinate smooth, effective transition within and between services and agencies.

Ward

A

chieved

: Men

tors In

itials

Co

mm

un

ity Services A

chieved

: Men

tor In

itials

Care H

om

e A

chieved

: Men

tors In

itials

Evidence of Competency Achievement a. Demonstrates awareness of the roles and responsibilities of key members of the health and social care team and

understands the need for collaborative working to improve health outcomes within communities

b. Acts in a way that values the roles and responsibilities of others in the team and interacts appropriately PPC 18


Date


Date


Date



72



Consider your ability to identify clinical priorities effectively to ensure the quality of care is maintained.

Identify how you interact with the senior nurse/practitioner for example when reporting concerns or changes in a service user’s condition

Reflect upon your role as a team member

Note your thoughts in the space below.

Achieved / Not Achieved (please indicate which by circling )







Links to ESC

14.1, 15.1, 17.1, 18.1, 18.4, 18.6

Links to NMC (2010)


PPC 17,18


73


Nursing Practice 2 Community Experience

Recognise factors that need to be considered when planning care for a patient / client /

family

Take some notes below then discuss with your mentor the contribution of the patient /

client / resident / family when planning and managing holistic nursing care

Achieved / Not Achieved (please indicate which by circling )







Links to ESC

14.1, 15.1, 17.1, 18.1, 18.4, 18.6

Links to NMC (2010)


PPC 17, 18


74


Nursing Practice 2: Care Home Experience Recognise factors that need to be

considered when planning care for a patient / client / resident / family

Take some notes below then discuss with your mentor the contribution of the patient /

client / resident / family when planning and managing holistic nursing care








Links to ESC

14.1, 15.1, 17.1, 18.1, 18.4, 18.6

Links to NMC (2010)


PPC 17, 18


75

Module: Nursing Practice 1

Anatomy and Physiology – Directed Study

Topic: ‘The Locomotor System’

1) Please access the Moodle site for this module

2) Locate and complete the relevant Worksheet

Useful sources include:

Tortora, G.J., Derrickson, B. (2009) Principles of anatomy and physiology 13th ed. Ch. 6-

11 Hoboken, NJ: Wiley

Waugh, A., Wilson, K.J.W. (2014) Ross and Wilson: anatomy and physiology in health

and illness 12th ed. Ch.16 Edinburgh: Churchill Livingstone

3) Having completed the above worksheet, outline to your mentor how this new knowledge may assist your care of patients while on placement in a ward. The space below can be used for your notes (add additional sheets if desired).

Notes:


Signature of mentor: Date:


76

Module: Nursing Practice 2

Anatomy and Physiology – Directed Study

Topic: ‘The Skin’

1) Please access the Moodle site for this module

2) Locate and complete the relevant Worksheet

Useful sources include:

Tortora, G.J., Derrickson, B. (2009) Principles of anatomy and physiology 13th ed. Ch. 6-

11 Hoboken, NJ: Wiley

Waugh, A., Wilson, K.J.W. (2014) Ross and Wilson: anatomy and physiology in health

and illness 12th ed. Ch.14 Edinburgh: Churchill Livingstone

3) Having completed the above worksheet, outline to your mentor how this new knowledge may assist your care of patients while on placement in the Community or a Care Home. The space below (and additional sheets if required) can be used for your notes.

Notes:


Signature of mentor: Date:


77


78

Guidance for Mentors: Service user/carer feedback form

1. Mentors should encourage students to gain valuable feedback from service users and carers as an ongoing aspect of their care delivery. For the purposes on this feedback exercise the key points will be recorded on the form.

2. Service users and carers participating in the feedback exercise of students should be selected in

consultation with their mentor(s). Please reassure the service user/ carer that they do not have to participate and if they do not want to, it will not affect their future care or treatment.

3. Mentors should explain the feedback process using the information on the form to contextualise the feedback exercise. If the service user/care agrees the Mentor will ask the client/carer for feedback on the listed points and then write the comments on the form. They will read them back to the service user / carer to ensure that the wording is what they wanted to say.

4. It is the Mentor's responsibility to ensure the comments are an accurate account of the client/carers experience.

5. It is the responsibility of the Mentor to discuss the evidence with the student and sign the form regarding the accuracy of the evidence.

6. The mentor and student will both sign the form indicating that this activity has taken place; the

service user/carer should not be identified on the form.

7. The mentor will gain feedback from clients and/or carers/family member and the following is recommended:

a. In year one, without the student being present. b. In year two, if the service user and/or carers/family member consents the student nurse can

be present but the mentor facilitates the discussion. c. In year three, if appropriate the student and mentor will be present and the student will

facilitate the discussion.

8. Any professional ethical issues identified during this evaluation, should be addressed through NHS Lothian, NHS Borders and Edinburgh Napier University policy.

9. These feedback forms have been approved by NHS Lothian Patient Focus and Public Involvement and NHS Borders Public Involvement (Clinical Governance and Quality).


79

SERVICE USER/CARER FEEDBACK

SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT

Aim: We would value the views of service users and/or their carers/families on the contact the student has had

with you. This helps the student nurse and their mentor to learn what you thought of what the student did for

you and how she/he did it. The student nurse requires evidence of feedback from one service user or

carer/family member per placement. The information you provide will be used to help the student’s learning

and development and it will benefit future service users/carers.

The mentor or service user/carer can record their feedback within the box

Information to be given to the service user/carer/family member:

You have been asked to participate in this feedback exercise, as the student nurse has been involved in

delivering your care. The student’s mentor will ask you some questions about your experience with the

student. These comments will be anonymous and will be treated in confidence: they will not affect your care in

any way. You do not have to participate if you do not wish to do so and if you do not want to, this will not affect

your future care or treatment.

Please provide some details on the following:

Were you made to feel welcome?

Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was saying

or doing?

Did you feel respected?

Did you feel that the student showed care and consideration?

What do you think the student could do even better?

Thank you very much for your comments

Student’s Name...........................................................................

Achieved / Not Achieved (please indicate which circling)

Mentor’s signature.................................................... Date............................................................

Nursing Practice 1


80

Student Reflection on User / Carer Feedback (NP1)

Use the box below to record your thoughts and feelings:

Signature of Student: .............................................. Date: .....................................


81

SERVICE USER/CARER FEEDBACK

SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT

Aim: We would value the views of service users and/or their carers/families on the contact the student has

had with you. This helps the student nurse and their mentor to learn what you thought of what the student

did for you and how she/he did it. The student nurse requires evidence of feedback from one service user or

carer/family member per placement. The information you provide will be used to help the student’s learning

and development and it will benefit future service users/carers.

The mentor or service user/carer can record their feedback within the box

Information to be given to the service user/carer/family member:

You have been asked to participate in this feedback exercise, as the student nurse has been involved in

delivering your care. The student’s mentor will ask you some questions about your experience with the

student. These comments will be anonymous, and will be treated in confidence; they will not affect your

care in any way. You do not have to participate if you do not wish to do so and if you do not want to, this will

not affect your future care or treatment.

Please provide some details on the following:

Were you made to feel welcome?

Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student was

saying or doing?

Did you feel respected?

Did you feel that the student showed care and consideration?

What do you think the student could do even better?

Thank you very much for your comments

Student’s Name...........................................................................


Mentor’s signature..................................................Date................................................................

Nursing Practice 2


82

Student Reflection on User / Carer Feedback (NP2)

Use the box below to record your thoughts and feelings:

Signature of Student: .............................................. Date: .....................................


83


84

Section 5

Record of Hours Worked Card


85


86

Faculty of Health, Life and Social Sciences Practice Experience Record of Hours

Name

Matriculation number

Field

Intake

Reflective Group

Trimester

Placement area/s include all 1.

Date of Commencement

Date of Completion

Mentors Name and Designation

1. 2. 3.

Mentor Signature/s All areas (if required)

Total hours worked Total hours absence Occasions Absent

Following completion of the placement, please submit these forms (on the date/time as indicated by the University) to the submission box in Room 1B13, Sighthill Campus. Please ensure timecards of more than 1 sheet are stapled together securely. Remember, it is your responsibility to:

1. Accurately record the hours worked each week on placement 2. Complete either an average of 37.5 hours per week in practice or 30 hours when you have a study

day. Complete an average of 30 hours per week where a theory module is being studied simultaneously with practice (1 study day per week: as per student allocation sheet). The study hours will be allocated automatically through university systems and students will either engage with university classes or with self-study.

3. Deduct 60 minutes per day from the hours worked during every shift for a long day and 30 minutes for each core shift

4. Ensure you sign practice placement record of hours work card daily 5. Ensure that the mentor signs the practice placement record of hours worked card each week after

the hours are completed. Any changes to this document must be signed off by mentor. 6. Sick leave is noted as ‘S/L’ and Study Days/Reflection as ‘UNI’ in the appropriate space 7. Submit Practice Placement Record of Hours card to the designated person / sign-in box on the

date/time indicated by the University. 8. Never falsify Practice Placement records or assessments in any way. This would be considered

non-academic misconduct and dealt with accordingly (see regulations) 9. Ensure that the reflective group teacher signs the reflective / study day hours at the end of the

session in university.


87

Please clearly indicate absence as ‘S/L’ or ‘UNI’ as well as recording attendance. Week 1 Commencing: ……………………

Mon Tues Wed Thu Fri Sat Sun

Total Start

Finish

Hours worked

Daily signature

Mentors signature ____________________________________________________

Week 2 Commencing: ……………………


Total Start

Finish

Hours worked

Daily signature




Total Start

Finish

Hours worked

Daily signature

Mentors signature ____________________________________________________ Week 4 Commencing: ……………………


Total Start

Finish

Hours worked

Daily signature

Mentors signature ____________________________________________________ I confirm that this is an accurate representation of the hours I have worked in clinical practice____________________________________ (student signature) Date________


88



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature


I confirm that this is an accurate representation of the hours I have worked in clinical practice____________________________________ (student signature) Date________


89



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



90

Faculty of Health, Life and Social Sciences Practice Placement Record of Hours

Name

Matriculation number

Field

Intake

Reflective Group

Trimester

Placement area/s include all 2.

Date of Commencement

Date of Completion

Mentors Name and Designation

1. 2. 3.

Mentor Signature/s All areas (if required)

Total hours worked Total hours absence Occasions Absent

Following completion of the placement, please submit these forms (on the date/time as indicated by the University) to the submission box in Room 1B13, Sighthill Campus. Please ensure timecards of more than 1 sheet are stapled together securely. Remember, it is your responsibility to:

1. Accurately record the hours worked each week on placement 2. Complete either an average of 37.5 hours per week in practice or 30 hours when you have a study

day. Complete an average of 30 hours per week where a theory module is being studied simultaneously with practice (1 study day per week: as per student allocation sheet). The study hours will be allocated automatically through university systems and students will either engage with university classes or with self-study.

3. Deduct 60 minutes per day from the hours worked during every shift for a long day and 30 minutes for each core shift

4. Ensure you sign practice placement record of hours work card daily 5. Ensure that the mentor signs the practice placement record of hours worked card each week after

the hours are completed. Any changes to this document must be signed off by mentor. 6. Sick leave is noted as ‘S/L’ and Study Days/Reflection as ‘UNI’ in the appropriate space 7. Submit Practice Placement Record of Hours card to the designated person / sign-in box on the

date/time indicated by the University. 8. Never falsify Practice Placement records or assessments in any way. This would be considered

non-academic misconduct and dealt with accordingly (see regulations) 9. Ensure that the reflective group teacher signs the reflective / study day hours at the end of the

session in university.


91

Please clearly indicate absence as ‘S/L’ or ‘UNI’ as well as recording attendance. Week 1 Commencing: ……………………


Total Start

Finish

Hours worked

Daily signature




Total Start

Finish

Hours worked

Daily signature




Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



92



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature


I confirm that this is an accurate representation of the hours I have worked in clinical practice____________________________________ (student signature) Date________


93



Total Start

Finish

Hours worked

Daily signature




Total Start

Finish

Hours worked

Daily signature




Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



94

Section 6

Appendices


95

First Progression Point Criteria: Criteria that must be met as a minimum requirement by progression point one in any practice setting where people are receiving care, or through simulation. 18 Year 1 Progression Point Criteria (NMC, 2010)

Areas associated with safety and safeguarding people of all ages, their carers and their families

1. Demonstrates safe, basic, person-centred care, under supervision, for people who are unable to meet their own physical and emotional needs.

2. Meets people’s essential needs in relation to safety and security, wellbeing, comfort, bowel and bladder care, nutrition and fluid maintenance and personal hygiene, maintaining their dignity at all times.

3. Seeks help where people’s needs are not being met, or they are at risk. Communication and interpersonal skills

4. Is able to recognise when a person’s physical or psychological condition is deteriorating, demonstrating how to act in an emergency and administer essential first aid.

5. Demonstrates an understanding of how to work within legal and professional frameworks and local policies to safeguard and protect people, particularly children, young people, and vulnerable adults


6. Is able to recognise, and work within, the limitations of their own knowledge and skills and professional boundaries, understanding that they are responsible for their own actions.

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

8. Uses and disposes of medical devices safely under supervision according to local and national policy, reporting any incidents or near misses.

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

10. Recognises signs of aggression and takes appropriate action to keep themselves and others safe.

11. Safely and accurately carries out basic medicines calculations.


Appendix 1


96

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

Areas associated with professional values and expected attitudes and behaviours towards people, their carers and their families

13. Displays a professional image in their behaviour and appearance, showing respect for diversity and individual preferences.

14. Demonstrates respect for people’s rights and choices. Professional values

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

16. Understands the principles of confidentiality and data protection. Treats information as confidential, except where sharing is required to safeguard and protect people.

Areas associated with professional values and expected attitudes and behaviours towards people, their carers and their families

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

18. Acts in a way that values the roles and responsibilities of others in the team and interacts appropriately.


97

Appendix 2: Supporting Student Progression / Assessment of Performance Both student and mentor need to ensure that they are familiar with the format and content of the OAR, which signposts the learning checkpoints by recording of a number of activities throughout the placement: induction, interim assessment of progress and final assessment of performance. These 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. Student responsibilities - Competency Booklet The student needs to ensure that he / she is familiar with ALL the requirements for successful completion. This is essential to allow the student to engage continuously with the learning process throughout the placement. Mentor/co-mentor responsibilities - Competency Booklet The mentor needs to familiarise him/herself with the format of the booklet, the assessment process and the requirements for completion. For audit purposes it is important that the mentor uses his/her full signature within the booklet documentation - initials will not suffice. Please note that the use of correction fluid to amend signatures / hours will not be accepted. Mentors can access more information at the Mentor Centre on; http://staff.napier.ac.uk/faculties/fhlss/mentorcentre/Pages/MentorCentre.aspx Record of signatories - mentor The mentor/s should complete this information to allow university staff to contact them directly should clarity be required in relation to the practice learning experience or the assessment of the student’s progress. 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 a “cause for concern” (in section 8 of this booklet). These pre-placement activities are documented as completed, by the mentor in the OAR.

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


98

Induction to practice learning environment - mentor and student The Induction Outcomes specified within the OAR booklet should be completed by the student within the first week in order to familiarise themselves with the nature of the learning environment. The student and mentor MUST have a preliminary meeting to DISCUSS the student’s learning needs (within the first 48 hours3), 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. Interim review of progress - mentor and student It is the responsibility of the student in collaboration with the mentor to ensure that the interim review of progress is completed at the midpoint of the placement experience. Prior to the interim review of progress, students should reflect on their progress within the care area and this should inform the discussion and formulation of the interim strategy to address learning needs. This discussion and review assessment is formative and documented by the mentor in the OAR. At this stage in the learning and assessment process, any concerns in relation to the student’s knowledge, skills or attitudes within the learning environment should be signposted and an action plan developed between the student, the mentor and the Link Lecturer/Practice Education Facilitator. A blank Action Plan template is available within Section 8 within the OAR. 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.

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, 20084). Students must also abide by the university academic and non-academic disciplinary regulations5 which include fitness to practice regulations. These regulations can be accessed on: http://staff.napier.ac.uk/NR/rdonlyres/E5C14997-62D3-4009-9832-E831F1136579/6256/StudentDisciplinaryRegulations2008092.pdf

3 Based on the National Health Service Education for Scotland (NES) (2008) The development of quality standards for practice placements Edinburgh NHS Scotland

4 NMC (2008) Requirements for Evidence of Good Health and Good Character- regulation B8.6.6 5 Napier University, The university Academic Regulations, Student Disciplinary Regulations, Approved July 2008

http://staff.napier.ac.uk/NR/rdonlyres/E5C14997-62D3-4009-9832-E831F1136579/6256/StudentDisciplinaryRegulations2008092.pdf


99

University Policies Students are expected to abide by both university policies and those of the local practice learning area. Table 1: 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

Students with a disability or with special needs Reasonable adjustments may have been made to allow a student with a disability to achieve competency. These regulations can be accessed on: http://staff.napier.ac.uk/NR/rdonlyres/E5C14997-62D3-4009-9832-

E831F1136579/6256/StudentDisciplinaryRegulations2008092.pdf 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/mentorcentre/



http://staff.napier.ac.uk/Faculties/mentorcentre/


100

Appendix 3: Reporting a Cause for Concern in Placement Identified by a Student

Please see OAR for Whistleblowing Procedure flowchart and documentation. This flow chart is designed to help students to resolve concerns

identified within the allocated clinical placement. The process of addressing and managing concerns is part of the learning process and will be supported

It is recognised that students may encounter difficulties, dissatisfaction or concern with the following:

Learning opportunities and availability

Teaching

Feedback

Perceived unfairness and subjectivity

Learning culture

Health and safety

Students who have concern within a placement are advised to take action immediately by following the process below. In the first instance students are

encouraged to raise concerns with members of the practice team. It is anticipated that the majority of issues will be resolved with the support of members of

the practice team. However, where cause for concern regards patient safety or perceived serious misconduct it is recognised that students may need

additional support. Students are encouraged to discuss such matters immediately with the placement link lecturer or their Personal development tutor (or

equivalent) at the earliest opportunity.

Stage 1: of the process is normally adopted to address an issue relating to mentoring and support of the student in practice placements

Stage 2: of the process is normally instigated when issues have arisen in stage 1 that have not been able to be resolved and further assistance is required to

address the concern.

Stage 3: of the process should be instigated when the cause for concern relates to patient safety/ care or staff safety issues or other serious misconduct

issues that are not resolvable or it is inappropriate to adopt stage 1 or stage 2.

Resolution:

Students should be offered an opportunity to reflect on the event and identify new learning as a result of the experience. Good practice would suggest that

mentors, clinical managers and Practice education facilitators involved in the issue should also receive feedback on the outcome of the concern, how the

issue was resolved and any suggestions for future practice arising as a result of the investigation, in order to close the audit loop and reduce the risk of similar

problems arising in the future.


101

STAGE 1

STAGE 3

Student raises concern

No further action required

Concern Resolves and

discussed with PEF / LL

Cause for concern regards patient safety/care or other serious misconduct

Refer to Link lecturer/

Personal Tutor

Go to STAGE 3

Concern relates to

mentor relationship/

standard of mentoring/

learning opportunities

Student discusses and

seeks resolution with mentor

Concern

Continu

es

Go to

STAGE 2

Concern Resolves

No further action

required on placement

Student is informed of the

outcome has opportunity to

reflect on experience

Concern

Continue

s

Student raises

concern with placement

manager/charge nurse

Student raises concern with LL/PEF

LL/LP liaison with PEF/Practice manager

and investigation of issue

Student concern

unresolved

PEF/ PM devise an action

plan with recommendations

to resolve student concern

LL/LP and PL consider student

concern, report on

recommendations and agree that

action may lead to:

Change of placement. Inform placement

co-ordinator and student personal

development tutor (or equivalent).

Report on issue developed

Student is informed of the outcome and has opportunity to

reflect on experience

Resolves issue to

satisfaction of all parties

No further action

Student has

opportunity to reflect

on experience

Placement requiring

additional support or action

via PEF, LL/LP, Practice

Placement committee

Report on issue developed

Cause for concern regards staff or

patient safety /care or other serious

misconduct

S

STE 3

Take action to ensure that student and patient safety

maintained in clinical environment e.g. additional support

for student or remove student from practice location.

Appointment made to meet with Practice Manger

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

Liaison between LL/LP / PM and / or PEF

Assessment of concern made by LL/ PDT

investigation and decision made to:

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

Liaise with mentor, PM and student

Student encouraged to discuss cause for concern with mentor

Concern Resolved

No further action required

Student is informed of the outcome and has opportunity

to reflect on experience. Feedback to clinical area

Concern continues

LL/LP PEF & Student raises concern with PM

Concern Resolved

STAGE 2

Report to Practice Placement Committee: Report to Chief Nurse/

Manager in clinical area / NMC (if appropriate)


102

SECTION 7

Glossary of Terms and Abbreviations


103

Section 7

Glossary of Terms and Abbreviations

Cleanliness Champion Health care worker who has undertaken the Cleanliness Champion Programme for Education

(Web-based with mentor support)

BLS Basic Life Support

CALM Crisis Aggression Limitation and Management.

CB Competency Booklet.

CCP Cleanliness Champion Programme

CPR Cardiopulmonary Resuscitation

ESC Essential Skills Clusters

HEI Higher Education Institute

MH Manual Handling

NES NHS Education for Scotland

NHS National Health Service

NHSS National Health Service Scotland

NMC Nursing and Midwifery Council

NPE Nursing Practice Experience

OAR Ongoing Achievement Record

PEF Practice Education Facilitator

PLD Practice Learning Documentation.

SOM Sign-Off Mentor


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SUBMISSION CHECKLIST Both booklets (CB & OAR) together in one substantial, clear plastic envelope folder with required photocopying; fill in your details and sign in the ledger, then

drop your booklets into the submission box on first floor of Sighthill Campus (outside 1.D.05)

Record of Hours worked card to be removed and submitted separately to the Office (1.B.13).

Book 1: Competency Booklet (CB)

1. Have you checked that every section has been fully completed and signed?

2. Completed Record of Hours Worked -

o Keep a photocopy of the record of hours worked card for personal records.

o These pages should be completed as per University instructions and removed from the CB and stapled

together. Following completion of the practice learning experience, please submit the cards to the Office

(1.B.13).

Book 2: Ongoing Attainment Record (OAR)

1. Have you checked that every section has been fully completed and signed?

2. Have you included 1 photocopy of the 3 pages containing :

o Midway Formative Assessment of Performance

o The Final Interview and Summative Assessment of Performance

.

school of nursing, midwifery and social care 2011 pre...

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