FACULTY OF HEALTH LIFE AND SOCIAL SCIENCES … · Edinburgh Napier University School of Nursing Midwifery and Social Care BN Higher Education in Nursing: Competency Booklet 2 V4_Review

Edinburgh Napier University School of Nursing Midwifery and Social Care BN Higher Education in Nursing: Competency Booklet 2 V4_Review Date May 2016

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 2

Adult Nursing Practice 3 (ADN08111) & Adult Nursing Practice 4 (ADN08112)

(Please Print)

First published by Edinburgh Napier University, Scotland © 2011 (March). No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means

– electronic, magnetic tape, mechanical, photocopying, recording or otherwise - without permission in writing from: Edinburgh Napier University.

Matriculation Number Student’s Name

Intake Personal Development Tutor


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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

Practice Information/guidance

Submission of Competency Booklet

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Section 2: Module Leader contact information 17

Section 3: Placement Outcomes and Competencies for Adult Nursing 3 Placement Outcomes and Competencies for Adult Nursing 4

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Section 4: Record of Hours Worked Cards 80

Section 5: Appendices 90

Appendix 1: Supporting Student Progression / Assessment of Performance 91

Appendix 2: Practice Learning Experiences 94

Appendix 3: Cause for Concern (and please see OAR for Whistleblowing Procedure) 95

Section 6: Glossary of Terms and Abbreviations 97

Submission Checklist 98


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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 the student’s 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 and in NP6 only the personal learning portfolios will be 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 Fields of Practice LOs Collation Table

4 Interim review of progress documentation 11 Programme information and planner

5 Final interview and summative assessment of performance 12 Action Plan(s)

6 Reflective Account 13 Additional Assessment Documentation

7 Learning Development Plan


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For more details please refer to Section 6: Appendix 1 &2

Pre and start of placement

• undertake preparatory work

• complete pre-placement learning activities

• check the Competency Booklet, ensuring familiarity with the content

• ensure Induction Outcomes completed in OAR within 48 hours

•First week of practice = core shifts

•Work one weekend in every 3

Mid placement

•Ensure interim progress review is completed in OAR

End of placement

•Ensure final interview and summative assessment is

completed in OAR

•Submit placement documentation

•Check Study Day dates and attend University

•Report any absence as per Absence Reporting Policy

•Work no more than 48 hours per week

Ongoing

Competency Booklet: Student Guidance


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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 assess achievement of each competence, there are a number of learning outcomes listed (i.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.

One signature per competence statement is required indicating if it has been achieved or not achieved. This single signature indicates

achievement of all of the learning outcomes following the competence as assessment of the competence is more holistic and ongoing in nature

than a ‘stand alone’ assessment against a single learning outcome.

1 NMC (2010) Standards for Pre Registration Nursing Education


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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.

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).

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 relate to inter professional experience/learning (IPE/L). There are two IPE/L activities within

each Competency Booklet and these 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).

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 essential skills cluster number identifies a baseline

numerical skill.

Year Two - The PPC for year two require the following two statements to be achieved: ‘Works more independently, with less direct supervision,

in a safe and increasingly confident manner. Demonstrates potential to work autonomously, making the most of opportunities to extend

knowledge, skills and practice’. ESC2 (2010). The wording of the outcomes within each competence and activities within the year two domains

reflect this expectation of increasing confidence and autonomy and therefore if all competencies and activities are achieved then the PPC for

year 2 have been achieved and the mentor should sign the page within the Ongoing Assessment of Achievement (OAR).

Achievement of the numeracy activities and ongoing observation of the student nurse performing calculations and interpretation of these

calculations in the context of nursing practice demonstrate that the PPC for numeracy in year two has been achieved. Students should also


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provide evidence of achievement of practice modules 3 and 4 from SafeMedicate (Authentic World an e learning package the students have to

complete). Please refer to page 13 in the OAR for more information. Achievement of the Authentic World modules is recorded in the OAR.

Achievement of the numeracy activities and ongoing observation of the student nurse performing calculations, interpretation of these

calculations in the context of nursing practice, acting upon this interpretation and knowledge of the storage, ordering and legal/ethical aspects of

medicines management demonstrate the requirements for entry to the register have been met at the end of year three.

Cleanliness Champion Programme3

Year One - Units 1 to 6 (inclusive) must be completed by the end of year one practice placements 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 – Unit 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 five categories: People with mental health needs; People with a learning disability; Needs of children and young people; Meeting the needs of maternal health, 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, the University will record the achievement of each outcome within the OAR. Therefore the mentor should review what has been achieved previously and seek,

3 NHS Education for Scotland (2012) Cleanliness Champions: Promoting the Prevention and Control of Infections


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where appropriate, to encourage achievement of the remaining outcomes. Certain outcomes will be more achievable in certain practice areas therefore the following is recommended:

Year One Community – learning disabilities, the needs of children and young people, maternal health

Year One Care Home – long term condition (eg cognitive impairment), mental health, and learning disability needs

Year Two Medical/ Surgical/Medicine of the Elderly – mental health needs, long term condition and learning disability needs

Year Three Community – learning disability, the needs of children and young people, maternal health

Year Three Consolidation – long term conditions, mental health and learning disabilities.

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.

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 6

(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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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. Students should only however record 37.5 hours 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 hour week - excluding meal breaks - over 5 days, working a 7.5 hour day). Students may then work “long days” if this will benefit their learning experience and if it is available. 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 must not exceed (through placement and any alternative employment) the 48 hour maximum work per week as stipulated by the European Working Time Directive (93/104/EC). It is expected that every student will work one weekend in every three (where weekend work is part of the placement experience) and one rotation onto night duty per placement (where available). Reflection In both placements, reflection is integral to the learning process. Reflection will take place on designated days and published on Moodle. The three hours of reflection should not be counted as clinical practice. 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).


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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 Personal Development Tutor 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 may possibly be retrieved later in your same placement by negotiation with your mentor. 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 outwith 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.

You will find more placement information within Section 6, appendix 1.

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:

a) 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).

b) Should be submitted into the assignment box in a clear submission folder supplied by the student using the barcode system according

to the module submission guidelines.

c) 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, Group Leader, 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 has three consequences:

1. The student’s progression within the programme may be adversely affected by the failure to submit due paperwork diligently. 2. Any practice fail will prevent a student being eligible for consideration of the class medal where a student may have earned this title

through exceptional performance. 3. It affects the ability to be awarded a distinction

Extension to submission deadline Under exceptional circumstances, an extension to the submission deadline may be authorised by the module leader. However, all requests must be accompanied by a valid extension request form (download form and guidance from Moodle).


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Section 2

Module Leader/Deputy Contact Information

Module Leader Email Deputy Module Leader Email

Nursing Practice Experience 3 Fiona-Jean Howson [email protected]

Nursing Practice Experience 4 Liz Adamson [email protected] Linda King [email protected]


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MENTOR/S SIGNATORIES NP3 Mentor 1 Mentor 2 Name: .............................................................................. Name: ………………………………………………………. Signature …………………………………………………….. Signature …………………………………………………... Position............................................................................. Position …………………………………………………..… Location: .......................................................................... Location:…………………………………………………….. Contact number: .............................................................. Contact number:………………………………………….… Email address: ................................................................ Email address:…………………………………………….... Date of INTERIM ASSESSMENT: …………………………..………………………………………………. Date of FINAL ASSESSMENT and assessment of performance: ………………………………………..

MENTOR/S SIGNATORIES NP4 Mentor 1 Mentor 2 Name: ........................................................................... Name: …………………………………………………….. Signature ………………………………………………….. Signature …………………………………………………. Position.......................................................................... Position …………………………………………………… Location: ....................................................................... Location:…………………………………………………… Contact number: ........................................................... Contact number:…………………………………………… Email address: .............................................................. Email address:…………………………………………….. Date of INTERIM ASSESSMENT: …………………………..………………………………………………. Date of FINAL ASSESSMENT and assessment of performance: ………………………………………..


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Sample Signatures of Mentoring Personnel – NP3

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’S FULL NAME (PLEASE PRINT)

POSITION HELD FULL SIGNATURE INITIALS USED


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Sample Signatures of Mentoring Personnel NP4

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’S FULL NAME (PLEASE PRINT)

POSITION HELD FULL SIGNATURE INITIALS USED


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Section 3

Placement Outcomes and Competencies for Adult Nursing Practice 3

Placement Outcomes and Competencies for Adult Nursing Practice 4


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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 of all adults and where appropriate, children and young people, paying particular 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 Competency 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 indirect 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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1.Evidence of Competency Achievement

a. Adheres to The code: Standards of conduct, performance and ethics for nurses and midwives (the code) (NMC 2008) 1

b. Forms appropriate and constructive professional relationships with families and other carers 1.6,

c. Actively empowers people to be involved in the assessment and care planning process 2.2

d. Documents concerns and information about people who are in vulnerable situations 11.4

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

f. Adheres to local and national uniform policies

g. Displays overall satisfactory compassionate professional behaviour and attitude

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

1.1

a. Acts to protect vulnerable groups at all times and demonstrates knowledge of current legislation eg Protection of Vulnerable Groups (Scotland) Act 2007

b. Seeks consent for care and acknowledges restrictions with specific client groups for giving consent 8.2

c. Ensures that the meaning of consent to treatments and care is understood by people and service users. 8.3

NP3 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 Competency 2 All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, under supervision of the practitioner, they must challenge inequality, discrimination and exclusion from access to care.

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2. Evidence of Competency Achievement

a. Provide personalised care, or makes provision for those who are unable to maintain their own care needs maintain dignity at all times 2.6

b. Determines peoples preferences to maximise comfort and dignity 2.3

c. Actively supports people in their own care and self care and assess the capability for self care 2.4, 2.5

d. Uses strategies to enhance communication and remove barriers to communication minimising risk to people from lack of or poor communication 6.6

e. Demonstrate awareness of inequality, discrimination and exclusion

f. Within the scope of their practice, act to ensure that rights of individuals and groups are not compromised





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Domain 1: Professional Values NMC Competency 3

All nurses must participate in promoting the health, wellbeing, rights, dignity of people, groups and communities including people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must begin to understand how these activities influence public health.

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a. Understands the concept of public health and the benefits of healthy lifestyles 9.3

b. Recognises indicators for unhealthy lifestyles 9. 4

c. Recognise indicators which contribute to healthy lifestyle choices

d. Contributes to care based on an understanding of the different stages of an illness or disability. Takes into account how this may impact on people and carers 9.5

e. Independently and in collaboration with the multi disciplinary team, actively seeks to promote health





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Domain 1: Professional Values NMC Competency 4 All nurses must work in partnership with service users, carers, families, groups, communities and organisations. They must be able to recognise risk, and propose appropriate management strategies, whilst aiming to empower choices that promote health, well-being, self-care and safety.

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a. Acts collaboratively with people and their carers enabling and empowering them to take a shared and active role in the delivery and evaluation of care 10.1

b. With the person and under supervision, plans safe and effective care by recording and sharing information based on assessment 9.10

c. Communicates with colleagues and others verbally, face to face by telephone, in writing and electronically in a way that the meaning is clear. Checks that the communication has been understood 14.5

d. Contributes to promote safety and positive risk taking 18.7





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All nurses must understand the nurse’s various roles, responsibilities and functions, and adapt their practice to meet the changing needs of people, groups, and communities

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a. Can clearly identify the nurse’s various roles, responsibilities and functions and the unique contribution that each team member brings

b. Values the nurse’s various roles and responsibilities within the team and interacts appropriately with the nursing team 14.3

c. Demonstrates professional commitment by working flexibly to meet service needs to enable quality care to be delivered 17.4





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All nurses must understand the roles and responsibilities of other health and social care professionals, and seek to work with them collaboratively for the benefit of all who need care

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a. Contributes as a team member 17.3

b. Values others’ roles and responsibilities with the team and interacts appropriately across the care boundaries eg hospital/ social care/ voluntary/ independent sectors 14.3

c. Demonstrates the ability to liaise with health and social care professionals involved in the delivery of care





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All nurses must be responsible and accountable for the continuing the development of their knowledge and skills to underpin their practice, and enhance the safety and quality of care. They must aim to improve their performance through engagement.

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a. Reflects on own practice and discusses issues with other members of the team to enhance learning , safety and quality of care 14.4

b. Uses professional and academic support structures to learn from experiences and make appropriate adjustments to future practice 1.7

c. Works within the limitations of own knowledge and skills to question and provide safe holistic care 10.2

d. Seeks and engages with, where appropriate, feedback from service user and carers to inform and improve practice





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All nurses must practise with increasing independence, and recognise the limits of their competence and knowledge. They must reflect on these limits and seek advice from, or refer to, other professionals where necessary.

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a. Demonstrates awareness of, and works within, the limitations of own knowledge and skills to provide safe holistic care 10.2

b. Uses supervision and other support structures as a means of developing strategies for working safely and effectively and for managing stress 17.5

c. Demonstrates increasing independence within the area of clinical practice, referring to others and seeking advise where appropriate





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All nurses must appreciate the value of evidence in practice, and select relevant theory and research findings for their practice.

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a. Actively seeks to extend knowledge and skills using a variety of the hierarchy of evidence (eg research, systematic reviews, patient experiences) in order to enhance care delivery 10.4

b. Engages with policies and procedures and demonstrates awareness of the evidence underpinning these resources





Activity to provide additional evidence of competence: NP3 EXPERIENCE

Inter-professional Learning / Team working:

Identify with your mentor a person who is involved in the patient journey (but not an allied

healthcare professionals or MDT member) within secondary care. This could be laundry staff,

ward cleaner, porter, a laboratory technician, medical records personnel, reception staff, ward

clerk, or carer. Arrange to spend some time observing their practice and gain insight on how

each other’s role impacts on patient care.

Work with a member of the health care team that you identified above and demonstrate to your mentor your understanding of each other’s roles.

Discuss your findings with your mentor once completed.

N.B. Your mentor must indicate by signing below that you have completed this activity thereby demonstrating awareness of the other personnel involved in the provision of secondary care and the essential role they perform.

Please record here the nature of the role you worked with e.g. laundry staff, ward cleaner, porter, etc: __________________________

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

1.7, 14.2, 14.3, 14.4, 14.5, 10.4, 17

Inter Professional Experience

(Team Working)

Links to NMC (2010) Progression Criteria

Progression point criteria 1 & 2

Reflect on experience and record your findings below. Discuss your findings with your mentor and identify potential opportunities to further your inter professional working.

Achieved / Not Achieved Mentor Signature: Date:



Inter-professional Learning / Team working:

Following admission, an identified need or a ward round, refer a patient to an allied healthcare

professional. Following your referral, request if you can observe them in their role when they

review the patient. If possible continue to observe them for a day/part day. Whilst you are with

them, discuss their role within your placement area and within the wider provision of patient

care.

Discuss with your mentor the role that the allied health care professional provides. Explore how this experience has developed your appreciation of inter professional working.

N.B. Your mentor must indicate by signing below that you have completed this activity thereby demonstrating the benefits of inter-professional learning to your role.

Please record here which allied Health Professional you observed the e.g. physiotherapist,

dietician: __________________________






Links to ESC

1.7, 14.2, 14.3, 14.4, 14.5, 10.4, 17

Inter Professional Experience / Team Working



Reflect on experience and record your findings below. Discuss your findings with your mentor and identify potential opportunities to further your inter professional working.



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 wellbeing.


38

Domain 2: Communication and Interpersonal Skills NMC Competency 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.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Demonstrate sensitive effective communication to actively empower people to be involved in the assessment and care planning process 2.2

b. Through effective communication actively supports people in their own care 2.4

c. Demonstrate the ability to work in partnership with clients to achieve shared goals





39


All nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to comprehend their informed choices and options. They must recognise when language interpretation or other communication support is needed and begin to identify how to obtain it.

NP

3

Ach

ieved: M

ento

rs Initials

NP

4 A

chieved

: Men

tor In

itials


a. Identify potential/ actual barriers to communication

b. Use a range of strategies to enhance communication, 6.6

c. Recognise when language interpretation or other communication support is needed and begin to identify how to obtain this support thereby removing barriers to effective communication and minimising risk to people from lack of or poor communication 6.6





40


All nurses must use a range of communication methods, including verbal, non-verbal and written, to acquire, begin to interpret and record their knowledge and understanding of peoples’ 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 ill health, disability and other factors. They must be able to recognise and respond appropriately when a person finds it hard to communicate.

3.1 Adult nurses, under indirect supervision, 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

NP

3

Ach

ieved: M

ento

rs Initials

NP

4 A

chieved

: Men

tor In

itials


a. Working in partnership with the client, demonstrate the ability to use appropriate verbal, non verbal and written communication to identify and record the client’s needs eg during admission

b. Ensures that the meaning of consent is understood by service users 8.3

c. Applies principles of consent to all client groups and seeks consent for care 8.2

d. Demonstrates awareness of restrictions relating to specific client groups in relation to consent for care (for example Adults with Incapacity (Scotland) Act 2000)

3.1

a. Engages in person centred care to empower people to make informed choices about how their needs are met. Should they be unable to make informed choices for themselves, employ alternative strategies 2

b. Promotes the concept of self care for people with acute and long term conditions using a range of communication skills and strategies 2





41

Domain2: Communication and Interpersonal Skills NMC Competency 4 Under indirect supervision all nurses must recognise when people are anxious or in distress and respond appropriately, using effective communication to promote well being 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 and identify when as a nurse they would expect to take responsibility for action.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Determines peoples preferences to maximise comfort and dignity and using appropriate communication skills, determines well being and personal safety 2.3

b. Demonstrates the ability to recognise when people are anxious or in distress and interacts appropriately with them

c. Respects service users as individuals and strives to preserve their dignity and human rights at all times 3

d. Recognises when to consult a third party taking into account the consequences of their consultation





42

Domain 2: Communication and Interpersonal Skills NMC Competency 5 Under indirect supervision all nurses must use therapeutic principles to engage, maintain and, where appropriate, disengage from professional caring relationships, and must always respect professional boundaries.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Engages, maintains and disengages from professional caring relationships respecting professional boundaries at all times





43


All nurses must take every opportunity to encourage health-promoting behaviour through education, role modelling and effective communication.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. When interacting with clients, maximises opportunities, where appropriate, to promote health

b. 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

c. Where relevant, applies knowledge of age and condition related anatomy physiology and development when interacting with people 9.11

d. When interacting with people, take into consideration how health promotion and education can impact positively on future lifestyle choices

e. Acts collaboratively with people and their carers, enabling and empowering them to take a shared and active role in the delivery and evaluation of nursing interventions 10.1





44

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

NP

3 A

chieved

: Men

tors

Initials

NP

4 A

chieved

: Men

tor

Initials


a. Communicates with colleagues verbally, face to face, by telephone, in writing and electronically in a way that the meaning is clear, and checks that the communication has been fully understood 14.5

b. Maintains accurate clear and complete records in the format required, for example, written and electronic

c. Using appropriate and plain language, records and documents findings relevant to the episode of care.

d. Distinguishes between information that is relevant and/or not relevant to care planning 7.4





45


All nurses must respect individual rights to confidentiality. Under indirect supervision they must participate in keeping information secure and confidential in accordance with the Code (NMC, 2008), taking account of local protocols. When the interest of safety and protection override the need for confidentiality, under indirect supervision, all nurses must recognise the requirement to share and respond when personal information may need to be communicated to others.

NP

3 A

chieved

: Men

tors In

itials

NP

4

Ach

ieved: M

ento

r Initials


a. Maintains appropriate confidentiality at all times in accordance with the code (NMC,2008)

b. Documents information and concerns about people who are in vulnerable situations and recognises the need to inform others if concerns are identified 11.4

c. Ensures that information is retained in a safe and secure manner






Admit a patient/service user to the clinical area. Following the admission reflect on the

experience with your mentor. With your mentor, discuss the following:

How did you approach the admission? Did you provide information about what would happen?

In the care environment? Did you ask the patient if anything was making them feel anxious?

Did you discuss all topics, even difficult ones, raised by the patient?

Why do you think it is important to consider topics from the patient’s perspective? Would you

do anything differently next time? How do you think effective communication can improve the

patient experience?

N.B. Your mentor must indicate by signing below that you have demonstrated the ability to

review your communication skills, explored the impact of effective communication strategies to

improve the patient experience and reflected upon your practice.






Links to ESC

Cluster 1: care, compassion and communication

You may want to ask the patient if they would like to be involved in the service user feedback process.



Record your findings here and reflect on development needs with your mentor.




Discharge a patient/service user from the clinical area. Following the discharge reflect on the

experience with your mentor. With your mentor, discuss the following:

How did you approach the task of discharging a patient? Did you provide information about what

would happen prior to, during and following discharge? Did you ask the patient if anything was

making them feel anxious? Did you discuss all topics, even the difficult one, raised by the

patient?

Why do you think it is important to consider these questions from the patient’s perspective?

Would you do anything differently next time? How do you think effective communication can

improve the patient experience?

N.B. Your mentor must indicate by signing below that you have demonstrated the ability to review

your communication skills, explored the impact of effective communication strategies to improve

the patient experience and reflected upon your practice.






Links to ESC

Cluster 1: care, compassion and communication

You may want to ask the patient if they would like to be involved in the service user feedback process.






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 wellbeing. 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 adults’ full range of health and dependency needs. They must be able to deliver care to meet essential and complex physical and mental health needs.


49

Domain 3: Nursing Practice and Decision Making NMC Competency 1

All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings to influence change and promote health and best practice. Under indirect 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 be able to recognise when the complexity of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly.

1.1 Adult nurses must be able to recognise and under indirect supervision, 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.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Applies knowledge of the lifespan continuum and health status when interacting with people to assess, plan, deliver and evaluate care 9.11

b. Works within limitations of knowledge and skills to question and provide safe, high quality and holistic care 10.2

c. Assists people with their care respecting individual requirements and maintaining dignity 3, 2.7

1.1

a. Under indirect supervision recognises and responds to the wide range of service users with different needs (for example people of all ages, mental health problems, learning disabilities). Where appropriate, works towards achieving the learning outcomes for alternative fields of practice in Section 4





50


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 have 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.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Actively seeks to extend knowledge and skills using a variety of evidence based strategies in order to enhance care delivery, to learn from experiences and make appropriate adjustments to future practice 10.4, 1.6

b. Applies knowledge of the lifespan continuum and health status to current area of clinical practice 9.11

c. Recognises the vulnerability of certain patient groups

d. Demonstrates in depth knowledge of common physical and mental health problems encountered within the clinical area (eg through discussion with mentor; observed within care planning and delivery). Where appropriate, works towards achieving the learning outcomes for alternative fields of practice in Section 4





51


Under indirect 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.

3.1 Adult nurses must safely use a range of diagnostic nursing skills, employing appropriate technology, to assess the needs of service users.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Working with the service user, undertakes the assessment of physical, emotional, psychological, social, cultural and spiritual needs taking into account risk factors. Records, shares and responds appropriately to findings 9.9

3.1

a. Collects and interprets routine data, under indirect supervision, related to the assessment and planning of care from a variety of sources 9.8

b. Performs routine diagnostic tests for example urinalysis under indirect supervision as part of assessment process 9.7

C. Prepares people for clinical interventions as per local policy 10.3

d. Measures and documents vital signs under indirect supervision and responds appropriately to findings outside normal range 9.6(*)





52

Domain 3: Nursing Practice and Decision Making NMC Competency 4 All nurses must ascertain and respond to the physical, social and psychological needs of people, groups and communities. Under indirect 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 Under indirect supervision adult nurses must safely use invasive and non-invasive procedures, medical devices, and current technological and pharmacological interventions, where relevant, in medical and surgical nursing practice, providing information and taking account of individual needs and preferences.

4.2 Adult nurses 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.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Acts collaboratively with people and their carers, enabling and empowering them to take a shared and active role in the delivery and evaluation of nursing interventions cognisant of the changing health needs during progressive illness 10.1

4.1

a. Accurately undertakes and records a baseline assessment of weight, height, temperature, pulse, respiration and blood pressure using manual and electronic devices 9.2(*)

4.2

a. Provide compassionate personalised holistic care, and/or makes provision for those who are unable to maintain their own care needs maintaining dignity at all times with reference to their stage of illness 2.6

b. Determines peoples preferences, stated by them or their family/carers to maximise comfort and dignity 2.3

c. Demonstrate an understanding of loss and bereavement in the patient and carer





53


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 indirect 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.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


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. Recognises indicators of unhealthy lifestyle and, under direct supervision, uses this information to assess the needs of individuals and refer to appropriate sources of support 9.4

c. Use a range of information and data, for example screening tools, physiological data, community profiles etc, to assess the needs of clients and to promote health





54


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 the use of medical devices and equipment. Under indirect supervision, the nurse must be able to evaluate their use, reporting any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Participates in assessing and planning care appropriate to the risk of infection thus promoting the safety of service users 21.2, 23.1

b. Participates in completing care documentation and evaluation of intervention to prevent and control infection and recognises potential signs of infection and reports to relevant senior member of staff or infection control team 21.3, 21.4, 21.5

c. Uses and participates in the cleaning of multi use equipment, including nursing equipment between each person 22.3, 22.4

d. Safely uses and disposes of or decontaminates, items in accordance with local policy and manufacturers’ guidance and instructions 22.5, 22.6

e. Applies knowledge and understands risks of an ‘exposure prone procedure’ and takes appropriate precautions and action if it occurs 23.3, 22.2, 23.4

f. Adheres to legislation and local policy regarding the safe disposal of sharps and of all waste including body fluids maintaining dignity for the person involved 26.1, 26.2, 23.2

g. Acts to address potential risks in a timely manner 26.3





55

Domain 3: Nursing Practice and Decision Making NMC Competency 7 Under indirect 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 start appropriate and timely management of those who are acutely ill, at risk of clinical deterioration, or require emergency care.

NP

3

Ach

ieved: M

en

tors In

itials

NP

4

Ach

ieved: M

ento

r Initials


a. Under supervision collects and interprets routine data related to the assessment and planning of care from a variety of sources 9.8

b. Articulates knowledge of the signs of normal and deteriorating mental and physical health (and seek to achieve outcomes for alternate fields of practice in Section 4)

c. Under indirect supervision responds promptly to maintain or improve health and comfort of service users, acting to keep them and others safe.

7.1

a. During the monitoring process measures and documents vital signs under supervision and responds appropriately to findings outside normal range 9.6(*)

b. Detects, records, reports and responds appropriately to signs of deterioration or improvement 10.5





56


Under indirect supervision, all nurses must provide educational support, facilitation skills and therapeutic nursing interventions 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 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.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Under indirect supervision, promotes healthy lifestyle choices and behaviours

b. With the person and under indirect supervision, plans safe and effective care by documenting and sharing information based on the assessment of lifestyle choices and behaviours 9.10

c. Acts collaboratively with people and carers enabling and empowering them to take a shared and active role in the delivery and evaluation of healthy lifestyle choices and behaviours10.1

8.1

a. Under indirect supervision, work in partnership with people who have long-term conditions, their families and carers to provide therapeutic nursing interventions, optimise health and wellbeing, facilitate choice and maximise self-care and self-management.





57

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

NP

3 A

chieved

: Men

tors

Initials

NP

4 A

chieved

: Men

tor

Initials


a. Under indirect supervision, recognise when risk assessment is required

b. Using the appropriate risk assessment tool, identify when further action is required

c. Documents and communicates concerns and information about people in vulnerable situations 11.4





58

Domain 3: Nursing Practice and Decision Making NMC Competency 10 Under indirect 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.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Under indirect supervision demonstrate the ability to evaluate their care, amending or updating the plan of care and updating the team members

b. Reflects on own practice and discusses issues with other members of the team 14.4

c. Communicates with colleagues using a variety of communication strategies in a way that is clear and checks that the communication has been understood. 14.5






Identify a patient/service user within your placement area and working under indirect

supervision:

Accurately interpret fluid input and output for 2 patients and report this to the appropriate

members of the inter professional team. If possible, include patient with an Intravenous (IV) or

Nasogastric/Percutaneous Endoscopic Gastrostomy (NG/PEG) feed. If your patient has an IV

or PEG demonstrate competent care of the device including the associated standard infection

control procedures.

Discuss with your mentor the signs of dehydration and associated risk factors; include in your

discussions the different routes (eg IV, NG) that need to be included when considering fluid

status. Devise a plan of care for your 2 patients to meet their hydration needs and correct any

imbalance. Evaluate the care you have devised by monitoring their fluid status following

intervention.

N.B. Your mentor must indicate by signing below that you have carefully considered and

demonstrated the importance of fluid status assessment, identification of risk and appropriate

and timely action to your clinical practice






Links to ESC

29.1, 29.2*, 29.3, 29.4, & 31.1, 31.2

22.6






60


Demonstrate safe and effective practice in medicines management by completing the following:

Safely and accurately carry out medicines calculations relevant to the clinical area

Demonstrate knowledge of safe administration of medicines via appropriate routes

Under supervision involve people and carers in administration and self administration of medicines

Maintain accurate records for all drugs administered using prescription charts correctly

Explain to your mentor what a patient group directive is and who can use them to your mentor

Students must show evidence of completing practice modules 3 and 4 of the online Authentic World Numeracy activity.

Mentor Signature

Safe Medicate Module 3 Achieved / Not Achieved


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

carry out medicines calculations and possess a print out the self tests from authentic world,

demonstrating completion of numeracy units 3&4. These calculations should be performed during

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


Domain 1 Professional Values




Links to ESC

33, 34, 35, 36, 37, 38, 39,

40, 41,42

Links to NMC

(2010)

Progression

Criteria

Progression

point criteria

1, 2




61


Identify a patient/service user in your clinical area that has a breach in their skin integrity (eg IV

access site or wound of any type).

Under indirect supervision demonstrate the appropriate skills and knowledge required to redress

the site using standard infection control precautions. Discuss with the patient, methods to

promote healing and prevent deterioration.

Reflect on your skills with your mentor following the procedure. Identify if you used a clean, non

touch or aseptic technique and explore the use and rationale for each of these methods in

relation to wound/access site. Discuss and demonstrate your knowledge of infection

transmission routes and how to minimise risk to the patient. Discuss the properties of the

wound dressing/access site dressing with your mentor and your rationale for selection.


demonstrated the importance of asepsis/clean /non touch technique






Links to ESC

25






62


Identify a patient/service user within your placement area and working under indirect supervision:

In a respectful and non judgemental manner, initiate a discussion with a patient and appropriate other

carers in relation to dietary advice. Taking into account cultural choice, facilitate patients in their dietary

preference which would promote well being and a healthy lifestyle. Record their weight and calculate

their BMI and complete a nutritional assessment tool (eg MUST). Discuss the advantages and

disadvantages of using this tool.

Following this interaction reflect on your discussions with your mentor and identify if your patient would

require specific dietary requirements (eg high protein/low potassium) and discuss the interpretation of the

BMI, weight and the MUST score. Identify if the patient is at risk and requires a referral, and if required,

refer the patient clearly identifying the risk. With your mentor, devise a plan of care incorporating

specialist advice. Discuss the importance of protected meal times and how to action this in the clinical

area.


demonstrated the importance of nutritional assessment, identification of risk and appropriate and

timely referral to your clinical practice






Links to ESC

Cluster 4: Nutritional and Fluid management

27.1, 27.2*, 27.3, 27.4, 27.5, 28.1*, 28.2, 28.3, 28.4, & 30.3, 30.4






63


Identify a patient/service user in your clinical area that has a breach in their skin integrity (eg IV

access site or wound of any type but this must be different to the one you selected in your

other placement).

Under indirect supervision demonstrate the appropriate skills and knowledge required to

redress the site using standard infection control precautions. Discuss with the patient,

methods to promote healing and prevent deterioration.

Reflect on your skills with your mentor following the procedure. Identify if you used a clean,

non touch or aseptic technique and explore the use and rationale for each of these methods in

relation to wound/access site. Discuss and demonstrate your knowledge of infection

transmission routes and how to minimise risk to the patient. Discuss the properties of the

wound dressing/access site dressing with your mentor and your rationale for selection.


demonstrated the importance of asepsis/clean /non touch technique






Links to ESC

25






64


Demonstrate safe and effective practice in medicines management by completing the following:

Safely and accurately carry out medicines calculations relevant to the clinical area

Demonstrate knowledge of safe administration of medicines via appropriate routes

Under supervision involve people and carers in administration and self administration of medicines

Maintain accurate records for all drugs administered using prescription charts correctly

Explain to your mentor what a patient group directive is and who can use them

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

carry out medicines calculations and possess a print out the self tests from authentic world,

demonstrating completion of numeracy units 3&4. These calculations should be performed during

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

Students must show evidence of completing practice modules 3 and 4 of the online Authentic World

Numeracy activity.

Mentor Signature








Links to ESC

33, 34, 35, 36, 37, 38, 39,

40, 41,42






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 during their period of preceptorship and beyond. Field standard Adult nurses must be able to provide leadership in managing adult nursing care, understand and coordinate inter-professional care when needed, and liaise with specialist teams. They must be adaptable and flexible, and 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 recognise their leadership role in disaster management, major incidents and public health emergencies, and respond appropriately according to their levels of competence.


66

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

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Actively seeks feedback from managers, colleagues and other departments. Shares feedback with other team members to enhance the service user experience 12.4

b. Responds appropriately to concerns raised and provides assistance and support to the service user and/or significant others 12.2

c. Demonstrate an understanding of the local policy complaints procedure





67

Domain 4: Leadership, Management and Team Working NMC Competency 2 All nurses must, under indirect supervision, 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.

NP

3 A

chieved

: Men

tors

Initials

NP

4 A

chieved

: Men

tor

Initials


a. Under indirect supervision, use evaluation data (eg audits) to identify areas for improvement

b. Works within the limitations of own knowledge and skills to provide safe and holistic care 10.2

c. Reflect upon and evaluate care delivered and identify potential areas for improvement





68

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

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Under indirect supervision, demonstrate the ability to prioritise care delivery

b. Demonstrate awareness of effective management of resources e.g. staff and equipment.

c. Demonstrates professional commitment by working flexibly to meet service needs to enable quality care to be delivered 17.4





69

Domain 4: Leadership, Management and Team Working NMC Competency 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.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Actively seeks to extend knowledge and skills using a variety of methods to enhance care delivery 10.4

b. Uses supervision and other forms of reflective learning to make effective use of feedback 12.3





70

Domain 4: Leadership, Management and Team Working NMC Competency 5 All nurses under indirect supervision must facilitate nursing students and others to develop their competence, using a range of professional and personal development skills.

NP

3 A

chieved

: Men

tors

Initials

NP

4 A

chieved

: Men

tor

Initials


a. Under indirect supervision, use informal teaching and role modelling to assist first year student nurses to develop their professional and personal skills

b. Supports and assists others to develop their professional and personal skills 14.2





71

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

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Demonstrates the ability to take the lead when appropriate to safely manage care 16

b. Contributes as a team member 17.3





72

Domain 4: Leadership, Management and Team Working NMC Competency 7 All nurses must work effectively across professional and agency boundaries, actively involving and respecting others’ contributions to integrated person-centred care. They must know 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.

NP

3 A

chieved

: Men

tors In

itials

NP

4 A

chieved

: Men

tor In

itials


a. Values others roles and responsibilities within the team and interacts appropriately 14.3

b. Assists in preparing people and carers for transfer and transition through effective dialogue and accurate information 13.1

c. Assists in the preparation of records and reports to facilitate safe and effective transfer 13.3

d. Reports issues and people’s concerns regarding transfer and transition 13.2






Accurately complete the Standardised Early Warning Scoring (SEWS) charts for patients in

your care. Calculate the total score and determine if a referral is necessary. If a referral is

required use the Situation, Behaviour, Action, Recommendation (SBAR) communication tool to

communicate your findings and actions required to appropriate members of the Inter

Professional Team /multidisciplinary team. If possible work with the team to provide continuity

of care and to explore the contribution of the team members.

Discuss and justify your actions with your mentor. Explain your interpretation of the

physiological parameters with reference to the patient. If a referral was required, explore the

roles of the team that reviewed your patient or determine who would be involved in the review.

Identify the importance of effective teamwork, communication between members of the team to

ensure high quality holistic care.

N.B. Your mentor must indicate by signing below that you have demonstrated the ability to

accurately assess physiological parameters, record and interpret them in light of your patient

and appropriate action is taken as required.






Links to ESC

7.4

9.2*, 9.6*, 9.8, 9.9, 9.10, 9.11

10.4, 10.5






74


Work with the nurse in charge and participate in a ward round/case conference and provide the

patient information required by the members of the inter-professional team. Inform all team

members of any changes to the plan of care following the ward round/case conference and

action any referrals requested.

Following this experience, reflect on your activities with the nurse in charge or your mentor and

consider the following:

The leadership role exemplified by the nurse in charge; the interactions with the nursing team

and the inter professional team; delegation of tasks; ensuring actions are completed in a timely

manner; how the patients/carers/family are kept informed;

N.B. Your mentor must indicate by signing below that you have contributed to and carefully considered

the role of leadership in the daily practice of the nursing team and the relevance to your clinical practice.






Links to ESC

1.6,1.7, 2.2, 6.6, 7.4,

9.5, 9.8, 9.10, 10.1, 10.2, 10.3, 10.4,

13.1, 14.3, 14.4, 14.5, 17.5






75

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). 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 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).


76

SERVICE USER/CARER FEEDBACK

SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT

Aim: We would value service users and/or carer’s/families’ view 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.

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 and 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 you could trust the student?

Did you feel that the student showed care and consideration?

What do you think the student could improve?

Thank you very much for your comments

Student Name...........................................................................

Mentors signature....................................................................

Date..........................................................................................

NP3


77

Student Reflection on User / Carer Feedback (NP3)

Use the box below to record your thoughts and feelings:

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


78

SERVICE USER/CARER FEEDBACK

SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT

Aim: We would value service users and/or carer’s/families’ view 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.

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 and 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 you could trust the student?

Did you feel that the student showed care and consideration?

What do you think the student could improve?

Thank you very much for your comments

Student Name...........................................................................

Mentors signature....................................................................

Date..........................................................................................

NP4


79

Student Reflection on User / Carer Feedback (NP4)

Use the box below to record your thoughts and feelings:

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


80

Section 4

Record of Hours Worked Cards


81


82

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 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.


83

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



84



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________


85



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




86

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

Name

Matriculation number

Branch

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: ……………………


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



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




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


I confirm that this is an accurate representation of the hours I have worked in clinical

practice____________________________________ (student signature) Date________


Section 5

Appendices


91

Appendix 1: 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/her self 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 are only permitted within the columns adjacent to the competency statements. 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


92

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 hours4), 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, 20085). Students must also abide by the university academic and non-academic disciplinary regulations6 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

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

5 NMC (2008) Requirements for Evidence of Good Health and Good Character- regulation B8.6.6

6 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


93

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 (CALM)

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 Mentor Centre at the following web address: http://staff.napier.ac.uk/Faculties/mentorcentre/



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


94

Appendix 2: Practice Learning Experiences

The Adult pathway has 3 routes to achieve registration: the 3 Year programme (3 year), Shortened Programme for Graduates (SPG) or Conversion Course (CC). Students within each route undertake slightly different numbers of placements (based on Recognition of Prior Learning), and this will be reflected both in the table below and the OAR documentation.

Table 2: Overview of Practice Learning Placements and Recognised Prior Learning (RPL)

3 Year SPG CC

a) Secondary care experience – Medical/Surgical/ Medicine of the Elderly & outpatient experience (1 week)

√ √ RPL

y/n

b) Primary and tertiary care experience - Community & Care Home √ √ RPL

y/n

c) Secondary care experience - Medical/Surgical/ Medicine of the Elderly & Highly dependent patient experience (2 weeks)

√ √ RPL

y/n

d) Secondary care experience - Medical/Surgical/ Ward Medicine of the Elderly √ √ RPL

y/n

e) Primary care experience - Community √ √ √

f) Elective experience - is in separate booklet √

g) Self selected care experience can be Primary, Secondary or Tertiary √ √ √


95

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.


STAGE

Student raises concern

No further action required

Concern Resolves and

discussed with PEF / LL

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

Refer to Link lecturer/

Personal Tutor

Go to STAGE 3

Concern relates to

mentor relationship/

standard of mentoring/

learning opportunities

Student discusses and

seeks resolution with mentor

Concern

Continu

es

Go to

STAGE 2

Concern Resolves

No further action

required on placement

Student is informed of the

outcome has opportunity to

reflect on experience

Concern

Continue

s

Student raises

concern with placement

manager/charge nurse

Student raises concern with LL/PEF

LL/LP liaison with PEF/Practice manager

and investigation of issue

Student concern

unresolved

PEF/ PM devise an action

plan with recommendations

to resolve student concern

LL/LP and PL consider student

concern, report on

recommendations and agree that

action may lead to:

Change of placement. Inform placement

co-ordinator and student personal

development tutor (or equivalent).

Report on issue developed

Student is informed of the outcome and has opportunity to

reflect on experience

Resolves issue to

satisfaction of all parties

No further action

Student has

opportunity to reflect

on experience

Placement requiring

additional support or action

via PEF, LL/LP, Practice

Placement committee

Report on issue developed

Cause for concern regards staff or

patient safety /care or other serious

misconduct

STAGE 2

STAGE 3

Take action to ensure that student and patient safety

maintained in clinical environment e.g. additional support

for student or remove student from practice location.

Appointment made to meet with Practice

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

Liaison between LL/LP / PM and / or PEF

Report to Practice Placement committee: Report to Chief Nurse/ Manager in area/NMC (if

Assessment of concern made by LL/ PDT

investigation and decision made to:

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

Liaise with mentor, PM and student

Student encouraged to discuss cause for concern with mentor

Concern Resolved

No further action required

Student is informed of the outcome

and has opportunity to reflect on

Concern continues

LL/LP PEF & Student raises concern with PM

Concern Resolved


97

Section 6

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

CB Competency Booklet.

CPR Cardiopulmonary Resuscitation

ESC Essential Skills Clusters

MH Manual Handling

CCP Cleanliness Champion Programme

HEI Higher Education Institute

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.

CALM Crisis Aggression Limitation and Management.

SOM Sign-Off Mentor

Edinburgh Napier University School of Nursing Midwifery and Social Care BN Higher Education in Nursing: Competency Booklet 2

98

SUBMISSION CHECKLIST

Both booklets (CB & OAR) together in one plastic envelope folder with required photocopying - submitted into the assignment box in a clear submission folder supplied by the student using the barcode system according to the module submission guidelines Record of Hours worked card to be removed and submitted to the School Office (1.B.29).

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. Following completion of the

practice learning experience, please submit the cards to the Office 1.B.13.

3. By submitting the completed documentation, you are confirming that all initials and signatures have been provided by your

mentor or other clinicians involved in assessment of your practice.

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:

o Midway formative assessment of performance

o Final interview and summative assessment of performance