Trainee Nursing Associate ASSESSMENT OF PRACTICE …/file/Unit_2... · Trainee Nursing Associate ASSESSMENT OF PRACTICE RECORD PART 1 ... The allocated supervisor must be a first

The School Of Nursing And Midwifery.

Trainee Nursing Associate

ASSESSMENT OF PRACTICE RECORD

PART 1

Unit 2: SNM147 Contexts of Care I

Trainee Details

Name

Registration Number

Cohort

Personal Tutor

UoS Link

Clinical Link

ASSESSMENT OF PRACTICE RECORD – UNIT 2 University of Sheffield School of Nursing and Midwifery TNA

2

UNIT 2

Contexts of Care 1

60 credits

The aim of the unit

is:

To help the TNA understand the different contexts of care delivery/client

groups and reflect upon their role within this.

FOCUS = the deteriorating patient and acute care

The Learning

outcomes

For this unit

are:

Professional and Ethical Practice

Explore professional and ethical dilemmas and discuss the

decision making processes arising from care delivery in

different contexts of care

Care Delivery

Deliver care and reflect upon practice to analyse the evidence

base underpinning the delivery of holistic and compassionate

care to patients in different environments

Care Management

Analyse the evidence underpinning policy and practice which

ensure safe management of care within different care

environments, recognising the essential nature of multi-

disciplinary/ multi-agency collaboration

Personal and Professional Development

Reflect on one’s own development needs and take action to

meet identified knowledge and skills deficits

This part of the programme is delivered at level FHEQ level 4 and the learning

outcomes are intended to:

Reflect the need for the TNA to begin to develop an understanding of

concepts and principles of Nursing. Ensure that they will be exposed to a

range of relevant content and they will be able to evaluate and interpret this

in the professional context of nursing.

Encourage the TNA to develop lines of arguments and make sound

judgements, through reflection, relating to the utilisation of these concepts

in the field of Nursing.

Ensure the TNA can communicate arguments that are accurate and reliable

and presented in a structured manner.

Ensure that the TNA will be starting to develop a sense of personal

responsibility.


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Placements and Supervision

During this unit the trainee nurse associate may have two placement experiences. They will have a primary base placement which will continue throughout the programme and a secondary alternative placement that will be different for each unit of learning. Over the duration of the programme they will have experience in the following contexts of care:

At Home Close to Home Away from Home

Primary Supervisor

The allocated supervisor must be a first level registered nurse holding, or working towards, a mentorship qualification. This supervisor is required to formulate a learning plan and, at the end of the unit, assess and sign the record of achievement for each element of competence and to indicate on the assessment form the result i.e. Progressing /Not Progressing, Pass/Fail for each competency statement.

They are to help the student identify potential learning opportunities on the alternative placement that would be useful in their base placement and take into account the report from the secondary supervisor in determining a pass/fail at the final interview

Associate supervisor

An associate supervisor is an appropriately prepared practitioner who accepts delegated responsibility for the supervision and support of the trainee in the absence of the trainee’s primary supervisor.

Secondary Supervisor

Is the person allocate to provide support during the alternative practice placement days. They are not required to sign the record of achievement but complete section B of this record and:

a) Develop learning plan with the student

b) Review the progress of this learning plan at the intermediate interview

c) Identify if the student has a pass/fail in terms of the learning plan at the final interview

Link Lecturer

The named university link who provides support to supervisors and trainees in the practice setting.

Clinical link

The named person from the partnership who provides support to supervisors and trainees in the practice setting. Competence Evidence of attainment of competence is required for or successful completion of the trainee nurse associate programme. Competence is regarded by the Nursing and Midwifery Council as a holistic concept that they define as “The combination of skills, knowledge and attitudes, values and technical abilities that underpin safe and effective nursing practice and interventions” (Adapted from Queensland Nursing Council 2009). This same principle will be applied in this programme For more information please see https://www.sheffield.ac.uk/snm/undergraduate-courses/tna

https://www.sheffield.ac.uk/snm/undergraduate-courses/tna

https://www.sheffield.ac.uk/snm/undergraduate-courses/tna


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SIGNATURES AND ASSESSMENT OF PRACTICE BOOKLETS.

All trainees must be aware of the importance of accurate record-keeping and the need for ethical conduct in connection with signatures. Please ensure that attendance and performance during a practice learning experience is confirmed in the Assessment of Practice Record by the signature of each of your supervisors and by submission of the Booklet, when required, for signature by your Personal Tutor. Any difficulty in obtaining the signature of a supervisor must be discussed with your link lecturer or personal teacher prior to the submission date. Please be aware that the forgery of a signature is a very serious disciplinary matter. It is likely to lead to you being charged under the Discipline Regulations of the University. The University Discipline Committee will take a serious view when deciding the penalty for such misconduct. The School of Nursing and Midwifery may, in addition, be obliged to advise your employer if it is found that you have forged a signature. The act would be classed as not indicative of good character. You could then be refused registration when regulation of this role takes place.

Name Signature Initials Primary supervisor

Associate supervisor

Secondary supervisor

WANT TO KNOW MORE?

The Code at https://www.nmc.org.uk/standards/code/ Discipline at http://www.sheffield.ac.uk/polopoly_fs/1.422828!/file/XXII_regulations-

as-to-the-discipline-of-students.pdf SOCIAL MEDIA All trainees are reminded of the need to use of social media and social networking sites responsibly. The NMC gives the following guidance at https://www.nmc.org.uk/standards/guidance/social-media-guidance/ PLEASE DO NOT USE CORRECTION FLUID ON THIS BOOKLET Any errors should be crossed with a single line and signed by both the trainee and the supervisor.

https://www.nmc.org.uk/standards/guidance/social-media-guidance/


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INSTRUCTIONS FOR SUPERVISORS, TRAINEES AND LECTURERS

This Practice Assessment Record contains the specific competence-based outcomes by which the trainee’s practice is to be assessed.

When the primary supervisor is satisfied that a trainee has achieved a specific competency statement safely, effectively and consistently to the required standard, that statement should be accredited with a “PASS”.

If the trainee has not achieved the competence statement to the Supervisor’s satisfaction, the Supervisor should mark a “FAIL” grade against that competency statement.

Assessment of the trainee’s level of achievement should draw on a variety of evidence :

1. Direct observation

2. Question and answer session to assess underpinning knowledge.

3. Reflective discussions between trainee and Supervisor regarding their progress.

4. Testimony from members of the multi-disciplinary/ multi agency team.

5. Simulation.

6. Clinical Skills Passport

7. Portfolio

A final report on the trainee’s conduct, attitude and motivation as a potential future nurse associate must also be completed.

The programme assessment strategy requires trainees to maintain an evidence-based portfolio during clinical practice and record practice experience relevant to achievement of competencies. This should be used to provide supplementary evidence substantiating the claim to proficiency along with the clinical skills passport and will be reviewed by Personal Teacher at the end of Units 1, 2, 3 & 4.


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PRACTICE LEARNING EXPERIENCE SUPPORT PROCESS:

INITIAL INTERVIEW:

The primary supervisor and the trainee identify and discuss the trainee’s personal learning objectives and document a learning plan in the relevant section to enable the trainee to achieve the competencies, utilising any specific practice learning opportunities.

This interview should also consider what may be achieved on the alternative practice placement and enable the secondary supervisor to develop their learning plan

SUBSEQUENT WEEKS:

The trainee works with the supervisor (and/or appropriate health care professionals) to develop the requisite knowledge, skills and attitudes necessary to demonstrate the achievement of the competencies. This will be in both primary and secondary placement areas

INTERMEDIATE FORMATIVE ASSESSMENT:

The trainee and primary supervisor should arrange an assessment interview at the mid-point of the practice learning experience. The trainee should then complete the self-assessment immediately preceding the interview. Following discussion, the results of the assessment must then be entered, ‘progressing/not progressing’ by initialling each competency, under the ‘intermediate’ column by the primary supervisor.

The secondary supervisor should complete their intermediate assessment first in order to inform the judgement of the primary supervisor. They may then (if appropriate) may be called upon by the primary supervisor or vice versa to discuss any issues of concern.

Supplementary evidence should be reviewed at the intermediate formative assessment interview.

If the trainee is not considered to be progressing the Link Lecturer must be notified. Following discussion between the supervisor (s), the trainee and the Link Lecturer a joint plan of action must be identified offering specific guidance and support to the trainee whilst they attempt to meet the required competency based outcomes.

FINAL SUMMATIVE ASSESSMENT:

The trainee and supervisors should arrange an assessment interview in the final weeks of the practice learning experience. The secondary supervisor should complete their element first in order to feed into the final assessment by the primary supervisor. The results of the assessment must be entered, ‘Pass/Fail’ by initialling each competency statement, under the ‘Final’ column by the supervisor. All documentation must be completed before the trainee’s final working day on the placement.

Supplementary evidence:

PORTFOLIO

CLINICAL SKILLS PASSPORT

REPORT FROM SECONDARY SUPERVISOR

Should be reviewed at the final summative assessment interview and verification of this should be recorded.

The Link lecturer should be informed of any trainee failing to achieve the required


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competencies.

REFLECTIVE PROGRESS REVIEWS:

Meetings should be arranged between the trainee and the supervisor(s) as appropriate, action plans developed and documented. Reflective progress reviews may also be undertaken in partnership with the Link Lecturer if deemed appropriate

ON COMPLETION OF THE PRACTICE LEARNING EXPERIENCE:

All trainees must submit their Assessment of Practice Record on the date identified on the assessment calendar. Failure to do so may constitute a FAIL.


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Section A to be completed by the primary supervisor in base placement


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INITIAL INTERVIEW

Please record the trainee’s personal learning objectives for this placement, the learning objectives expected/suggested by the supervisor, and action plans to achieve these personal objectives and the required outcomes/competencies.

Trainee’s personal learning objectives

Supervisors expectations/suggestions:

]

Joint action plan

Signature of Supervisor

Date

Signature of Trainee: Date


10

Date

REFLECTIVE PROGRESS REVIEWS

Please record your reflective progress reviews clearly identifying your personal learning and document action plans for further development. You may find it helpful to use a reflective model to provide structure to your account.

Signatures of Supervisor and

Trainee


11

Date

TESTIMONIES

This allows the opportunity for any registered nurse or member of the multi agency team who has worked with a trainee to comment on the trainee’s progress towards achieving the outcomes/competencies.

Signature and role


12

Professional Behaviours: Intermediate Interview Primary Supervisor

Excellent Good Poor

1. Observation of punctuality/timekeeping

2. Reliability in carrying out care within expected capability

3. Reception of feedback

4. Respect for colleagues and their professional experience and opinions

5. Verbal and non-verbal inter-active skills within the context of care situations

6. Attending to client needs and requests within expected capability

7. Recognition of own limitations within expected capability

8. Observation of dress code

9. Consistency of efforts to achieve the requisite standards of care

10. Communication with clients and their significant others within expected capability

11. Ability in relating with colleagues and working as a member of the team

12. Observation of anti-discriminatory, anti-oppressive and ethical practices

There is an expectation that trainees demonstrate a high standard in professional behaviours throughout this programme. Any professional behaviours marked as poor should be related to relevant competencies which should be identified as not progressing and an action plan developed with the assistance of the University of Sheffield Link Lecturer.


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INTERMEDIATE INTERVIEW

Please record your Intermediate meeting with the trainee, identifying the trainee’s strengths and limitations. The initial action plan should be carefully reviewed and a new action plan developed and demonstrated. The competencies should be self-assessed by the trainee and then marked as progressing/not progressing by the primary supervisor who should also review the report of the secondary supervisor Trainee review of own progress and achievement of learning objectives

Primary Supervisor’s review of trainee’s progress and achievement of learning objectives

Learning objectives for trainee from this point forward

Trainee’s action plan

In the event that the trainee is assessed as not progressing an action plan must be written by the Supervisor/Link lecturer and documented in the reflective progress interviews noting : Issues of concern Action plan Review date

Clinical Skills Passport reviewed

Supervisor’s Initials

Reflective Entries discussed


Signature of Trainee Date


Date


14

Date




Trainee


15

Date

TESTIMONIES


Signature and role


16

Professional Behaviours: Final Interview Primary Supervisor

Excellent Good Poor













There is an expectation that trainees demonstrate a high standard in professional behaviours throughout this programme. Any professional behaviours marked as poor should be related to relevant competencies which should be identified as failed.


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FINAL INTERVIEW WITH PRIMARY SUPERVISOR

* All competencies achieved: YES.........(Pass) NO............(Fail)

* If the trainee has failed please complete the ‘Record of competencies failed’





Secondary Supervisor report reviewed

Supervisors initials

Pass Fail

Primary Supervisor

Secondary Supervisor

I certify that, Overall ………………………………. has/has not demonstrated the required knowledge, skills, attitudes and professional behaviours to warrant a pass grade as a potential future nurse associate based on the evidence herein. Signature of Supervisor:

Date:

Signature of Trainee:

Date:


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RECORD OF COMPETENCIES FAILED

Domain

(i.e. 1-4)

Competency Failed

Please state why the trainee failed to achieve:


Date



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Section B to be completed by secondary supervisor


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ORIENTATION TO ALTERNATIVE PLACEMENT

1) Discussion of clinical skills map and review of mandatory training

2) Clarification of responsibilities in the event of a fire, cardiac arrest or an emergency.

3) Orientation to the layout of the ward/area (including fire and resuscitation equipment).

4) Discussion of the procedure for receiving and referring messages and enquiries.

5) Information provided on practice area policies and procedures.

6) Discussion of practice area learning opportunities.

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

Signature of secondary supervisor…………………………………………………………….Date……………………………..


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INITIAL INTERVIEW

Please record the trainee’s personal learning objectives for this placement, the learning objectives expected/suggested by the supervisor, and action plans to achieve these personal objectives and the required outcomes/competencies. Please review the learning plan of the primary supervisor in doing this

Trainee and primary supervisor personal learning objectives

Supervisors expectations/suggestions:

]

Joint action plan


Date



22

Date




Trainee


23

Date

TESTIMONIES


Signature and role


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Professional Behaviours: Intermediate Interview Secondary Supervisor

Excellent Good Poor













There is an expectation that trainees demonstrate a high standard in professional behaviours throughout this programme. Any professional behaviours marked as poor should be related to relevant competencies which the primary supervisor should take into account and an action plan developed with the assistance of the University of Sheffield Link Lecturer.


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INTERMEDIATE INTERVIEW

Please record your Intermediate meeting with the trainee, identifying the trainee’s strengths and limitations. The initial action plan should be carefully reviewed and a new action plan developed and demonstrated if there are any areas of concern these should be raised with the link and highlighted to the primary supervisor. Trainee review of own progress and achievement of learning objectives

Secondary Supervisor’s review of trainee’s progress and achievement of learning objectives

Learning objectives for trainee from this point forward

Trainee’s action plan

In the event that the trainee is assessed as not progressing an action plan must be written by the Supervisor/Link lecturer and documented in the reflective progress interviews noting : Issues of concern Action plan Review date





Signature of Trainee Date


Date


26

Date




Trainee


27

Date

TESTIMONIES


Signature and role


28

Professional Behaviours: Final Interview Secondary Supervisor

Excellent Good Poor













There is an expectation that trainees demonstrate a high standard in professional behaviours throughout this programme. Any professional behaviours marked as poor should be related to relevant competencies which should be identified as failed.


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FINAL INTERVIEW WITH SECONDARY SUPERVISOR





Areas of concern noted below for primary supervisor

Yes/NA

Supervisors initials

I certify that, Overall the learning plan has/has not been achieved and the trainee has not demonstrated the required knowledge, skills, attitudes and professional behaviours in the secondary placement to warrant a pass grade as a potential future nurse associate based on the evidence herein. Signature of Supervisor:

Date:

Signature of Trainee:

Date:


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Section C: Competencies to be completed by the primary supervisor


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Competencies

Results


PART1 Unit 2

Competencies are to be achieved within the context of the care delivery setting and under the direct supervision of a First Level Registered Nurse.

Initial these columns following direct observation, question and answer technique and review of evidence with the student.

1. PROFESSIONAL/ETHICAL PRACTICE

Intermediate P – Progressing

NP – Not Progressing

Final

Self

Mentor

Mentor

P

NP

P

NP

PASS

FAIL

1.1 CARE COMPASSION AND COMMUNICATION

1.1.1. Articulates the underpinning values of the NHS and the profession of nursing

1.1.2. Works within boundaries of the role and recognises own level of competence.

1.1.3. Promotes a professional image.

1.1.4. Shows respect for others.

1.1.5. Demonstrates respect for diversity and individual preference, valuing differences, regardless of personal view.

1.1.6. Respects people’s rights.

1.1.7. Adopts and justifies a principled approach to care

1.1.8. Applies the principles of confidentiality.

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

1.1.10. Seeks consent prior to sharing confidential information outside of the professional care team, subject to agreed safeguarding and protection procedures.

1.1.11. Applies the principles of data protection.

1.2. ORGANISATIONAL ASPECTS OF CARE

1.2.1. Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations.


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1.2.2. Understands the need to work within a professional framework and the fundamental principles of nursing practice

1.2.3. Safeguards the safety of self and others, and adheres to lone working policies when working in the community setting and in people’s homes

1.3. INFECTION PREVENTION AND CONTROL

1.3.1. Adheres to local policy and national guidelines on dress code for prevention and control of infection, including: footwear, hair, piercing and nails.

1.3.2. Maintains a high standard of personal hygiene.

1.3.3. Wears appropriate clothing for the care delivered in all environments.

Comments:


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Competencies

Results


PART 1 Unit 2



2: CARE DELIVERY



Final

Self

Mentor

Mentor

P

NP

P

NP

PASS

FAIL

2.1. CARE COMPASSION AND COMMUNICATION

2.1.1. Is able to engage with people and build caring professional relationships.

2.1.2. Takes a person-centred, personalised approach to care.

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

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

2.1.5. Demonstrates an understanding of how culture, religion, spiritual beliefs, gender and sexuality can impact on illness and disability.

2.1.6. Is attentive and acts with kindness and sensitivity.

2.1.7. Interacts with the person in a manner that is interpreted as warm, sensitive, kind and compassionate, making appropriate use of touch.

2.1.8. Provides person centred care that addresses both physical and emotional needs and preferences.

2.1.9. Evaluates ways in which own interactions affect relationships to ensure that they do not impact inappropriately on others.



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2.2.1. Responds appropriately when faced with an emergency or a sudden deterioration in a person’s physical or psychological condition (for example, abnormal vital signs, collapse, cardiac arrest, self harm, extremely challenging behaviour, attempted suicide) including seeking help from an appropriate person.

2.2.2. Safely uses and disposes of medical devices under supervision and in keeping with local and national policy and understands reporting mechanism relating to adverse incidents.

2.3. INFECTION PREVENTION AND CONTROL

2.3.1. Follows local and national guidelines and adheres to standard infection control precautions.

2.3.2. Demonstrates effective hand hygiene and the appropriate use of standard infection control precautions when caring for all people

2.4. NUTRITION AND FLUID MANAGEMENT

2.4.1. Reports to an appropriate person where there is a risk of meals being missed.

2.4.2. Follows food hygiene procedures in accordance with policy.

2.5.MEDICINES MANAGEMENT

2.5.1. Is competent in basic medicines calculations relating to: • tablets and capsules • liquid medicines • injections including: • unit dose • sub and multiple unit dose • SI unit conversion.

Comments:


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Competencies

Results


PART 1 UNIT 2



3. CARE MANAGEMENT



Final

Self

Mentor

Mentor

P

NP

P

NP

PASS

FAIL

3.1. CARE COMPASSION AND COMMUNICATION

3.1.1. Communicates effectively both orally and in writing, so that the meaning is always clear.

3.1.2. Always seeks to confirm understanding.

3.1.3. Records information accurately and clearly on the basis of observation and communication.

3.1.4. Responds in a way that confirms what a person is communicating.

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

3.1.6. Is able to use information technology in the communication of care needs


3.2.1. Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty regarding vulnerable groups.

3.2.2. Recognises when situations are becoming unsafe and reports appropriately.

3.2.3. Under supervision, works within clinical governance frameworks.

3.2.4. Reports safety incidents regarding service users to senior colleagues.

3.2.5. Under supervision assesses risk within current sphere of knowledge and competence.


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

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

3.2.8. Recognises signs of conflict or aggression and responds appropriately to keep self and others safe.

3.2.9. Assists others in difficult situations or obtains assistance when help is required.

3.2.10. Is aware of issues relating to data security.


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Competencies

Results


PART 1 UNIT 2



4. PERSONAL/PROFESSIONAL DEVELOPMENT



Final

Self

Mentor

Mentor

P

NP

P

NP

PASS

FAIL

4.1. Uses support systems to recognise, manage and deal with own emotions.

4.2. Responds appropriately to compliments and comments.

4.3. Accepts delegated activities within limitations of own role, knowledge and skill.

4.4. Understands and applies the importance of rest for effective practice.

4.5. Knows and accepts own responsibilities and takes appropriate action.

4.6. Understands the need for evidence based practice.

4.7. Is able to keep a record of learning and development.


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2ND ATTEMPT AT PRACTICE ASSESSMENT DOCUMENTATION

Name…………………………………………….

Registration Number……………………………………….

Intake……………………………………………..

Practice area……………………………….

Date of assessment………………………………..

Name of Assessor……………………………

Attempt 2

Unit 2

Assessment must be completed at the end of the 4th week following the start date of the attempt.

Domain/number

Competency to be achieved

PASS

FAIL

Comments

Signature of Assessor……………………………………………….

Date…………………………

Signature of Trainee……………………………………………….

Date…………………………

Signature of Personal Teacher ………………………………….

Date………………………….


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Professional Behaviours Inventory

1. Observation of Punctuality/Timekeeping Poor Good Excellent

Poor punctuality/ timekeeping most of the time

Good punctuality/ timekeeping most of the time

Excellent punctuality/ timekeeping most of the time

Minimal communication if unable to be on time

Good level of communication if unable to be on time

Excellent level of communication if unable to be on time

2. Reliability in Carrying Out Care within Expected Capability Poor Good Excellent

Poor level of reliability most of the time

Good level of reliability most of the time

Excellent level of reliability most of the time

3. Reception of Feedback Poor Satisfactory Very Good

Very reluctant to accept constructive feedback

Some reluctance to accept constructive feedback

Responds positively to constructive feedback most of the time

Difficulties in using feedback to develop practice

Some difficulties in using feedback to develop practice

Considers feedback to develop practice most of the time

4. Respect for Colleagues and their Professional Experience and Opinion Poor Good Excellent

Poor level of respect most of the time

Good level of respect most of the time

Excellent level of respect most of the time

Obvious difficulty with listening to differences in professional experience and opinions most of the time

Listens and acknowledges differences in professional experience and opinions most of the time

Listens, acknowledges and openly discusses differences in professional experience and opinions most of the time

Tends to dominate by voicing own opinions vociferously

Good ability to contain and voice own opinions appropriately

Excellent ability to contain and voice own opinions appropriately


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5. Verbal and non-Verbal Interactive Skills within the Context of Care Situations Poor Good Excellent

Shows little interest in others

Demonstrates interest in others most of the time

Demonstrates concern and interest in others at all times

Frequently gives mixed messages

Verbal and non-verbal communication is congruent and clear most of the time

Verbal and non-verbal communication is congruent, clear and appropriate at all times

6. Attending to Client Needs and Requests within Expected Capability Poor Good Excellent

Usually not conscientious in attending to client needs and requests most of the time

Is conscientious in attending to client needs and requests most of the time

Is attentive and conscientious when attending to client needs and requests at all times

Frequently delayed in attending to client needs and requests

Very occasional delay in attending to client needs and requests

Very prompt in attending to client needs and requests at all times

7. Recognition of own Limitation within Expected Capability Poor Good Excellent

Demonstrates a limited level of self-awareness and ability to recognise own limitations most of the time

Demonstrates a good level of self-awareness and ability to recognise own limitations most of the time

Demonstrates an excellent level of self-awareness and ability to recognise own limitations most of the time

Infrequently takes action for personal and professional development most of the time. Client safety is occasionally compromised.

Takes some action for personal and professional development most of the time. Client safety is always safeguarded.

Constantly seeks personal and professional development. Client safety is always safeguarded.

8. Observation of Dress Code Poor Good Excellent

Poor compliance with professional dress code most of the time

Good compliance with professional dress code most of the time

Excellent compliance with professional dress code most of the time

9. Consistency of Efforts to Achieve the Requisite Standard of Care Poor Good Excellent

Few attempts at making efforts to achieve the requisite standards of care most of the time

Makes good efforts to achieve the requisite standards of care most of the time

Constantly makes best efforts to achieve the requisite standards of care most of the time


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10. Communication with Clients and their Significant Others within Expected Capability Poor Good Excellent

Does not attach much importance to involving clients and their significant others as ‘partners in care’

Good efforts made in involving clients and their significant others as ‘partners in care’ most of the time

Excellent efforts made in involving clients and their significant others as ‘partners in care’ at all times

Poor efforts to be supportive and reassuring

Good efforts to be supportive and reassuring

Excellent efforts to be supportive and reassuring

11. Ability in Relating with Colleagues and Working as a Member of the Team Poor Good Excellent

Exhibits difficulty in establishing rapport with colleagues

Has good rapport with colleagues most of the time

Has excellent rapport with colleagues most of the time

Uncooperative in the team

Good ability to work as a member of the team

Excellent ability to work as a member of the team

Rarely contributes to the team

Contributes to the team most of the time

Contributes very actively to the team most of the time

12. Observation of Anti-Discriminatory, Anti-Oppressive and Ethical Practices Poor Good Excellent

Poor level of respect for clients and their significant others most of the time

Good level of respect for clients and their significant others most of the time

Excellent level of respect for clients and their significant others most of the time

Poor ability in providing sensitive care that meets each client’s situation and needs most of the time

Good ability in providing sensitive care that meets each client’s situation and needs most of the time

Excellent ability in providing sensitive care that meets each client’s situation and needs most of the time

Poor ability and efforts made in upholding and promoting the client’s rights most of the time

Good ability and efforts made in upholding and promoting the client’s rights most of the time

Excellent ability and efforts made in upholding and promoting the client’s rights most of the time

Does not recognise instances when clients experience inequality, disadvantage and discrimination during care provision

Recognises instances when clients experience inequality, disadvantage and discrimination during care provision most of the time

Recognises instances when clients experience inequality, disadvantage and discrimination during care provision at all times. Occasionally challenges

Documents

Trainee Nursing Associate ASSESSMENT OF PRACTICE …/file/Unit_2... · Trainee Nursing Associate ASSESSMENT OF PRACTICE RECORD PART 1 ... The allocated supervisor must be a first