Layout and Document Requirements

to meetHealth Practitioners

Competence Assurance ActNursing Council of New Zealand

PortfolioA Guideline for School Nurses

Nursing Council of New ZealandContinuing Competence Evidence

Section 1 Record of Professional Hours

Section 2 Record of Professional Development Hours

Section 3 Evidence in relation to assessment of your practice, against the four Nursing Council of NZ Competences Professional Responsibility Management of Nursing Care Interpersonal Relationships – (communication) Inter-Professional Healthcare and Quality Improvement –

(teamwork)

Section 4 Curriculum Vitae (include employment record and qualifications)Job DescriptionPerformance AppraisalCopy of Practicing CertificateRelevant certificates to current practiceEvidence of Practice

Article Review Your published work Quality improvement project work Teaching Presentation Case Study

(Section 4 is recommended to be included in portfolio for peer review but not sent to Nursing Council)

Further examples and advice is available on the Nursing Council of New Zealand website

www.nursingcouncil.org

Do not send your complete portfolio to the Council, only the relevant documents. Do not send original documents, as documents sent to the Council as part of the audit will not be returned.

Section 1Evidence of Practice Hours

Record of Professional Practice Hours60 days (450 hrs) over 3 years

Include a signed letter from your school on school letter head verifying your hours worked or

Certificate of service or Payslip that shows the hours worked in the past year

The evidence must be verified by the employer. Include the name address and phone number of the person providing the verification, eg Principal or school Executive Officer.

Evidence of Practice HoursCertificate of Service

This is to certify that<<your name>>

has completed <<hours>> hours of servicefrom <<date>> to <<date>>

VerificationName: ____________________________________Position:__________________________________Address:________________________________________________________________________________________________________________________Telephone:________________________________Email:_____________________________________Date:______________________________________Signed:___________________________________

<<school letterhead>>

Evidence of Practice HoursCertificate of Service

This is to certify that

________________________________

has completed____________ hours of service

from _____________ to ______________

Verification

Name: ______________________________

Position:____________________________

Address:____________________________

_____________________________________

_____________________________________

Telephone:__________________________

Email:_______________________________

Date:_______________________________

Signed:_____________________________

Section 2Evidence of Professional Development Hours

Record of PD 60 hours over 3 years

Professional development activities may be within your work place or within an educational context

Professional development may be taken as whole days or hours Examples include:

Degree papersShort CoursesASNG Study DaysPHO CMESeminarsConferencesJournal reading- cluster groupsCluster meetings with speakers

Professional development must be relevant to an individuals practice as a nurse You must provide a statement that describes its relevance to your current

practice You must have this verified by a colleague who sights your certificates of

attendance (not necessary to send all certificates to Nursing Council)

Complete the form on next page

Record of Professional Development

Date

Professional Development Activity (title of course)

EgASNG Study Day

Key learning points - Relevance to practiceeg Areas coveredNursing supervision Skills for individual and group supervision meetings: needed as I work as an independent practitionerYoung people and Chronic Illness: Many students at schools have chronic conditions I assist with their management. School Based Health Clinic a Thesis overview: Areas of need and strategies to manage these from a RN’s Masters insight into masters level workHeart Foundation School Food Policy: Frame work for tuck shop and school nutrition changes to assist with better student nutrition

Colleagues sign off (verification)

Length in hours

31s M

ay

2006

Date

Professional Development Activity (title of course)

Key learning points - Relevance to practice Colleagues sign off (verification)

Length in hours

Date

Professional Development Activity (title of course)

Key learning points - Relevance to practice Colleagues sign off (verification)

Length in hours

Date

Verification of Professional developmentName _____________________________________________Position____________________________________________Address___________________________________________Telephone_________________________________________Email______________________________________________Signed_____________________________________________

Total Number of hours

Section 3

Evidence of CompetenciesTwo of the following methods of assessment of your practice against the competencies for your scope of practice

Evidence of 2 methods of assessment practice. The evidence supplied must be not more than 3 years old

Self assessment and Senior Nurse assessment or performance appraisal or Peer review or evidence of involvement in peer review activities

A peer review activity is an activity that occurs with one or more peers, who review aspects of a nurses practice e.g. review of a case study, observation of practice or discussion about a practice issue and includes feedback about the nurse’s performance. Documentation and verification by cluster group member of a case study presented to the group.

Date assessments and sign it yourself Ensure they reflect the competencies for your scope of practice and confirm your ability to meet the

standards( provide an example) Clearly identify the nurse who assessed your performance, their position and their employer or employing organisation

and ensure they sign the verification Peer review activities must include a description of the type of activity , the hours involved and other practitioners

involved

The RN Job Description and the Nursing council competencies for the RN scope of practice and indicators are included next

JOB DESCRIPTION FOR A REGISTERED NURSE WORKING IN A SCHOOL BASED HEALTH CENTRE

Person Specification for a Registered Nurse working in a School Based Health CentreExperience / Knowledge1. Registered Nurse with current Practicing Certificate and a First Aid Certificate (NZQA Unit Standards 6400, 6401 &

6402).2. A willingness to undertake, experience in, or postgraduate study of related areas – Primary Health Care,

Child/Adolescent Health.3. Evidence of advanced level of clinical skills, competency and leadership as documented in Professional Portfolio.4. Working knowledge of the Nursing Code of Conduct, Legislative requirements and Health Practitioners Competency

Assurance Act. (2004)5. Responsible and accountable for working within Registered Nurse Scope of Practice.6. Previous experience at Senior Nurse level either in Clinical or Nursing Management role.7. Has a desire to or shows evidence of an ability to work effectively as a member of a multidisciplinary team.8. Understanding the importance of confidentiality and advocacy.9. Practices in a culturally safe manner10. Belongs to Professional Nursing Body with indemnity insurance11. Competence in computer skills.

Personal Attributes1. An interest and respect for working with young people in a positive and friendly manner.2. Demonstrates a professional attitude at all times.3. Strong organisational skills, including the ability to manage conflicting priorities.4. Self-confidence when dealing with internal/external clients at all organisational levels.5. High level of decision making ability and use of initiative.6. Demonstrates effective communication and reporting skills, both written and verbal.7. Honesty, integrity and reliability.8. Non-judgmental and empathetic.9. The ability to provide quality service with adaptability and flexibility, with a commitment to on going professional

development10. An autonomous practitioner with an ability to work well within a multidisciplinary team. 11. Dresses within schools dress code.

Functional Relationships with: Supervised by: Responsible to:Guidance / Senior Management / Deans / External Agencies - Community Health / CfYH / CYF / PHO/

Registered Nurse with Supervision & Youth Training (DHB/PHO)

School Principal/BOT (DHB/PHO)

DHB

Job Description for Registered NurseDomain 1 Professional ResponsibilityThis domain contains competencies that relate to professional, legal and ethical responsibilities and cultural safety. These include being able to demonstrate knowledge and judgement by being accountable for own actions and decisions, while promoting an environment that maximises clients’ safety, independence, quality of life and health.

KPI’S Performance Indicators/Outcomes Achieved CommentsAccepts responsibility for ensuring that his/her nursing practice and conduct meet the standards of the professional, ethical and relevant legislated requirements.

Delivers nursing care within the scope of practice of the Registered Nurse to students and/or staff being accountable for own practice as a Registered Nurse.

Accepts responsibility for actions and decision making within scope of practice.

Demonstrates knowledge to access relevant policies and procedures and information and adheres to school and SBHC polices and procedures and reports to SMT if breaches occur.

Working knowledge of relevant Acts, including Privacy Act, Health and Disability Act, Medicines Act and Regulations, Health Practitioners Competency Act 2004 and Contraception, Sterilisation and Abortion Act 1997.

Demonstrates the ability to apply the principles of the Treaty of Waitangi/Te Tiriti o Waitangi to nursing practice.

Demonstrates a working knowledge of the Treaty of Waitangi and its relevance to health service delivery by acknowledging the differences in health and socioeconomic status of Maori and non Maori.

Applies the Treaty of Waitangi/Te Tiriti o Waitangi to nursing practice.

Demonstrates and Understands accountability for directing, monitoring

understands accountability for directing, monitoring and evaluating nursing care that is provided by enrolled nurses and others in the SBHC.

and evaluating nursing care provided by enrolled nurses and other SBHC staff.

Takes into consideration the role and competence of staff when delegating work.

Ensures case management of students is undertaken by most appropriate pastoral care team member.

Promotes an environment that enables student/client safety, independence, quality of life, and health.

Identifies self and designation to the student/client before providing care.

Establishes a positive nurse/client relationship to provide quality outcomes.

Follows Infection Control Policy – Universal Precautions, Isolation procedures.

Reports and documents on site accidents/incidents as per OSH & ACC requirements.

Exercises environmental control by monitoring and accessing maintaining of equipment. Maintenance of emergency response and EOTC school first aid kits.

Keep stock of supplies and keep inventory and order as appropriate following budget protocol.

Practises nursing in a

manner that the client

determines as being

culturally safe.

Practises in a way that respects each client’s identity and right to hold personal beliefs, values and goals.

Assists the client to gain appropriate support and representation from those who understand the client’s culture, needs and preferences.

Avoids imposing prejudice on others and provides advocacy when prejudice is apparent.

Consults with members of cultural and other groups as requested and approved by the client.

Avoids imposing prejudice on others and provides advocacy when prejudice is apparent.

Job Description for Registered NurseDomain 2 Management of Nursing CareThis domain contains competencies related to student/client assessment and managing student/client care, which is responsive to students’/clients’ needs, and which is supported by nursing knowledge and evidence based research.

KPI’S Performance Indicators/Outcomes Achieved CommentsProvides planned nursing care to achieve identified outcomes.

Contributes to care planning, involving students/clients and demonstrating an understanding of student/clients rights, to make informed decisions.

Demonstrates the ability to advance the delivery of reliable and relevant professional school health services to promote optimal health and learning outcomes of students/clients.

Identifies examples of the use of evidence in planned nursing care of students with chronic conditions.

Undertakes practice procedures and skills in a competent and safe way.

Administers interventions treatments and medications within legislation codes of practice according to BOT’s & SBHC Standing Orders, Policies and Guidelines.

Undertakes a comprehensive and accurate nursing assessment of clients in the SBHC with an effective, professional, safe and holistic approach.

Identify students with key clinical conditions and special needs at enrolment or as they arise and ensure appropriate information is available to relevant staff.

The nurse will notify relevant staff in writing of the student/clients with significant health condition that might impact on their learning potential or safety of themselves or others.

Undertakes nursing assessment in an organized and systematic way.

An ability to provide primary care level assessment of mental health, sexual and reproductive health, drug and alcohol issues.

Uses suitable assessment tools and methods to assist the collection of data

Applies relevant research to underpin nursing assessment using evidence based school nursing or youth focused documents.

Ensures documentation is accurate and maintains confidentiality of information.

Maintains clear, concise, timely accurate and current student/client records within a legal and ethical framework.

Adheres to the SBHC documentation policy.

Demonstrates literacy and computer skills necessary to record, enter, store, retrieve and organise data essential for care delivery.

Ensures the student/client has adequate explanation of the effects, consequences and alternatives of proposed treatment options.

Provides appropriate information to students/clients to protect their rights and to allow informed decision making ensuring that student/client privacy, confidentiality and dignity is maintained throughout their care continuum.

Assess the cognitive development of the student/client when proving health promotion information and education.

Makes appropriate professional judgement regarding the extent to which the student/client is capable to participating in decisions related to his/her care.

Discusses ethical issues related to health care/nursing practice, (for example: informed consent, privacy and refusal of treatment).

Facilitates the student/client access to primary health agencies outside of the SBHC and respects their right to choose amongst providers.

Takes the students/clients preferences into consideration when providing care, respecting the young person choice to make a decision without imposing personal moral values.

Acts appropriately to protect oneself and others when faced with unexpected student/client responses, confrontation, personal threat or

Aware of Fire & Evacuation and Crisis Management Procedure and Policy.

Takes action in situations that compromise student/client safety and well-being.

Ensure chaperone available where needed.

other crisis situations.

Implement nursing responses, procedures and protocols for managing threats to safety within the practice environment.

Evaluates student’s/ client’s on going progress toward expected outcomes in partnership with students/clients.

Evaluates the effectiveness of the clients response to prescribed treatments, interventions and health education in collaboration wit the s/c and other health care team members.

Reflects on student/client feedback on the evaluation of nursing care and SBHC through student surveys as identified in the yearly strategic plan.

Provides health education appropriate to the needs of the student/client within a nursing framework.

Participates in SBHC health promotion, eg, smoking cessation, nutrition, sexual health.

Supports use of informal (individual education at consultation) and formal (assisting with curriculum) methods of teaching that are appropriate to the client’s or group’s abilities.

Facilitates student/client learning opportunities as appropriate.

Use every interaction as an opportunity to educate student/ client to maintain and promote health.

Reflects upon, and evaluates with peers and experienced nurses, the effectiveness of nursing care to meet peer support obligations under HPCA.

Participates in a senior nurse and school senior management annual personal performance appraisal, this includes development and achievement of personal and professional objectives.

Participates in peer supervision (clusters) to identify ones on level of competence and seek assistance and knowledge as necessary.

Demonstrates an interest and commitment to furthering knowledge through self directed learning opportunities as required by the HPCA.

Membership of a professional nursing organisation (access to indemnity insurance) and of the ASNG.

Maintains professional development.

Maintains a minimum of competent level and develops further clinical practice to proficient and expert level by actively pursuing ongoing post enrolment training and education.

Contributes to the support, direction and teaching of colleagues to enhance professional development both within the SBHC and the peer supervision groups.

Participates in internal and/or external continuing education programmes.

Takes responsibility for one’s own professional development and for sharing knowledge with others.

Job Description for Registered NurseDomain 3 Interpersonal RelationshipsThis domain contains competencies related to interpersonal and therapeutic communication with clients, other nursing staff and interprofessional communication and documentation.To demonstrate appropriate verbal and written communication with students/clients, whanau, the wider school community and other health professionals.KPI’S Performance Indicators/Outcomes Achieved CommentsEstablishes, maintains and concludes therapeutic interpersonal relationships with student/ client.

Each nurse will relate in a professional manner and communicate effectively to support the student /client through the health care experience. Establishes a working rapport and trust with the client by demonstrating respect empathy and interest.

Utilises effective interviewing and counselling skills in interactions with students/clients, and demonstrates a working knowledge or undertakes training in the use of the HEADSS assessment tool.

Practises nursing in a negotiated partnership with the client where and when possible.

Undertakes nursing care that ensures clients receive and understand relevant and current information concerning their health care that contributes to informed choice.

Inter-professional team members and students report satisfaction with the processes of communication used by the RN to inform, support and evaluate care.

Demonstrates an approachable and helpful attitude when interacting with student and their family/whanau, multidisciplinary team members and the wider school community.

Implements nursing care in a manner that facilitates the independence, self-esteem and safety of the

student/client and an understanding of therapeutic and partnership principles.

Acknowledges family/whanau perspectives and supports their participation in services.

Acts as an advocate in conveying student needs and responses to treatment to the multidisciplinary team or other appropriate pastoral care staff.

Recognises and supports the personal resourcefulness of people with mental and/or physical illness.

Communicates effectively with students/clients and members of the health care team.

Uses a variety of effective communication techniques including printed or on line information resources.

Employs appropriate language to context for young people.

Demonstrates respect for the student/client by providing adequate time to discussion.

Endeavours to establish alternative communication methods when clients are unable to verbalise.

Accesses an interpreter when appropriate for ESOL students.

Contributes as an active staff member of the SBHC team and the wider school community.

Discussions concerning clients are restricted to settings, learning situations and or relevant

members of the healthcare team.

Job Description for Registered NurseDomain 4 Inter-Professional Health Care & Quality ImprovementThis domain contains competencies to demonstrate that, as a member of the health care team, the nurse evaluates the effectiveness of care and promotes a nursing perspective within the inter-professional activities of the team.To demonstrate that, as a member of the health care team, the nurse evaluates the effectiveness of care by interacting effectively with student/family/whanau/staff and team members to facilitate and enhance quality student/client care delivery. KPI’S Performance Indicators/Outcomes Achieved CommentsCollaborates and participates with colleagues and members of the health care team to facilitate and coordinate care.

Promotes a nursing perspective and contribution within the interprofessional activities of the Student Pastoral Care Team.

Collaborates with health care team members and the student/client to develop and plan for their care.

Maintains and documents information necessary for continuity of care and recovery to maximise health outcomes.

Develops a plan for school leavers with on going health care needs in consultation with the client and other members of the health care team.

Makes referrals for students/clients to Pastoral Care Team members and/or appropriate health professionals.

Demonstrates support for student nurses and new graduates on placement.

Demonstrates evidence of an orientation programme for newly appointed staff.

Recognises and values the roles and skills of all members of the Health and Pastoral Care Team in the delivery of care.

Regular meetings with the Pastoral Care Team to maximise student/client health outcomes.

Demonstrates a comprehensive knowledge of community services and resources and actively supports students/clients to use them.

Collaborates, consults with and provides accurate information to the student/client, Pastoral Care Team and other health professionals about interventions or treatments.

Participates in quality improvement activities to monitor and improve standards of nursing.

Participates in the implementation and ongoing maintenance and review of service policies/procedures/protocols/guidelines.

Actively contributes to school wide health strategic planning and policy development.

Develops an annual strategic plan for nursing services and the SBHC aligning with the four components of effective school health services as recommended in the Best Practice Review.

Actively contributes to the service quality improvement project and clinical audits.

Actively contributes to the process of accreditation.

Participates in monthly peer and individual supervision.

Recognises and identifies researchable practice issues and contributes this information to the development of school wide policies.

Disseminates amongst SBHC staff and peer cluster groups relevant articles and current research information.

Competencies for the Registered Nurse Scope of Practice

Approved by the Council: June 2005

Domains of competence for the registered nurse scope of practiceThere are four domains of competence for the registered nurse scope of practice. Evidence of safety to practise as a registered nurse is demonstrated when the applicant meets the competencies within the following domains:Domain one: Professional responsibilityThis domain contains competencies that relate to professional, legal and ethical responsibilities and cultural safety. These include being able to demonstrate knowledge and judgement and being accountable for own actions and decisions, while promoting an environment that maximises clients’ safety, independence, quality of life and health.Domain two: Management of nursing careThis domain contains competencies related to client assessment and managing client care, which is responsive to clients’ needs, and which is supported by nursing knowledge and evidence based research.Domain three: Interpersonal relationshipsThis domain contains competencies related to interpersonal and therapeutic communication with clients, other nursing staff and interprofessional communication and documentation.Domain four: Interprofessional health care & quality improvementThis domain contains competencies to demonstrate that, as a member of the health care team, the nurse evaluates the effectiveness of care and promotes a nursing perspective within the interprofessional activities of the team.

Competencies and indicatorsThe competencies in each domain have a number of key generic examples of competence performance called indicators. These are neither comprehensive nor exhaustive; rather they provide examples of evidence of competence. The indicators are designed to assist the assessor when using his/her professional judgement in assessing the attainment of the competencies. The indicators further assist curriculum development for bachelors’ degrees in nursing or first year of practice programmes. Registered nurses are required to demonstrate competence. They are accountable for their actions and take responsibility for the direction of nurse assistants, enrolled nurses and others. The competencies have been designed to be applied to registered nurse practice in a variety of clinical contexts. They take into account the contemporary role of the registered nurse, who utilises nursing knowledge and complex nursing judgement to assess health needs, provide care, and advise and support people to manage their health. The registered nurse practises independently and in collaboration with other health professionals. The registered nurse performs general nursing functions, and delegates to, and directs enrolled nurses and nurse assistants.

The registered nurse also provides comprehensive nursing assessments to develop, implement, and evaluate an integrated plan of health care, and provides nursing interventions that require substantial scientific and professional knowledge and skills. This occurs in a range of settings in partnership with individuals, families, whanau and communities.

Nursing students are supervised in practice by a registered nurse. Nursing students are assessed against all competencies on an ongoing basis, and will be assessed for entry to the registered nurse scope of practice at the completion of their programme.

Nurses involved in management, education, policy and researchThe competencies also reflect the scope statement that some registered nurses use their nursing expertise to manage, teach, evaluate and research nursing practice. Registered nurses, who are not practising in direct client care, are exempt from those competencies in domain two (management of nursing care) and domain three (interpersonal relationships) that only apply to clinical practice. There are specific competencies in these domains for nurses working in management, education, policy and/or research. These are included at the end of domains two and three. Nurses who are assessed against

these specific competencies are required to demonstrate how they contribute to practice. Those practising in direct client care and in management, education, policy and/or research must meet both sets of competencies.

Note: Please read the glossary of terms on page 37 of this document.

Nursing Council of NZ CompetenciesSummary Index of Evidence

Nursing Council Competencies Competency Met/Unmet (Tick/Cross)

Evidence (Section and

page)Domain 1: Professional responsibilityCompetency 1.1

Accepts responsibility for ensuring that his/her nursing practice and conduct meet the standards of the professional, ethical and relevant legislated requirements.

1.1.1 Indicator: Practises nursing in accord with relevant legislation/codes/policies and upholds client rights derived

1.1.2 Indicator: Accepts responsibility for actions and decision making within scope of practice.

1.1.3 Indicator: Identifies breaches of law that occur in practice and reports them to the appropriate person(s).

1.1.4 Indicator: Demonstrates knowledge of, and accesses, policies and procedural guidelines that have implications for practice.

1.1.5 Indicator: Uses professional standards of practice.

Competency 1.2

Demonstrates the ability to apply the principles of the Treaty of Waitangi/Te Tiriti o Waitangi to nursing practice.

1.2.1 Indicator: Understands the Treaty of Waitangi/Te Tiriti o Waitangi and its relevance to the health of Maori in Aotearoa/New Zealand.

1.2.2 Indicator: Demonstrates knowledge of differing health and socioeconomic status of Maori and non-Maori.

1.2.3 Indicator: Applies the Treaty of Waitangi/Te Tiriti o Waitangi to nursing practice.

Competency 1.3

Demonstrates accountability for directing, monitoring and evaluating nursing care that is provided by nurse assistants, enrolled nurses and others.

1.3.1 Indicator: Understands accountability for directing, monitoring and evaluating nursing care provided by nurse assistants, enrolled nurses and others.

1.3.2 Indicator: Seeks advice from a senior registered nurse if unsure about the role and competence of nurse assistants, enrolled nurses and others when delegating work.

1.3.3 Indicator: Takes into consideration the role and competence of staff when delegating work.

1.3.4 Indicator: Makes appropriate decisions when assigning care, delegating activities and providing direction for enrolled nurses, nurse assistants and others.

Competency 1.4

Promotes an environment that enables client safety, independence, quality of life, and health.

1.4.1 Indicator: Identifies and reports situations that affect client or staff members’ health or safety.

1.4.2 Indicator: Accesses, maintains and uses emergency equipment and supplies.

1.4.3 Indicator: Maintains infection control principles.

1.4.4 Indicator: Recognises and manages risks to provide care that best meets the needs and interests of clients and the public.

Competency 1.5

Practises nursing in a manner that the client determines as being culturally safe.

1.5.1 Indicator: Applies the principles of cultural safety in own nursing practice.

1.5.2 Indicator: Recognises the impact of the culture of nursing on client care and endeavours to protect the client’s well-being within this culture.

1.5.3 Indicator: Practises in a way that respects each client’s identity and right to hold personal beliefs, values and goals.

1.5.4 Indicator: Assists the client to gain appropriate support and representation from those who understand the client’s culture, needs and preferences.

1.5.5 Indicator: Consults with members of cultural and other groups as requested and approved by the client.

1.5.6 Indicator: Reflects on his/her own practice and values that impact on nursing care in relation to the client’s age, ethnicity, culture, beliefs, gender, sexual orientation and/or disability.

1.5.7 Indicator: Avoids imposing prejudice on others and provides advocacy when prejudice is apparent.

Domain 2: Management of nursing careCompetency 2.1

Provides planned nursing care to achieve identified outcomes.

2.1.1 Indicator: Contributes to care planning, involving clients and demonstrating an understanding of clients’ rights, to make informed decisions.

2.1.2 Indicator: Demonstrates understanding of the processes and environments that support recovery.

2.1.3 Indicator: Identifies examples of the use of evidence in planned nursing care of students with chronic conditions.

2.1.4 Indicator: Undertakes practice procedures and skills in a competent and safe way.

2.1.5 Indicator: Administers interventions, treatments and medications, (for example: intravenous therapy, calming and restraint), within legislation, codes and scope of practice; and according to authorised prescription, established policy and guidelines.

Competency 2.2

Undertakes a comprehensive and accurate nursing assessment of clients in a variety of settings.

2.2.1 Indicator: Undertakes assessment in an organised and systematic way.

2.2.2 Indicator: Uses suitable assessment tools and methods to assist the collection of data.

2.2.3 Indicator: Applies relevant research to underpin nursing assessment.

Competency 2.3

Ensures documentation is accurate and maintains confidentiality of information.

2.3.1 Indicator: Maintains clear, concise, timely, accurate and current client records within a legal and ethical framework.

2.3.2 Indicator: Demonstrates literacy and computer skills necessary to record, enter, store, retrieve and organise data essential for care delivery.

Competency 2.4

Ensures the client has adequate explanation of the effects, consequences and alternatives of proposed treatment options.

2.4.1 Indicator: Provides appropriate information to clients to protect their rights and to allow informed decisions.

2.4.2 Indicator: Assesses the readiness of the client to participate in health education.

2.4.3 Indicator: Makes appropriate professional judgement regarding the extent to which the client is capable of participating in decisions related to his/her care.

2.4.4 Indicator: Discusses ethical issues related to health care/nursing practice, (for example: informed consent, privacy, refusal of treatment and rights of formal and informal clients).

2.4.5 Indicator: Facilitates the client’s access to appropriate therapies or interventions and respects the client’s right to choose amongst alternatives.

2.4.6 Indicator: Seeks clarification from relevant members of the health m regarding the individual’s request to change and/or refuse care.

2.4.7 Indicator: Takes the client’s preferences into consideration when providing care.

Competency 2.5

Acts appropriately to protect oneself and others when faced with unexpected client responses, confrontation, personal threat or other crisis situations.

2.5.1 Indicator: Understands emergency procedures and plans and lines of communication to maximise effectiveness in a crisis situation.

2.5.2 Indicator: Takes action in situations that compromise client safety and well-being.

2.5.3 Indicator: Implements nursing responses, procedures and protocols for managing threats to safety within the practice environment.

Competency 2.6

Evaluates client’s progress toward expected outcomes in partnership with clients.

2.6.1 Indicator: Identifies criteria for evaluation of expected outcomes of care.

2.6.2 Indicator: Evaluates the effectiveness of the client’s response to prescribed treatments, interventions and health education in collaboration with the client and other health care team members. (Beginning registered nurses would seek guidance and advice from experienced registered nurses).

2.6.3 Indicator: Reflects on client feedback on the evaluation of nursing care and health service delivery.

Competency 2.7

Provides health education appropriate to the needs of the client within a nursing framework.

2.7.1 Indicator: Checks clients’ level of understanding of health care when answering their questions and providing information.

2.7.2 Indicator: Uses informal and formal methods of teaching that are appropriate to the client’s or group’s abilities.

2.7.3 Indicator: Participates in health education, and ensures that the client understands relevant information related to their health care.

2.7.4 Indicator: Educates client to maintain and promote health.

Competency 2.8

Reflects upon, and evaluates with peers and experienced nurses, the effectiveness of nursing care.

2.8.1 Indicator: Identifies one’s own level of competence and seeks assistance and knowledge as necessary.

2.8.2 Indicator: Determines the level of care required by individual clients.

2.8.3 Indicator: Accesses advice, assistance, debriefing and direction as necessary.

Competency 2.9

Maintains professional development

2.9.1 Indicator: Contributes to the support, direction and teaching of colleagues to enhance professional development.

2.9.2 Indicator: Updates knowledge related to administration of interventions, treatments, medications and best practice delines within area of practice.

2.9.3 Indicator: Takes responsibility for one’s own professional development and for sharing knowledge with others.

2.9.4 Although nurses involved in management, education, research and policy making are exempt from being assessed against the above competencies in domain two, they are required to provide evidence of how they contribute to the management of care

Competency2.9.5

Competencies for nurses involved in management:

2.9.5.i Promotes an environment that contributes to ongoing demonstration and evaluation of competencies.

2.9.5.ii Promotes a quality practice environment that supports nurses’ abilities to provide safe, effective and ethical nursing practice.

2.9.6 Competencies for nurses involved in education:

2.9.6.i Promotes a practice environment that encourages learning and evidence-based practice.

2.9.6.ii Participates in professional activities to keep abreast of current trends and issues in nursing.

2.9.6.iii Promotes an environment that contributes to ongoing demonstration and evaluation of competencies.

2.9.6.iv Integrates evidence-based theory and best practice into education activities.

2.9.6.v Participates in professional activities to keep abreast of current trends and issues in nursing.

2.9.7 Competencies for nurses involved in research:

2.9.7i Promotes a research environment that supports and facilitates research mindedness and research utilisation.

2.9.7ii Supports and evaluates practice through research activities and application of evidence-based knowledge.

2.9.7iii Participates in professional activities to keep abreast of current trends and issues in nursing.

2.9.8 Competencies for nurses involved in policy:

2.9.8i Utilises research and nursing data to contribute to policy development, implementation and evaluation.

2.9.8ii Participates in professional activities to keep abreast of current trends and issues in nursing.

Domain 3: Interpersonal relationshipsCompetency 3.1

Establishes, maintains and concludes therapeutic interpersonal relationships with client.

3.1.1 Indicator: Initiates, maintains and concludes therapeutic interpersonal interactions with clients.

3.1.2 Indicator: Incorporates therapeutic use of self and psychotherapeutic communication skills as the basis for nursing care for clients with mental health needs.

3.1.3 Indicator: Utilises effective interviewing and counselling skills in interactions with clients.

3.1.4 Indicator: Demonstrates respect, empathy and interest in client.

3.1.5 Indicator: Establishes rapport and trust with the client.

Competency 3.2

Practises nursing in a negotiated partnership with the client where and when possible.

3.2.1 Indicator: Undertakes nursing care that ensures clients receive and understand relevant and current information concerning their health care that contributes to informed choice.

3.2.2 Indicator: Implements nursing care in a manner that facilitates the independence, self-esteem and safety of the client and an understanding of therapeutic and partnership principles.

3.2.3 Indicator: Recognises and supports the personal resourcefulness of people with mental and/or physical illness.

3.2.4 Indicator: Acknowledges family/whanau perspectives and supports their participation in services.

Competency 3.3

Communicates effectively with clients and members of the health care team.

3.3.1 Indicator: Uses a variety of effective communication techniques.

3.3.2 Indicator: Employs appropriate language to context.

3.3.3 Indicator: Provides adequate time for discussion.

3.3.4 Indicator: Endeavours to establish alternative communication methods when clients are unable to verbalise.

3.3.5 Indicator: Accesses an interpreter when appropriate.

3.3.6 Indicator: Discussions concerning clients are restricted to settings, learning situations and or relevant members of the healthcare team.

3.3.7 Although nurses involved in management, education, research and policy making are exempted from being assessed against the above competencies in domain three, they are required to provide evidence of how they contribute to interpersonal relationships.

3.3.8 Competencies for nurses involved in management, education, policy and research:

Competency

Establishes and maintains effective interpersonal relationships with others, including utilising effective interviewing and counselling skills and establishing rapport and trust.

Establishes and maintains effective interpersonal relationships with others, including utilising effective interviewing and counselling skills and establishing rapport and trust.

Communicates effectively with members of the health care team, including using a variety of effective communication techniques, employing appropriate language to context and providing adequate time for discussion

Domain 4: Interprofessional health care & quality improvementCompetency 4.1

Collaborates and participates with colleagues and members of the health care team to facilitate and coordinate care.

4.1.1 Indicator: Promotes a nursing perspective and contribution within the interprofessional activities of the health care team.

4.1.2 Indicator: Provides guidance and support to those entering as students, beginning practitioners and those who are transferring into a new clinical area.

4.1.3 Indicator: Collaborates with the client and other health team members to develop and plan of care.

4.1.4 Indicator: Maintains and documents information necessary for continuity of care and recovery.

4.1.5 Indicator: Develops a discharge plan and follow up care in consultation with the client and other members of the health care team.

4.1.6 Indicator: Makes appropriate formal referrals to other health care team members and other health related sectors for clients who require consultation.

Competency 4.2

Recognises and values the roles and skills of all members of the health care team in the delivery of care.

4.2.1 Indicator: Contributes to the co-ordination of care to maximise health outcomes for the client.

4.2.2 Indicator: Collaborates, consults with and provides accurate information to the client and other health professionals about the prescribed interventions or treatments.

4.2.3 Indicator: Demonstrates a comprehensive knowledge of community services and resources and actively supports service users to use them.

Competency 4.3

Participates in quality improvement activities to monitor and improve standards of nursing.

4.3.1 Indicator: Reviews policies, processes, procedures based on relevant research.

4.3.2 Indicator: Recognises and identifies researchable practice issues and refers them to appropriate people.

4.3.3 Indicator: Distributes research findings that indicate changes to practice to colleagues.

Glossary of termsAppropriate Matching the circumstances of a situation or meeting the needs of the individual or group.Assessment A systematic procedure for collecting qualitative and quantitative data to describe progress and ascertain deviations from expected outcomes and achievements.Attributes Characteristics that underpin competent performance.Benchmark Essential standardClient An individual, family, group or community that is a consumer of nursing service.Competence The combination of skills, knowledge, attitudes, values and abilities that underpin effective performance as a nurse.Competent: The person has competence across all domains of competencies applicable to the registered nurse, at a standard that is judged to appropriate for the level of nurse being assessed.Competency A defined area of skilled performance.Context The setting/environment where competence can be demonstrated or applied.Domain An organised cluster of competencies in nursing practice.Effective Having the intended outcome.Enrolled nurse A nurse registered under the enrolled nurse scope of practice.Indicator Key generic examples of competent performance. They are neither comprehensive nor exhaustive. They assist the assessor when using their professional judgement in assessing nursing practice. They further assist curriculum development.Legislated requirements Those requirements laid down by New Zealand Acts and Regulations.Nurse A registered nurse, nurse practitioner, enrolled nurse or nurse assistant.Nurse assistant A nurse registered under the nurse assistant scope of practice.Nursing Council of New Zealand The responsible authority for nurses in New Zealand with legislated functions under the Health Practitioners Competence Assurance Act 2003.The Nursing Council of New Zealand governs the practice of nurses by setting and monitoring standards of registration, which ensures safe and competent care for the public of New Zealand. As the statutory authority, the Council is committed to enhancing professional excellence in nursing.Performance criteria Descriptive statements that can be assessed and that reflect the intent of a competency in terms of performance, behaviour and circumstance.Registered nurse A nurse registered under the registered nurse scope of practiceReliability The extent to which a tool will function consistently in the same way with repeated use.Treaty of Waitangi / Te Tiriti o Waitangi The founding document for Aotearoa/New Zealand signed in 1840 by the Maori people and the British Crown.Validity The extent to which a measurement tool measures what it purports to measure.

Section FourRecommended documents to have in portfolio

Performance AppraisalUse appraisal from your schoolUse generic strategic plan for school based health services personalized to you and your school as part of this assessmentInclude individual and peer supervision

Copy of Practising CertificateInclude other relevant certificates to current practice eg Paeds 712 Basic First Aid Asthma Mental health HEADDS training TADS Training

Evidence of PracticeCultural SafetyContinuous quality initiativesInformation technologyThese competencies need to be integrated within the evidence submitted and must be appropriate to your current practice

Examples of practice A case study or exemplar representative of your current practice.

o Student with chronic conditiono Managing a sexual health situation ECP TOP

Review of an article

Continuous Quality Initiativeo Tuck-shop changes Heart beat awardo Nutrition and exercise program for students with high BMIo Asthma Nurse Specialist role in schoolo Coordinating mobile dental care and ongoing follow upo Pandemic planningo Health Councilo Peer Support Groupso Intranet

Evidence of 2 proficient practice skillso Administering ECP under standing orderso Peak flow measurement and observation of student self administration of

ventolino HEADDS assessment

Ensure that all student and colleagues name are deleted from documents

Ensure that all documents are dated signed by you and verified by the appropriate person