university of brighton · section guidelines 2 student responsibilities 3 mentor responsibilities 4...

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SCHOOL OF HEALTH SCIENCES

BSc (Hons) Nursing (Mental Health) Cohort: September 2016 Module: Professional Mental Health Nursing Practice Year 3 Module code: NI610 Assessment of Practice Module Lead: Lucy Colwell [email protected] Student Name: Personal Tutor: Submission Date: 12/09/19 by 16:00 at Falmer or Eastbourne campus Contact details if found:

mailto:[email protected]

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Contents Page number

Section guidelines 2 Student responsibilities 3 Mentor responsibilities 4 Learning support plan – practice 5 Placement record 1 7 Placement record 2 14 Placement record 3 21 Additional placement record 29 Additonal spoke experiences record 36 Nursing and Midwifery Council (NMC) competencies 38 Nursing and Midwifery Council (NMC) essential skills 50 Personal tutor record 80 Practice liaison lecturer record 81 Sign off Mentor declaration 82 Student declaration 82 Moderation record 83

If you are unable to attend practice due to sickness you must: • inform practice • inform the School Office

Eastbourne students 01273 641982 Falmer students 01273 644087

- state your name, cohort and the number of days sickness (if known)

• record the sickness on your attendance record

If you require authorised absence from practice or you need to change your allocated practice hours you must:

• contact the Course Lead

See the Course Handbook for full details of the sickness / absence policy

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Assessment of Practice – section guidelines The Assessment of Practice book is your evidence of achieving the professional nursing competencies set by the Nursing and Midwifery Council (NMC). You are responsible for the safe keeping of this book ideally it should remain with you at all times. If lost, damaged or destroyed contact the module lead. The book is divided into the following sections:

Learning support plan – in this section the disability liaison tutor will record the details of any support that your mentor may need to provide to help your learning in practice. Placement record – in this section you and your mentor will record the details of each placement and spoke experience that you undertake. Each year you will be allocated three placements. Spoke experiences should be organised by you and your mentor and should be related to the placement. In a 24 practice hours/week placement generally 24 hours of spoke experiences are allowed. In a 32 practice hours/week placement generally 32 hours of spoke experiences are allowed. No NMC competency can be assessed in a spoke experience. NMC essential skills can be assessed in a spoke experience only after a suitable preparation time in the spoke experience and with agreement from your mentor. Nursing and Midwifery Council (NMC) competencies – in this section your mentor will record in each placement if you have or have not achieved / maintained each competency. To achieve / maintain each competency all elements of the competency must be demonstrated in the placement. Each competency must be achieved once in the year and once achieved must be maintained. You have one opportunity per placement to achieve each competency. Your mentor must confirm you have or have not achieved / maintained each competency in Placement 3.

Nursing and Midwifery Council (NMC) essential skills – in this section your mentor / your assessor (i.e. any registered healthcare professional approved by your mentor) will record if you have or have not achieved each skill. To achieve each skill all elements of the skill must be demonstrated in a single assessment. Each mandatory skill must be achieved once in the year and once achieved must be maintained. You have one opportunity per placement to achieve each skill and no more than 2 skills can be assessed on the same day. The NMC essential skills form the basis of the NMC competency – ‘Demonstrates a range of essential nursing skills to meet an individual’s needs’. Therefore, if you do not achieve or maintain a previously achieved skill this competency will not be achieved.

Personal Tutor contact record – in this section your personal tutor will record their meetings with you. You should meet with your personal tutor at least once every trimester.

Practice Liaison Lecturer (PLL) contact record – in this section the PLL will record their meetings with you. You should meet with the PLL on an ‘as required’ basis only.

Sign off Mentor declaration – in this section your mentor in Placement 3 will record if you have achieved / maintained all of the NMC competencies. The NMC competencies must be confirmed in order to progress on the course.

Student declaration – in this section you will record if you maintain good health and good character. Your good health and good character must be confirmed in order to progress on the course.

Moderation record – in this section the module team member will record your module result as pass or fail.

I [the undersigned] agree for information relating to my ability to achieve the required NMC competencies in a placement can be shared with successive mentors and staff in the School of Health Sciences. Student name: Student signature: Date:

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Assessment of Practice - student responsibilities Before your placement

• Read and ensure you understand this book, any queries contact the module lead

• Complete your learning support plan as appropriate

• Read your placement profile

• Complete your self-assessment

During your placement • Prepare to discuss your experiences on placement in your experience based learning group

• Lunch and drink breaks are included within the 24 or 32 practice hours/week

• Plan any meetings with your mentor in advance and avoid leaving completion of the book to the last day of the placement

• Write your own reflections on your progress

• Ask your mentor to feedback on your progress (verbally and in writing in this book)

• Ask your mentor to write an action plan at the end of your placement

• As a student on placement you are supernumerary i.e. you are extra and not to be included in the staffing number

• Ensure you gain consent from each service user prior to giving any nursing care, a service user is under no obligation to consent to your nursing care

• If you need to escalate concerns about practice during your placement speak with your mentor and/or personal tutor

After your placement • Complete the online evaluation of your placement

• Take this book to all University-based assessments and personal tutor meetings

• Prior to submitting your book use the checklist in the Placement 3 record to ensure all mandatory elements have been completed

• Submit the book at Eastbourne or Falmer by 16:00 on the submission date (see front cover). You must sign to confirm your submission. You can submit the book up to 2 weeks prior to the submission date.

Who can sign what in my book? Your mentor or associate/buddy mentor under mentor supervision signs: • Learning contract, feedback and action plans • NMC competencies • Mentor declaration (in the final placement) Only your mentor or an alternative mentor with documented agreement from you mentor can sign your NMC competencies. Your mentor or any registered healthcare professional approved by your mentor signs: • NMC essential skills What happens if I do not achieve / maintain one or more NMC competency? Contact the module lead to discuss further.

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Assessment of Practice – mentor responsibilities • The mentor should support no more than 3 students at the same time in placement

• The mentor must directly or indirectly supervise 40% of a student’s time in placement

• The mentor should understand how to complete the Assessment of Practice (AOP) book

• The mentor should follow the student’s learning support plan (see next page)

Students who disclose a disability or other protected characteristic before or during the course will

have a learning support plan (LSP) written in conjunction with the student, student services and

the disability liaison tutor (DLT). A LSP details the requirements to support the student’s learning

whilst on placement. These requirements are termed ‘reasonable adjustments’. The student’s

LSP is included in this Assessment of Practice book. Any queries contact the DLT Kathy Martyn

[email protected] / (01273) 644052 / 07967498738 (text preferred)

• The mentor should complete the learning contract with the student, provide the student with written feedback on their progress and write an action plan for future development

• The mentor must confirm if the student has or has not achieved / maintained each NMC competency over the duration of the placement

• The mentor should state the reason the student has not achieved / maintained an NMC competency and write an action plan of how it can be achieved in the next placement

• The mentor must approve the suitability of the assessor for an NMC essential skill assessment

• The mentor or assessor must confirm if the student has or has not achieved an NMC essential skill in a summative assessment

• The mentor or assessor should state the reason the student has not achieved an NMC essential skill and write an action plan of how it can be achieved in the next placement

• The mentor in Placement 3 must complete each NMC competency

• The mentor in Placement 3 must complete the ‘Sign off Mentor declaration’

• The mentor is responsible for determining the competency of the student and the level of supervision required

• There are no restrictions on a student in any year undertaking any skill unless explicitly stated in local Trust policy (skills and practice opportunities will often be available to the student in addition to those listed in the NMC competencies and essential skills)

• Any queries contact the module lead, practice liaison lecturer or practice education facilitator


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Learning support plan – practice Practice learning is an essential component of nurse education. Nursing students will spend 50% of their time in placement working with their mentors and other health care professionals. Some students will disclose a disability or other protected characteristic (Equality Act 2010). As educational and health care institutions, our responsibilities are aligned to the Public Sector Equality Duty. The general aims of the duty are to:-

• eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Equality Act;

• advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it;

• foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

Supporting students Support for students takes the form of reasonable adjustments. These need not be onerous or complicated, and many can also support other students in their learning. It can be difficult to think about reasonable adjustments during busy times and the Royal College of Nurses have produced a toolkit for supporting students with dyslexia that can help you in practice. The link to the toolkit is here: Dyslexia, dyspraxia and dyscalculia: a guide for managers and practitioners http://www.rcn.org.uk/__data/assets/pdf_file/0006/333537/003833.pdf A copy of the toolkit and other guidance can also be found on the mentorship web page http://about.brighton.ac.uk/snm/mentorship/ Some of the most common reasonable adjustments have been listed below and should be considered for all students. Time Reading and writing Attendance and practice • Allow additional time

after handover for student to plan activities

• Allow time for the student to complete patient notes and record information

• Encourage student to keep a ‘to do list’.

• Help student to draw up a plan highlighting important tasks

• Provide a list of commonly used terminology and abbreviations

• Allow use of NHS apps (BNF and NICE guidance), and spelling/dictionary apps on smart phones

• Provide written and verbal feedback as to performance

• Allow student to refer to notes/lists when assessing knowledge

• Provide handover sheet

• Avoid allocating 12 hour shifts

• Plan shift pattern/allocation in advance to enable student to know who they are working with

• Allow student time to plan activities

• Give opportunities to practice

• Breakdown complex skills into ‘chunks’ allowing students to practice each chunk before completing whole skill

In addition students who require specific support will have their reasonable adjustments identified in a Learning Support Plan- Practice, formulated in discussion with the student by student services, the disability liaison tutor and the placement (where applicable).

http://www.rcn.org.uk/__data/assets/pdf_file/0006/333537/003833.pdf

http://about.brighton.ac.uk/snm/mentorship/

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Learning Support Plan- Practice ……………………………………………….. (student name) is a 1st / 2nd / 3rd year student

completing the BSc (Hons) Nursing course. The student has been cleared as fit for practice by the

Occupational Health Department and is to be supported in practice with the following reasonable

adjustments:

Completed by: …………………………............................................……..... (name and designation)

Signature: …………………………………………………………. Date: ……………………………….

Student signature: ………………………………………………. Date: ……………………………….

Review date: ………………………………………………………

Review comments:

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Placement 1 record Name of placement:

Scope of placement: Adult □ Child □ Mental Health □ Learning Disability □ Dates of placement: From: To:

Mentor name (Print and sign):

Associate Mentor name (Print and sign):

Orientation (as applicable)

Fire exits/drill Date: Mentor initials:

Emergency equipment Date: Mentor initials:

Policies and procedures Date: Mentor initials:

Name of spoke:

Scope of spoke: Adult □ Child □ Mental Health □ Learning Disability □ Dates of spoke: From: To:

Practitioner name:

Name of spoke:


Practitioner name:

Name of spoke:


Practitioner name:

Name of spoke:


Practitioner name: Name of spoke:


Practitioner name:

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Student self-assessment: identify your learning needs by considering your strengths and weaknesses. You could look at this in relation to the placement experience you are about to start. Welcome meeting: this is an opportunity for you and your mentor to discuss your self-assessment and identify what you hope to achieve whilst on placement. Learning contract: this is a student and mentor agreement of expectations, learning opportunities and assessments to be undertaken whilst on placement. Learning Support Plan reviewed YES / NO Student signature: Date:

Mentor signature: Date:

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Student reflection: this is an opportunity for you to reflect on your progress. Student signature: Date: Mentor feedback: this is an opportunity for your mentor to feedback on your progress. Mentor signature: Date:

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Action plan: this is an opportunity for you and your mentor to develop an action plan for the remainder of your placement. Use the action plan to support your ongoing development in response to a review of your learning contract, your reflection and your mentor’s feedback. Consider developing this in conjunction with the Practice Liaison Lecturer or your Personal Tutor. Use the SMART principle to action planning: S- be specific about your action(s) M- ensure your action(s) is measurable with a clearly defined outcome A- make sure your action(s) is achievable. Is it an appropriate outcome for your stage of study? R- check that your action(s) is realistic taking account of your time, ability and resources T- make sure your action(s) is time restricted. Set an achievable time frame with deadlines and milestones to check progress. Student signature: Date:


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Service user feedback: this is an opportunity for you to reflect on your feedback from a service user whilst on placement. No patient identifiable information is to be recorded. My mentor has asked a service user for feedback on my nursing care, I have discussed this feedback with

my mentor and I have reflected on this experience. Here is my reflective account :

Student signature: Date: Interprofessional working record: this is an opportunity to record when you have worked with another professional whilst on placement e.g. doctor, social worker, occupational therapist, teacher, police officer, speech and language therapist, physiotherapist.

Date Profession Description of interprofessional working

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Student reflection: this is an opportunity for you to reflect at the end of your placement. Student signature: Date: Mentor feedback: this is an opportunity for your mentor to give you feedback at the end of your placement. Use the action plan on the next plan to support your ongoing development in response to your reflections and your mentor’s feedback. Mentor signature: Date:

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Action plan: this is an opportunity for you and your mentor to develop an action plan for your next placement. Consider developing this in conjunction with the Practice Liaison Lecturer or your Personal Tutor. Use the SMART principle to action planning: S- be specific about your action(s) M- ensure your action(s) is measurable with a clearly defined outcome A- make sure your action(s) is achievable. Is it an appropriate outcome for your stage of study? R- check that your action(s) is realistic taking account of your time, ability and resources T- make sure your action(s) is time restricted. Set an achievable time frame with deadlines and milestones to check progress.

• Complete online practice evaluation Student signature: Date:


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Name of spoke:


Practitioner name:

Name of spoke:


Practitioner name:

Name of spoke:


Practitioner name:

Name of spoke:




Practitioner name:

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Student self-assessment: identify your learning needs by considering your strengths and weaknesses. You could look at this in relation to the placement experience you are about to start. Welcome meeting: this is an opportunity for you and your mentor to discuss your self-assessment and identify what you hope to achieve whilst on placement. Learning contract: this is a student and mentor agreement of expectations, learning opportunities and assessments to be undertaken whilst on placement. Learning Support Plan reviewed YES / NO Student signature: Date:


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Name of spoke:


Practitioner name:

Name of spoke:


Practitioner name:

Name of spoke:


Practitioner name:

Name of spoke:




Practitioner name:

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Student checklist: use this checklist to ensure that all of the mandatory elements of your assessment of practice book are completed in Placement 3 before submission.

Mandatory element Completed Yes / No Completion date

All NMC competencies signed in Placement 3 Evidence of completing all NMC essential skills Evidence of completing Basic Life Support Evidence of completing Moving and Handling Evidence of completing Safe Medicate Test Mentor declaration must be signed in Placement 3 Student declaration must be signed in Placement 3 Student self-assessment: identify your learning needs by considering your strengths and weaknesses. You could look at this in relation to the placement experience you are about to start.

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Welcome meeting: this is an opportunity for you and your mentor to discuss your self-assessment and identify what you hope to achieve whilst on placement. Learning contract: this is a student and mentor agreement of expectations, learning opportunities and assessments to be undertaken whilst on placement. Learning Support Plan reviewed YES / NO Student signature: Date:


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Additional placement record (to be completed only if you have more than three placements in the year) Name of placement:



Associate mentor name (Print and sign):





Name of spoke:


Practitioner name:

Name of spoke:


Practitioner name:

Name of spoke:


Practitioner name:

Name of spoke:


Practitioner name:

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Student self-assessment: identify your learning needs by considering your strengths and weaknesses. You could look at this in relation to the placement experience you are about to start.

Welcome meeting: this is an opportunity for you and your mentor to discuss your self-assessment and identify what you hope to achieve whilst on placement. Learning contract: this is a student and mentor agreement of expectations, learning opportunities and assessments to be undertaken whilst on placement. Learning Support Plan reviewed YES / NO Student signature: Date:


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Additional spoke experiences record (to be completed only if you have more than five spoke experiences per placement) Name of spoke:

Placement linked to spoke: 1 □ 2 □ 3 □

Scope of spoke: Adult □ Child □ Mental Health □ Learning Disability □ Dates of spoke From: To:
















Practitioner name:

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Name of spoke:















Practitioner name:

Name of spoke:



Practitioner name:

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Nursing and Midwifery Council (NMC) competencies 1. Professional values - demonstrates professional behaviour

a) Works according to The Code: Professional standards of practice and behaviour for nurses and midwives. (NMC 2015)

b) Demonstrates role adaptation to meet the changing needs of service users (individual, community and population)

c) Demonstrates understanding of the role, responsibility and function of other health and social care professionals

d) Works collaboratively with professionals, service users, families, carers, groups, communities and other organisations

Placement 1 - Mentor to confirm if achieved or write actions to support student to achieve in next placement

Competency achieved Competency not achieved

Mentor comments: Mentor name (PRINT): Mentor signature: Date:

Placement 2 - Mentor to confirm if achieved / maintained or write actions to support student to achieve in next placement

Competency achieved / maintained Competency not achieved / maintained


Placement 3 - Mentor MUST confirm if competency achieved / maintained for the purpose of student progression


Mentor comments: Mentor name (PRINT):


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2. Professional values - demonstrates ethical and legal frameworks

a) Understands Mental Health legislation in relation to the care of service users including: • enabling people to exercise their rights within the Mental Health Act • protecting vulnerable people

b) Demonstrates managing confidential information and only when necessary shares information appropriately in the interest of service user safety and protection

c) Demonstrates awareness and management of ethical challenges in service users care choices











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3. Professional values - demonstrates values in practice

a) Demonstrates non-judgemental, caring and sensitive manner in a way that values, empowers and respects the lived experience of service users, carers and their families

b) Works in a person-centred way which aims for health promotion, well-being and recovery

c) Challenges inequality, discrimination and exclusion from access to care, promoting social inclusion

d) Works collaboratively with other professions / agencies to enable service users to access health care











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4. Professional values - demonstrates professional development

a) Engages in supervision and reflection on practice

b) Seeks appraisal and receives feedback on their practice including from service users, carers and their families

c) Maintains professional knowledge base

d) Seeks out opportunities in practice for learning from a variety of sources including other professions and agencies











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5. Communication and interpersonal skills - demonstrates therapeutic relationships

a) Maintains professional boundaries in relationships with service users, carers, their families, other professionals and agencies

b) Uses interpersonal skills to help resolve challenging situations

c) Demonstrates ability to engage, maintain and disengage from therapeutic relationships with individuals and groups

d) Uses facilitation skills which aim to foster health and the well-being and recovery of service users, their families and carers enabling and empowering them to make informed choices and decisions.











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6. Communication and interpersonal skills - demonstrates effective communication

a) Ensures security and confidentiality in all communication forms (aware of NMC social media guidance)

b) Demonstrates competence in using clinical and administrative technology

c) Demonstrates clear, accurate written communication and documentation (handwritten and digital)

d) Adapts communication with service user according to health, disability and any other factor that impacts on communication

e) Ensures service users have access to information in a suitable format (translation, large print, audio)

f) Uses appropriate language and communication skills with other professionals and agencies











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7. Nursing practice and decision making - demonstrates safe nursing practice

a) Considers wishes of service user, carers and family when making safe, evidence based decisions

b) Demonstrates risk management and understands positive risk taking as related to suicide and self harm

c) Recognises and responds to individuals at risk. Takes reasonable steps to protect service users from abuse in liaison with professionals / agencies using local and national guidance

d) Recognises and interprets signs of normal and deteriorating mental and physical health

e) Conducts systematic nursing assessments (physical, socio-cultural, physiological, spiritual, psychological and environmental) in partnerships with service users, carers and their families











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8. Nursing practice and decision making - demonstrates planning, delivering and evaluating care

a) Demonstrates ability in care planning and delivery drawing on evidence based research and literature to provide therapeutic interventions which aim to optimise health and well-being

b) Evaluates and modifies care delivered according to need

c) Plans, delivers and evaluates care which takes into account changing needs related to; life stages and development, progressive illness and death, loss and bereavement and life transitions

d) Works collaboratively with other professionals and agencies to provide best practice care, problem solving and decision making











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9. Nursing practice and decision making - demonstrates literacy, numeracy and computer skills needed to record, store, retrieve and organise data for care

a) Complies with trust or organisational policies regarding accessing and utilising the use of electronic information

b) Literacy – interpret and present information in a clear and professional manner

c) Numeracy – accurately interpret numerical data and their significance for the safe delivery of care

d) Interpret and utilise data and technology, taking account of legal, ethical and safety considerations, in the delivery and enhancement of care of service users











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10. Leadership, management and team working - demonstrates leadership, management and team working in services and organisations

a) Facilitates learning of others to foster a culture of learning with services users, their carers and families and other professions and agencies.

b) Develops self as an agent of change and contributes towards evaluating and improving current services and shaping future services

c) Raises awareness and provides advice and support on best practice in regards to mental health issues to other professionals and agencies

d) Listens and responds to the wishes of service users, their carers and families.











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11. Leadership, management and team working - demonstrates managing and leading care

a) Demonstrates the ability to work independently and autonomously

b) Coordinates, delegates and supervises the work of others safely

c) Contributes to the management of care environments by giving priority to actions that enhance people’s safety, psychological security and therapeutic outcomes

d) Ensures effective communication and continuity of care across care settings and professional groups

e) Demonstrates supportive and effective management, leadership and clinical governance











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12. Nursing practice and decision making - demonstrates a range of essential nursing skills to meet the needs of an individual service user (see list below)

a) Demonstrates ability to practice autonomously, compassionately, skilfully and safely

b) Assesses and meets the range of physical and mental health needs of people of all ages who come into their care

c) Shares decision-making with service users/significant others/healthcare professionals

d) Understands how behaviour, culture, socioeconomic and other factors can affect health and care delivery

Skill Page

1. Moving and handling* 46

2. Basic Life Support* 47

3. Safe and effective medicines management 48

4. Medicines management VIVA* 50

5. Safe and effective infection prevention and control (assessed in year 2 or 3) 52

6. Safe and effective nutrition and fluid management (assessed in year 2 or 3) 54

7. Safe and effective documentation and record keeping (assessed in year 2 or 3) 56

8. Communication (open skill 1) 60

9. Psychosocial care (open skill 2) 62

10 Risk and risk management (open skill 3) 64

11. Multidisciplinary and multi-agency working (open skill 4) 66

12. Personal and professional development (open skill 5) 68

13. Numeracy related to safe and effective medicines management* *Prevention and management of aggression

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* assessed at University

Placement 3 - Mentor MUST confirm if competency achieved/maintained for the purpose of student progression All NMC essential skills must be achieved once in the year and maintained to achieve this competency




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Skill: 1. Moving and handling

Area of practice: Assessed at university

Author and date of review: Jessica Hargreaves (2013)

Due to the differing learning needs of each group, some of the listed moving and handling techniques may not be covered

Moving and handling technique Student to initial if covered

Assisted movement

Assisted turn in bed

Assisted 30 degree tilt

Assisted lying to sitting

Use of slide sheets

Use of electric profiling bed

Assisted transfers

Assisted sitting to standing from a chair/bed

Assisted walking

Hoist

Hoist - checks

Hoist slings - checks and measurement

Hoisting from the floor/bed/chair

Falls management

Guiding the fallen patient up off the floor

I confirm that ………………………………………………(student name) attended a moving and handling

session on ………………….................... (date).

Lecturer name: ………………………………...................… Signature: …………………………………

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Skill: 2. Basic Life Support


Author and date of review: Jessica Hargreaves (2015)

Knowledge required related to skill i.e. student should

• List the causes of cardiac and/or respiratory arrest

• Identify which patients are at risk of cardiac and/or respiratory arrest

• Recognise the signs of cardiac and/or respiratory arrest

• Discuss the rationale for following a basic life support algorithm

• Identify the current Resuscitation Council (UK) guidelines

Practice required related to skill i.e. student should

• Recognise cardiac and/or respiratory arrest by assessing airway, breathing and circulation

• Perform adult basic life support as per current Resuscitation Council (UK) guidelines

• Perform basic airway management with adjuncts

• Perform movement of a patient into the recovery position

Professionalism required related to skill i.e. student should

• Uphold the reputation of the nursing profession • Demonstrate the prioritising of the interests of

service users • Maintain the care and safety of service users • Preserve the privacy and dignity of service

users • Uphold the respect and rights of service users • Develop the trust and confidence of service

users/significant others/healthcare professionals

• Demonstrate effective communication with service users/significant others/healthcare professionals

• Maintain accurate and clear records • Raise concerns about practice and if required

take necessary action • Reflect on the effectiveness and safety of their

own practice • Understand the limitations of their own practice • Dress professionally and appropriately

I confirm that ………………………………………………............ (student name) attended a Basic Life Support

session on …………...........……… (date).

Lecturer name: …………………………………........................ Signature: ………………………………………

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Skill: 3. Safe and effective medicines management

Area of practice: All care settings

Level: 6

Author and date of review: Warren Stewart (2015)


• Refer to NMC Standards for medicines management (NMC 2010) and local Trust policy to guide medicines management

• Explain the procedures for: - ordering - collecting - storing - administering - disposing of medicines

• Discuss indications and side effects of commonly used medications in this clinical setting

• Plan care for the service user with reference to prescribed medication

• Appraise the use of medication in relation to a range of other treatment options (e.g. psychological treatment, complementary therapies)

• Appraise the challenges in medicines management

• Explain the ethical issues of compliance and covert administration of medicines

• Identify how to report a drug incident / near miss

A student nurse must be under direct supervision when administering any medication


• Adhere to medicines management in accordance with NMC Standard and local Trust policy

• Demonstrate use of British National Formulary • Calculate medicine dosage accurately • Assist service user to make safe and informed

choices about their medicines • Identify the procedure for rapid tranquillisation

If assisting with medicines management: • Comply with infection prevention and control

principles • Demonstrate patient identity checks, gain

consent prior to medicine administration • Assess suitability of service user condition to

receive medication • Administer medication using prescription chart

and maintain accurate records • Monitor and document effect of medicine










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Skill: Safe and effective medicines management (must be achieved once in the year and knowledge, practice and professionalism must all be achieved in a single assessment to pass) Placement 1

If skill NOT assessed tick here

Knowledge required related to skill was achieved Yes / No Practice required related to skill was achieved Yes / No Professionalism required related to skill was achieved Yes / No Assessor comments*: Assessor name (PRINT):

Signature: Date:

Placement 2



Signature: Date:

Placement 3



Signature: Date:

*Assessor should comment on how well the student achieved the skill. If the student has not achieved the skill state the reason(s) and identify the remedial action(s) to be taken.

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Skill: 4. Medicines management VIVA


Level: 6

Author and date of origin: Stevan Monkley-Poole (2016)


• Know the difference between a Patient Specific Direction and a Patient Group Direction* (PGD) and how they are used in practice

• Explain the procedure for storage and administration of medicines

• Discuss actions, indications, side effects, and contraindications of commonly used medications in the clinical setting

• Know the checks required to ensure a prescription is valid

• Discuss the process of recording and actions to complete for a drug omission

• Identify how to report a drug incident / near miss


• Adhere to medicines management in accordance with NMC Standard and local Trust policy

• Comply with infection prevention and control principles

• Demonstrate identity checks and gains consent prior to medicine administration

• Assess suitability of service user condition to receive medication

• Check prescription is valid and actions taken to correct any errors

• Check dosage and route of medicine administration

• Demonstrate use of British National Formulary • Administer medication and maintain accurate

records • Discuss treatment for anaphylaxis, incorrect

drug administration










* NMC Circular 5/2009 p.2 identifies “The supply and/or administration of medicines via a PGD may not be delegated. Student nurses and student midwives cannot supply and/or administer under a PGD but would be expected to understand the principles and should be involved in the process. The Essential skills clusters for pre-registration nursing and the Standards for pre-registration midwifery education state that student nurses and student midwives should know their responsibilities under law, the application of medicines legislation to practice in relation to PGDs.”

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Skill: Medicines management VIVA (must be assessed at university, must be achieved once in the year) Opportunity 1

Knowledge required related to skill was achieved Yes / No

Practice required related to skill was achieved Yes / No

Professionalism required related to skill was achieved Yes / No

Assessor comments*: Assessor name (PRINT):

Signature: Date:

Opportunity 2





Signature: Date:

Opportunity 3





Signature: Date:


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This skill must be assessed either in Year 2 or Year 3

Skill: 5. Safe and effective infection prevention and control


Level: 5 / 6

Author and date of review: Jessica Hargreaves and Martin Still (2015)


• Explain the standard principles of infection prevention and control

• Recognise infection control risks for service user

• Understand principles of health protection

• Explain the local and national initiatives to reduce healthcare associated infections

• Examine the challenges to infection prevention and control

• Refer infection prevention and control concerns to healthcare professional specialist


• Adhere to infection prevention and control policy

• Demonstrate hand decontamination (soap and water / alcohol gel)

• Demonstrate use of personal protective equipment

• Demonstrate safe disposal of sharps, waste (clinical and non-clinical)

• Ensure service user and carers are aware of and comply with infection prevention and control procedures

• Challenge poor infection prevention and control practice of healthcare professionals

If assisting with infection prevention and control: • Describe the action to be taken in the event of

accidental spillage of waste and/or body fluid in line with local policy

• Describe the action to be taken in the event of exposure to infectious agents e.g. from body fluid, needle stick injury in line with local policy

• Explain infection risks to service user










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Skill: Safe and effective infection prevention and control (must be achieved once in the year and knowledge, practice and professionalism must all be achieved in a single assessment to pass) Placement 1



Signature: Date:

Placement 2



Signature: Date:

Placement 3



Signature: Date:


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Skill: 6. Safe and effective nutrition and fluid management


Level: 5 / 6

Author and date of review: Jessica Hargreaves and Martin Still (2015)


• Know a range of physical/psychological factors contributing to: - poor nutrition - obesity - weight loss - poor fluid intake

• Know how cultural, religious and socioeconomic factors impact on a service user’s ability to self-manage their nutrition and fluid intake

• Know the clinical indicators of poor nutrition and fluid intake

• Know how poor nutrition and fluid intake will impact on mental health e.g. B12 deficiency

• Assess risks in relation to nutrition and fluid management

• Acknowledge the ethical and legal issues related to nutrition and fluid management e.g. Mental Capacity Act


• Support service users to make appropriate choices / changes to nutrition and fluid intake

• Take into account preferences including religious / cultural / dietary requirements

• Assess and document service users nutrition and fluid needs e.g. Body Mass Index, use of Malnutrition Universal Screening Tool, fluid balance recording, blood glucose monitoring)

• Conduct risk assessment and referral of service user’s nutritional and fluid status

• Discuss with service user the risks associated with not eating / drinking properly

• Formulate and monitor nutrition / fluid care plan (with specialist advice as required)

• Provide a range of measures to enhance nutrition and fluid intake e.g. provision of replacement meals, protected mealtimes, therapeutic mealtimes, increased range of choice, provision of utensils

• Use skills of negotiation to encourage service users who might be reluctant to eat /drink

• Report and act on worsening nutrition and fluid intake and takes action to ensure that nutritional and fluid status is not compromised

• Collaborate / refer to specialists for additional / specialist advice

Where relevant: • Provides advice and support to mothers who are

breast feeding










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Skill: Safe and effective nutrition and fluid management (must be achieved once in the year and knowledge, practice and professionalism must all be achieved in a single assessment to pass) Placement 1



Signature: Date:

Placement 2



Signature: Date:

Placement 3



Signature: Date:


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Skill: 7. Safe and effective documentation and record keeping


Level: 5 / 6

Author and date of review: Fiona Creed (2015)


• Define and identify the range of health records used in the clinical setting

• Refer to NMC guidance on record keeping (NMC 2009) and local Trust policy to guide documentation and record keeping

• Explain principles of effective documentation and record keeping (written and electronic)

• Analyse the impact of documentation and record keeping in the care of service users

• Explain requirements for student nurses to be able to maintain effective documentation and record keeping

• Explore the service users role in documentation and record keeping

• Discuss the importance of confidentiality and appropriate access to health records

• Discuss the process of managing errors in documentation and record keeping

• Analyse issues / barriers to effective documentation and record keeping

• Explore methods to overcome issues / barriers • Discuss the registered nurses role in delegation

of record keeping responsibilities


• Demonstrate effective use of documentation and record keeping used in the clinical setting

• Adhere to NMC guidance on record keeping (NMC 2009) and local Trust policy to guide documentation and record keeping

• Ensure record keeping is written in a professional and objective manner

• Ensure documentation is completed contemporaneously / clearly / legibly and is countersigned

• Involve service user in the documentation and record keeping process

• Adhere to principles of confidentiality when accessing and recording documentation

• Ensure service user documentation is stored and handled in line with local policy

• Ensure confidential waste is disposed of in line with local policy










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Skill: Safe and effective documentation and record keeping (must be achieved once in the year and knowledge, practice and professionalism must all be achieved in a single assessment to pass) Placement 1



Signature: Date:

Placement 2



Signature: Date:

Placement 3



Signature: Date:


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Prevention of Management and Aggression I confirm that I have completed the half day yearly training update: Student name: Date: Open skills The open skills form part of the NMC essential skills and allow the student to develop their nursing practice to a greater depth in the following key areas:

Open skill Assessed

The categories are taken from the Best Practice Competencies and Capabilities for Pre-Registration Mental Health Nurses in England (DoH

2006)

Communication - Use a range of communication skills to establish, maintain and manage relationships with individuals who have mental health problems, their carers and key people involved in their care.

Year 3

Psychosocial care - Promote mental health and well-being, enabling individuals to recover from debilitating mental health experiences and/or achieve their full potential, supporting them to develop and maintain social networks and relationships

Year 3

Risk and risk management - Work with individuals with mental health needs in order to maintain their health, safety and well-being Year 3

Multidisciplinary and multi-agency working - Work collaboratively with other disciplines and agencies to support individuals to develop and maintain social networks and relationships

Year 3

Personal and professional development - Demonstrate a commitment to the need for continuing professional development and personal supervision activities, in order to enhance knowledge skills values and attitudes needed for safe and effective nursing practice

Year 3

• You must devise your own skill specific to each category • Any open skill devised in year 2 must be different in year 3 • A minimum of 500 words per skill is suggested but you may choose to write more • You must use literature in your analysis of the skill • Each skill must include a short reference list (5-10 references) • You may wish to give your placement a copy of the skill and the reference list

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Examples of open skills for year 3

Communication (interpersonal skills of the nurse)

• Using interpersonal and basic counselling skills • Managing your own emotional and psychological

responses • Negotiating boundaries with clients • Enabling clients to questions aspects of care • Enabling clients to understand their legal status • Facilitation skills in running a group • Providing a safe relationship • Using a specific communication strategy with a

client/s • Using a specific approach such as motivational

interviewing, validation therapy • Responding to a clients perceptual disturbance • Responding to a clients altered mood • Using strategies to promote hope • Responding to a person with unusual or

delusional ideas • Interpersonal skills to reduce a clients anxiety on

admission/initial contact

Psychosocial care • Working with a client towards meaningful

activity/work • Helping a client develop coping strategies • Enabling clients to self –evaluate • Facilitating health promotion with clients with

mental health needs • Goal setting with a client • Using health promotion in identifying early signs

and signs of relapse • Using a psycho-education approach • Evaluating the care of a specific client/s with them • Involving clients in decisions about care • Using a creative medium/s with a client/s (e.g

music, poetry, writing, story telling, art) • Working with a client/s to strengthen social

networks and a sense of belonging • Using the recovery star model with a client/s • Enabling a client/s to strengthen a sense of

control • Enabling a client/s to improve their self

esteem/self image • Working with a client using a Wellness Recovery

Action Plan • Using outcome measures with a client/s • Working with a client to improve an aspect of their

quality of life

Risk and risk management • Completing a risk assessment and using risk

assessment tools • Using de-escalation techniques • Managing self harm safely • Responding to behaviour that causes concern to

a nurse/others • Assessing risk of suicide with older people with

mental health needs • Adapting the environment to ensure the physical

and emotional safety of a client/clients • Working with a client to manage use of

substances (drugs/alcohol) • Providing a safe relationship within which to

discuss ideas of suicide • Using risk enablement/risk management strategy

Multidisciplinary and multi-agency working • Working effectively and assertively in a team • Coordinating care with other agencies • Chairing a team meeting • Managing self within the dynamics of a team • Working with others to improve or plan service

developments • Managing self in relation to conflict with other

workers and professionals

Personal and professional development • Using clinical supervision • Coordinating a shift • Teaching others in practice • De-Briefing following an incident • Following local Trust policies and procedures in

professional practice • Using reflective practice • Reflecting on one’s own resilience • Role modelling good practice • Motivating other staff • Relating own care to professional standards • Relating own practice to clinical governance

guidance

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Open Skill 1 (Advanced Communication)

Title:

Provide a coherent written account of the following: The skill outline and the different elements within the skill demonstrating:

An in depth knowledge of the skill with reference to established subject specific literature

Evidence of planning in order to practice the skill

The rationale for using the skill in response to an identified problem/ need

The use of the skill within an unfamiliar context in relation to existing knowledge

Awareness of personal responsibility and how the use of this skill can be mapped to elements of the Code (NMC 2015) i.e. prioritise people, practise effectively, preserve safety, promote professionalism and trust.

Evidence of critical analysis following the skill practice and an evaluation of the outcome

How you would change or improve your practice as a result of your analysis and evaluation

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Open Skill 1 (Advanced Communication)

Title:

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Placement linked to open skill assessment: 1 □ 2 □ 3 □ Knowledge required related to skill was achieved Yes / No Practice required related to skill was achieved Yes / No Professionalism required related to skill was achieved Yes / No Assessor comments*: Assessor name (PRINT):

Signature: Date:

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Open Skill 2 (Psychosocial care)

Title:









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Open Skill 2 (Psychosocial care)

Title:

69


Signature: Date:

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Open Skill 3 (Risk and risk management)

Title:









72


Signature: Date:

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Open Skill 4 (Multidisciplinary and multi-agency working)

Title:









75


Signature: Date:

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Open Skill 5 (Personal and professional development)

Title:








How you would change or improve your practice as a result of your analysis and evaluation.

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Open Skill 5 (Personal and professional development)

Title:

78


Signature: Date:

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Skill: 13. Numeracy related to safe and effective medicines management


Level: 6

Author and date of origin: Di Collins (2016)


• Know how drugs are prescribed on a prescription chart

• Understand calculations in relation to administration of oral medicines (liquids and tablets)

• Understand calculations in relation to administration of injections


Calculate the required medication using the authentic world program to achieve a minimum pass grade of 100% http://www.authenticworld.co.uk/portal

Opportunity 1

Minimum 100% required related to knowledge and skill was achieved Yes / No

Mark achieved %

Assessor name (PRINT):

Signature: Date:

Opportunity 2


Mark achieved %


Signature: Date:

Opportunity 3


Mark achieved %


Signature: Date:

https://studentcentral.brighton.ac.uk/webapps/blackboard/content/contentWrapper.jsp?content_id=_652617_1&displayName=Quick+link+http%253A%252F%252Fwww.authenticworld.co.uk%252Fportal&course_id=_42420_1&navItem=content&href=http%253A//www.authenticworld.co.uk/portal

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Personal Tutor contact record (to be completed by your Personal Tutor each Trimester)

Trimester 1 Date: Signature: Have you reviewed the student’s clinical progress? Yes / No

Have you reviewed the student’s academic progress? Yes / No





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Practice Liaison Lecturer (PLL) contact record (to be completed by PLL as required) [email protected] [email protected] [email protected]




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Sign off Mentor declaration (to be completed by your mentor in Placement 3) I can confirm that ………………………………………………………… (print student name)

according to the Nursing and Midwifery Council (NMC) Standards for Competence (professional

values, communication and interpersonal skills, nursing practice and decision making and

leadership, management and team working) has achieved and maintained each of the NMC

competencies.

This student has demonstrated sufficient evidence of safe and effective practice to enter the

Nursing and Midwifery Council Register.

Sign off Mentor name (PRINT): …………………………………………...............................

Sign off Mentor signature: ………………………………………….... Date: …………………

If you cannot confirm this declaration please state the number of each NMC competency that the student named above has not achieved or maintained:

Student declaration (to be completed by you in Placement 3) I can confirm that I maintain good health and good character (see definitions below) sufficient for

continued participation in this nursing programme (Standard 3 NMC 2010).

Student name: ………………………………………….......... Student signature: ………………………………………….... Date: ………………………...... Good health is necessary to undertake practice as a nurse or midwife. Good health means that you must be capable of safe and effective practice without supervision. It does not mean the absence of any disability or health condition. Many disabled people and those with health conditions are able to practise with or without adjustments to support their practice.

Good character is important and is central to The Code: Professional standards of practice and behaviour for nurses and midwives (NMC 2015) in that nurses and midwives must be honest and trustworthy. Your good character is based on your conduct, behaviour and attitude. It also takes account of any convictions, cautions and pending charges that are likely to be incompatible with professional registration. Your character must be sufficiently good for you to be capable of safe and effective practice without supervision.

If you cannot confirm this declaration please contact the module lead. * = delete as appropriate

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Moderation record

Pass Fail Comments: Moderator name: …………………………………………......... Date: ………………………......

Mandatory element Completed Yes / No All NMC competencies signed in Placement 3 Evidence of completing all NMC essential skills Evidence of completing Basic Life Support Evidence of completing Moving and Handling Evidence of completing Safe Medicate Test Sign off Mentor declaration signed Student declaration signed

university of brighton · section guidelines 2 student responsibilities 3 mentor responsibilities 4...

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