UNIVERSITY COLLEGE DUBLIN Stage 4.pdf · 2016. 2. 4. · DoCAT© MidCAT© UCD Revised 2010 5 YOUR CLINICAL PLACEMENT “Clinical placements … are where the world of nursing comes

DoCAT© UCD Revised 2010 | BSc Nursing | General | Stage 4 (Internship)

UNIVERSITY COLLEGE DUBLIN An Coláiste Ollscoile Baile Átha Cliath

UCD SCHOOL OF NURSING, MIDWIFERY

& HEALTH SYSTEMS Scoil na hAltrachta, an Cnáimhseachais agus na gCoras Slainte

PORTFOLIO OF EVIDENCE

Domains of Competence Assessment Tool DoCAT©

(General) Stage 4 (Internship)

in partnership with Mater Misericordiae University Hospital

St. Vincent's University Hospital St. Michael’s Hospital

Student Name:

Student Number:

Tel:

DoCAT© UCD Revised 2010| BSc Nursing | General | Stage 4

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TABLE OF CONTENTS Instructions for Use ............................................................................................................. 3 About the Portfolio of Evidence.............................................................................................. 4 Your Clinical Placement ........................................................................................................ 5 Clinical Assessment Protocol ................................................................................................. 7 Steps to be Followed in the Clinical Assessment Protocol .......................................................... 9 Competence and the Domains of Competence ......................................................................... 10 The Domains of Competence Assessment Tool ........................................................................ 13 Glossary of Terms ............................................................................................................... 14 Level 1A ........................................................................................................................... 16 3 Meeting Forms: Preliminary, Intermediate and Final ............................................................ 34 Additional Information Sheet .............................................................................................. 37 Level 1B ........................................................................................................................... 38 3 Meeting Forms: Preliminary, Intermediate and Final ............................................................ 56 Additional Information Sheet .............................................................................................. 59 Level 2A ........................................................................................................................... 60 3 Meeting Forms: Preliminary, Intermediate and Final ............................................................ 78 Additional Information Sheet .............................................................................................. 81 Level 2B ........................................................................................................................... 82 3 Meeting Forms: Preliminary, Intermediate and Final ............................................................ 100 Additional Information Sheet .............................................................................................. 103 Level 2C ............................................................................................................................ 104 3 Meeting Forms: Preliminary, Intermediate and Final ............................................................ 127 Additional Information Sheet .............................................................................................. 130 Clinical Outcome Form ...................................................................................................... 131 Clinical Outcome Form ...................................................................................................... 132 Appendices (Please see Blackboard) I Protocol on the Presentation of Undergraduate Clinical Modules ............................................ II Protocol in the Event of Unsuccessful Clinical Placement during Internship ............................ III Protocol for Students Wishing to Avail of Compassionate Leave ..........................................

DoCAT© UCD Revised 2010| BSc Nursing | General | Stage 4

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This is a confidential document. It is the property of the student and the UCD School of Nursing, Midwifery and Health Systems. This document may not be altered or defaced and it may not be photocopied. The student is responsible for its security and for maintaining it in good condition. The document should be available for inspection by authorised personnel on request.

INSTRUCTIONS FOR USE It is my responsibility to ensure that I have the correct documentation prior to going on clinical placements i.e. DoCAT documentation.

It is my responsibility to check ARC for information regarding transport links, start times and orientation dates/times for all placements.

It is my responsibility to bring Record of Health Screening and Vaccination Programme Log Book on relevant placements as outlined in ARC.

I will carry this document with me at all times while on clinical placements. It is my responsibility to obtain the clinical learning outcomes for each placement and use these as a guide for my learning.

It is my responsibility to ensure that the preceptor/co-preceptor signs the Signature Bank before signing Standards.

It is my responsibility to ensure that the Daily Record of Attendance is signed at the end of each shift by the preceptor/clinical nurse manager/nurse in charge of shift.

It is my responsibility to ensure that I have arranged a date for a preliminary meeting. It is carried out at the beginning of the placement in order to discuss the learning opportunities and standards to be attained during the placement.

It is my responsibility to ensure that I have arranged a date for an intermediate meeting. It is carried out to discuss progress during the placement but it is not necessary on 2 week placements. My attendance is also reviewed at this meeting.

It is my responsibility to ensure that I have arranged a date for a final meeting. A final meeting is carried out at the end of the placement in order review standards and skills attained and complete the record of the meeting.

It is my responsibility to seek feedback on my progress throughout the placement. It is my responsibility to act in accordance with local policies and guidelines (e.g. uniform policy).

It is my responsibility to have all documentation signed off within two weeks of completing clinical time

Students are assessed in relation to the Standards in each Domain of Competence. Standards should be signed off by the preceptor/co-preceptor when they are satisfied

that the student has attained the Standard. Any staff nurse who acts as a preceptor may sign Standards for students if they are

satisfied that the required level has been attained. Daily Record of Attendance must be completed at the end of each shift. 100% attendance is required on all clinical placements.

I have read and understood the above instructions for DoCAT Stage 4. Student Signature: _______________________________ Date: _______________

DoCAT© MidCAT© UCD Revised 2010 4

ABOUT THE PORTFOLIO OF EVIDENCE This Portfolio of Evidence is an official College document, containing a record of your attainments as a student. The Portfolio will be used as a dossier of evidence of your attainments throughout your education and training programme. It is an essential record for course progression and for the awarding of the degree from UCD. It is an essential requirement for your registration as a nurse/midwife with An Bord Altranais. The Portfolio of Evidence should contain the records of the assessments of your clinical instruction. It is your responsibility to know and understand the protocol for obtaining a clinical assessment. You are responsible for keeping your Portfolio of Evidence up-to-date and in good order. Normally you will be requested to submit your updated Portfolio of Evidence for inspection by internal and external examiners prior to the Programme Examination Board and/or at the end of the semester/stage. Students will be given the specific date to present their documentation at the beginning of each semester in which a clinical placement takes place. The grade descriptors for clinical assessments are described in the UCD School of Nursing Midwifery and Health Systems policy on the presentation of undergraduate clinical modules (Appendix I) and as outlined in the UCD – Modularisation and Semesterisation General Regulations. Grades for clinical assessments are considered to be Grade Point neutral. All assessment judgements are deemed to be provisional until the Programme Examination Board confirms final results. Please read carefully the steps in the clinical assessment protocol. You are responsible for ensuring that you understand the assessment protocol and for ensuring that all the steps in the protocol are followed when obtaining a clinical assessment.


YOUR CLINICAL PLACEMENT

“Clinical placements … are where the world of nursing comes alive” (Levett-Jones & Bourgeois, 2009, p.3).

WHAT TO EXPECT As you approach your first clinical placement you will have mixed feelings. Before you begin your placement have a think about whom and what you are likely to encounter.

How will you get there on time? o Check out the bus times, are they reliable, where can you park your car and what are

the daily charges etc. Refer to ARC for additional details.

What first impression do you want to give? o Uniforms neat and clean. Hair up with understated makeup (if any), nails short, clean

and no nail polish. No jewellery, invest in a fob watch. Wear your student identification badge at all times.

What first impressions will you get? o Wards are busy places and you may feel in the way. Remember you are a student and

are there to learn. Be open to asking questions; try to demonstrate enthusiasm and a commitment to the nursing/midwifery team.

Who will you meet? o Other students (get to know them they will be your allies), Registered

Nurses/Midwives, Clinical Placement Coordinators, Clinical Nurse/Midwife Specialists, Health Care Assistants, Porters, Physiotherapists, Occupational therapists, Speech and language therapists, medical personal to name but a few, but most importantly you will meet women/patients/clients.

What will be expected of you? o Your preceptor will have specific expectations of you make sure you know what they

are. If you are in any doubt seek clarification. o You will be given individual clinical learning outcomes for each placement to use as a

guide for your learning. o You will have numerous challenges some will be exhilarating others daunting. Try not

to take things personally and accept constructive feedback. o Patients/clients/families will look to you for support/information. Ensure that all

information is delivered in compliance with your scope of practice and demonstrate a caring, listening and empathetic attitude.


WHO TO TURN TO You are never alone when on clinical placement and there are clinical and university supports available to you. These supports are ineffective unless you fully engage with your learning outcomes. What are you there to learn, you must be able to explain you’re learning outcomes to your designated preceptor who will then guide and support you in achieving these outcomes. Clinical Supports

Preceptor o Is there to supervise and guide your performance. Your preceptor will assess your

attainment of the standards for each of the various domains of competence (more details about the domains are outlined below). Your preceptor will liaise with the CPC.

CPC

o Supports and facilitates your learning. Monitors the quality of the clinical learning environment. Liaises with the University and your Personal Tutor.

UCD SNMHS Supports

Personal Tutor o Offers assistance to you on matters, academic, clinical and personal. Your personal

tutor will not routinely visit you when you are on placement, but if you are encountering any difficulties they are available to support you. Your personal tutor liaises with the clinical site, CPC and preceptor.

Student Advisor

o Independent support who offers guidance on all matters, financial, personal, academic and clinical. Liaises with personal tutor.

Please insert the following details: Name of Personal Tutor: E-mail Address of Personal Tutor:

Phone number of Personal Tutor:

Name of Student Advisor: Ms Anna Farrell E-mail Address of Student Advisor:

[email protected]

Phone number of Student Advisor:

01 7166497

DoCAT© UCD Revised 2010

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CLINICAL ASSESSMENT PROTOCOL

The following are the regulations which apply in respect of the clinical assessment process for Stage 4 of the BSc Nursing programme. Each student is required to complete an internship period of thirty six weeks which commences usually in January. The following regulations apply:

o The final outcome of clinical assessment is recorded as either ‘pass’ or ‘fail’ and is grade point neutral.

o A ‘pass’ in clinical assessment is determined on the basis of a student attaining the required standards of assessment for the stage.

Regulations for Meeting Standards and Progression: There are five clinical placements during the internship period in Stage 4. Students are assessed on all clinical placements. The student must attain a ‘pass’ grade in all (five) clinical placements in order to attain an overall ‘pass’ for the stage. The following regulations apply:

o Each placement is assessed using a DoCAT. The first two clinical placements of the internship period will be assessed using Level 1 DoCATs. The second two clinical placements of the internship period will be assessed using Level 2A and 2B DoCATs. The final placement of the internship period will be assessed using a Level 2C DoCAT.

o In order to progress through the internship period, the student must successfully ‘pass’ two

Level 1 DoCATs before undertaking a Level 2A DoCAT. In addition, the student must successfully ‘pass’ two Level 1 DoCATs and Level 2A and 2B DoCATs before undertaking a Level 2C DoCAT.

o In the case of a student failing to obtain a pass standard in a single placement, an action plan

will be set in place for the student. The action plan will be prepared by the student’s personal tutor, in consultation with the student and the relevant person(s) in the student’s hospital, that is, Clinical Placement Co-ordinator, Nurse Practice Development Co-ordinator, Director of Nursing. Please refer to the UCD School of Nursing, Midwifery and Health Systems protocol in the event of an unsuccessful clinical placement.

o In order to successfully complete the internship period of Stage 4 of the BSc Nursing programme

the student must attain a ‘pass’ grade in two Level 1 DoCATs, Level 2A and 2B DoCATs and one Level 2C DoCAT.

DoCAT© UCD Revised 2010

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Regulations Regarding Attendance Full attendance is required on all clinical placements. This is necessary in order to ensure that each student meets the An Bord Altranais minimum registration requirements in respect of clinical instruction and the academic requirements of the programme. All absences from clinical placement in Stage 4 will be recorded and all absences must be made up at the end of Stage 4. You cannot pay back time within a module that you are repeating. If you fail a clinical placement you must repeat the complete duration of the failed placement. For example, if the failed placement was 6 weeks in duration you repeat the whole 6 weeks. Any time owing is in addition to this. Protocol for Recording Student Attendance As an employee of the health service employer, you are bound by the rules, policies and procedures of the employer. Under normal custom and practice, you are required to provide a service (under supervision) for the salary received. As a salaried employee you must abide by local and statutory attendance regulations. This means that when absent you must follow local reporting policies and procedures. While on the internship period, you are also required to meet the An Bord Altranais minimum registration requirements in respect of clinical instruction. As a registered student with UCD, you will continue to be bound by the rules and regulations of the College, as set out in the Student Handbook (2008/9). During the internship period the health service provider will forward a summary of your absences to the Allocations Office at the UCD School of Nursing, Midwifery and Health Systems. Where appropriate, the Allocations Office will plan supplementary placements to commence at the end of the internship period. Please note that students will not be considered for the award of Degree or registration with An Bord Altranais until the registration requirements in respect of clinical instruction and attendance have been met.

The Protocol in the Event of Unsuccessful Clinical Placement during Internship should be read in association with the following documents:

UCD Information Handbook for Students with particular reference to the section on Student Conduct on Work Placements.

BSc (Nursing) Course Outline for Students, which contains details of the assessment schedules. An Bord Altranais (2005) Requirements and Standards for Nurse Registration Education

Programmes. 3rd edn, An Bord Altranais, Dublin. HSE HR Circular 030-2009 in relation to salary and time owed Protocol on the presentation of undergraduate clinical modules (Appendix I). Protocol in the event of unsuccessful clinical assessment during Internship (Appendix II) Protocol for nursing/midwifery students wishing to avail of compassionate leave (Appendix III).

Recommended reading (available from the Health Sciences Library) o Levett-Jones T. and Bourgeois S. (2009) The Clinical Placement: A Nursing Guide. 2nd edn. Bailliere

Tindall, London.


STEPS TO BE FOLLOWED IN THE CLINICAL ASSESSMENT PROTOCOL Meet with the Clinical Placement Co-ordinator (CPC) to review learning opportunities for the

placement. Report to the Clinical Nurse/Midwife Manager and the clinical preceptor, and provide the

clinical preceptor with the relevant DoCAT/MidCAT. It is the student’s responsibility to make all relevant documentation available for the assessment process. Read the DoCAT/MidCAT prior to your placement and think about your learning objectives.

All absences must be reported to relevant personnel as per local policy. Undertake a preliminary meeting with the clinical preceptor to discuss learning needs,

opportunities and standards to be attained during the placement and co-sign the record of the meeting.

Undertake an intermediate meeting (where appropriate) with the clinical preceptor to review

progress, with particular reference to the learning needs and standards to be attained. Review standards attained at this stage and co-sign the record of the meeting. The student’s attendance is also reviewed at this meeting.

Undertake a final meeting with the clinical preceptor to review the learning needs and

standards attained and where appropriate, the record of skills. Co-sign the record of the final meeting which may include a Record of Attendance in the

presence of the preceptor. Submit updated Portfolio of Evidence to Stage co-ordinator/personal tutor for inspection and

review. At the end of each semester, co-sign Clinical Outcome Form with the Stage co-ordinator/personal tutor.

Any requirement to meet outstanding clinical time should be documented on the Clinical Outcome Form and should be submitted to the Clinical Allocations Team. Students are required to have all documentation completed within two weeks of the last day of their clinical placement.

An Action Plan Following Unsuccessful Clinical Placement and a form should be completed in consultation with the student, preceptor, clinical placement coordinator and personal tutor. A copy of the action plan should be retained by the student for their own records.


COMPETENCE AND THE DOMAINS OF COMPETENCE

Competence is defined by An Bord Altranais as ‘a complex and multidimensional phenomenon and is defined as the ability of the Registered Nurse/Midwife to practice safely and effectively, fulfilling his/her professional responsibility within his/her scope of practice’ (An Bord Altranais 2005). The attainment of competence is a necessary part of the requirements for entry onto the Nurses’/Midwives’ Register, and the nurse/midwife must demonstrate the attainment of competence in a number of key areas. An Bord Altranais have identified 5 key areas (see below) in which a registered nurse/midwife must demonstrate competence in order to fulfil their professional role. These areas or Domains of Competence could therefore by thought of as the components of what a registered nurse/midwife is.

During your education and training you will be expected to build up competence in these Domains. This involves building a range of new knowledge, skills, attitudes and behaviours over the four Stages of the programme. It is important to remember that all of these Domains are interlinked and that the competent nurse/midwife must show evidence of performance in all Domains and not just in one or two. The purpose of your clinical placements is to allow you to develop competence in the practice setting. Your performance in the practice setting is guided and assessed by your Preceptor who is a registered nurse/midwife. Your preceptor can observe your developing competence in a number of ways; your behaviour (i.e. your words and actions), indirect observation for example your presentation of a case study and lastly your attainment of clinical experience (i.e. your attendance on clinical placements). The assessment of your competence is linked to explicit statements of standards to be achieved on each clinical placement relevant to your programme stage. The methods of assessment may need to change across time, to take account of the developmental and incremental nature of competence development. You should note that you have responsibility for your own clinical learning and you must therefore ensure that you are working towards competence development at all times. The assessment tools used to guide you clinical learning are described in the next section.

Domain 4: Organisation & Management

of Care

Domain 1: Professional

& Ethical Practice

Domain 2: Holistic Approaches to Care

Domain 3: Interpersonal Relationships

Domain 5: Personal & Professional

Development

Competent Registered Nurse


THE DOMAINS OF COMPETENCE

Domain 1: Professional/Ethical Practice

This domain is concerned with professional and ethical practice and is reflected in all areas of clinical practice. It reflects the development of attitudes and values, in particular professional values. It also reflects the capacity to act in accordance with the appropriate legislation affecting professional nursing/midwifery practice, the capacity to practice within the limits of one’s own competence and the willingness to take measures to develop competence. Indicators of this domain include: the integration of knowledge of ethical principles and the Code of Professional Conduct within the scope of professional practice in the delivery of care and includes fulfilling one’s duty to care, and implementing the philosophies, policies, protocols and clinical guidelines of the health care institution. Other indicators include the ability to determine one’s own scope of practice, the capacity to recognise one’s own abilities and level of professional competence and the acceptance of responsibility and accountability for consequences of one’s own actions or omissions. Domain 2: Holistic Approaches to Care and the Integration of Knowledge This domain is concerned with holistic approaches to care and the integration of knowledge into clinical practice. It reflects the ability of the nurse/midwife to conduct the care of a client using a framework that is developed and implemented in consultation with the client. Indicators for this domain include the nurse’s/midwife’s ability to conduct a comprehensive assessment, to interpret findings of assessment and to plan care, identifying outcomes of care and taking into consideration therapeutic regimes of all other members of the health care team. This involves meeting the needs of clients in a co-ordinated and effective manner, delivering care that is adaptable according to the care situation and client’s individual needs. Other indicators include the ability to evaluate care and to review plans in accordance with the evaluation data. The domain also reflects the ability of the nurse/midwife to establish and maintain therapeutic interpersonal relationships with individuals and groups and to collaborate with other members of the health care team and to document relevant information. Domain 3: Interpersonal Relationships This domain is concerned with the establishment and maintenance of a therapeutic interpersonal relationship with individual clients and groups. It is also concerned with the ability to collaborate with members of the health care team. The focus for assessment in this domain is the student nurse’s/midwife’s interaction with clients and co-workers and her/his ability to communicate through documentation. Some basic behaviours and attitudes which might be observed in relation to communication skills include being approachable, displaying good listening skills, using appropriate language, being respectful and so forth. These and other behaviours may be assessed in any situation where the student nurse/midwife is interacting with clients, staff or others at work. For example, communication skills and documentation skills can be assessed when the student nurse/midwife is attending to a patient’s wound, undertaking an oral assessment or admitting a patient to hospital.


Domain 4: Organisation and Management of Care This domain relates to the development of competence in the area of the organisation and management of care. It reflects the ability of the nurse/midwife to effectively manage the care of individuals and groups, to delegate some nursing/midwifery activities to other nurses/midwives, commensurate with their competence and within their scope of practice and to facilitate the co-ordination of care. The domain also reflects the ability to identify the team functioning and differing role boundaries for formal and informal carers and an awareness of quality initiatives and the role of quality management in patient care. The focus of assessment is on the nurse’s/midwife’s ability to work as a team member, ensuring that patient care is appropriate, effective, and consistent in all health care settings. Domain 5: Personal and Professional Development This domain is concerned with the nurse’s/midwife’s commitment to enhancing the professional and personal development of him/herself and others. It reflects a commitment to life long learning, which is seen as the key to the development of excellence in nursing/midwifery practice and nurses’/midwives’ professional development. Life long learning involves learning for one’s own personal and professional development whilst also being part of the learning community that is the profession of nursing/midwifery. As a member of the learning community, the nurse/midwife perceives his/herself as a life long learner and as a nurse/midwife educator, actively learning and sharing knowledge and skills. The domain reflects the nurse’s/midwife’s contribution to the learning of others, including colleagues and clients and it reflects the ability of the nurse/midwife to educate and promote health. Assessment in this domain focuses on the extent to which the nurse/midwife demonstrates this commitment to lifelong learning and the extent to which she/he contributes to the learning of others. For more information on the Domains of Competence refer to Requirements and Standards for Nurse/Midwife Registration Education Programmes (2005) An Bord Altranais, Dublin.


Preceptor:

____________________

Student:

____________________

Date: ______________

DOMAINS OF COMPETENCE ASSESSMENT TOOL (DOCAT©)

HOW TO USE YOUR DoCAT At the beginning of the Stage, you will be given the relevant DoCAT document for that Stage. This is the working part of your Portfolio and it provides evidence that you are attaining competence within the five Domains of Competence. A large part of each DoCAT is made up of the Standards that set out what must be achieved in each placement. Standards are accompanied by Suggested Evidence (see Figure. 1). This is intended to guide the student and preceptor as to evidence which could be used to show attainment of the Standard. All Standards should be attained in each placement, it is therefore important that each one is considered.

Figure 1: Standards and Suggested Evidence It is also possible to insert additional evidence that you are working towards the development of competence into your Portfolio. This may take the form of a case study that you have written and discussed with your preceptor or evidence of attainment of skills particular to the clinical area to which you are allocated. This type of additional evidence enhances your Portfolio and shows that you are working towards the attainment of overall competence in one or more domains.

It is recommended that you have access to your DoCAT at all times while you are on clinical placement, in order to provide you with a focus for your clinical learning. At the end of each Stage, information is transferred from your DoCATs and Record of Meetings forms to the Clinical Outcome Form. Important points to remember: Your Portfolio of Evidence is your evidence that you are working towards the attainment of

competence

All standards must be attained before the end of each placement

1.1.2 Standard: Demonstrates an awareness of safe and professional conduct in his/her everyday practice

Suggested evidence for this standard The student… provides examples of safe and professional conduct in everyday practice identifies the nurses’ duty of care by promoting patient well being and/or minimising risks to

patients is aware of the An Bord Altranais Code of Conduct


GLOSSARY OF TERMS Action Plan The process which is put in place when a student fails to attain one or

more standards on a given placement. This involves consultation between the student, preceptor, clinical placement coordinator and personal tutor. The aim of the action plan is to aid the student in attaining the required standards on a supplemental placement.

Associate Preceptor

A delegated associate who acts in the absence of the preceptor.

Clinical Outcome Form

The documentation completed by personal tutors at the end of each semester in relation to clinical placements.

Assessment

Determining the extent to which an individual has reached the desired level of competence in skill, knowledge, understanding and attitudes in relation to a specified goal (Neary, 2000).

Domains of Competence

Broad categories or values that represent the functions of the registered nurse/midwife in contemporary practice.

Domains of Competence Assessment Tool (DoCAT)

The instrument that is used to record the attainment of Standards.

Evidence

The documentation/proof of competence collected from and about the student. Evidence is the material upon which the preceptor will access the student’s competence in practice.

Final Meeting

A meeting, which takes place during the last week of the clinical placement. The student’s assessment and progress report are completed and student’s attendance is documented.

Intermediate Meeting

A meeting, which takes place midway through the placement. The preceptor and the student discuss and document the student’s progress with particular reference to the domains of competence, learning skills and the standards yet to be attained. The student’s attendance is also reviewed at this meeting.

UCD – Modularisation and Semesterisation General Regulations

Regulations of the university in relation to student assessments, progression and awards.

Performance criteria

Broad statements of the capacities or capabilities that are involved in the domains of competence and that a nurse can demonstrate.

Preceptor

The registered nurse who works with the student, guiding, supporting, supervising and monitoring, giving feedback and encouragement. The preceptor conducts the assessment of the student in the clinical area.

Preliminary Meeting

A meeting, which takes place early in the first week of the placement. It involves the preceptor and the student discussing the standards, learning needs and goals to be attained during the placement.

Progress Report

A report undertaken with the student and the clinical preceptor at the intermediate and final meetings to review progress, with particular reference to the domains of competence and the standards to be attained.


Shared Specialist Placement Document (SSPD)

Instrument used to record attainment of standards in specialist placements which are shared with other universities.

Standard

The required level of attainment in order to progress to the next stage of the programme.

Suggested Evidence

Prompts in the assessment process related to each Standard.

Specialist Placement

A practice placement in a specialist area as defined by An Bord Altranais.

DoCAT© UCD Revised 2010| BSc Nursing | General | Stage 4 (Internship) 16




LEVEL 1A

NMHS 30300



Student Name:

Student Number:

Placement Dates:


RECORD OF ATTENDANCE

Week 1 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 2 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 3 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 4 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 5 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 6 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Week 7 Date Date Date Date Date Hours of Duty Student signature Preceptor Signature Number of Days/ Hours Absent :

Preceptors Name (Print) Signature Preceptors Initials

Ward/Area

SIGNATURE BANK Each registered nurse who acts as a preceptor for this student must sign this bank.


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

1.1.1 Standard: Demonstrates an understanding of the legislation that governs nursing practice.

Suggested evidence for this standard The student… discusses how legislation impacts on nursing practice

1.1.2 Standard: Applies ethical principles relevant to patient care and their implications for her/his own and other’s practice.

Suggested evidence for this standard The student… identifies ethical principles relevant to patient care (e.g. respect for persons, treating each person with

justice) demonstrates sensitivity and respect in the treatment of patients/clients discusses the role of the Code of Professional Conduct for nurses

1.1.3 Standard: Applies the principle ‘duty of care’ to nursing practice.

Suggested evidence for this standard The student… understands the nurse’s duty of care identifies criteria for assessing and preventing possible risks to patients/clients acts in a way that minimises risks to patients/clients

DOMAIN 1 PROFESSIONAL AND ETHICAL PRACTICE

Performance criterion 1.1 Practices in accordance with legislation affecting nursing practice.


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

1.1.5 Standard: Applies the principles of safe and professional conduct in his/her practice.

Suggested evidence for this standard The student… identifies and understands the philosophy of the clinical area comprehends and utilises relevant policies, protocols and clinical guidelines gives examples of how policies guide patient/client care is familiar with emergency procedures in the clinical area

1.1.4 Standard: Acts in accordance with relevant philosophies. policies, protocols and clinical guidelines.

Suggested evidence for this standard The student… practices the principles of safe and professional conduct discusses appropriate action that may be taken in instances of unsafe or unprofessional practice understand the use and application of risk management tools in clinical practice

1.1.6 Standard: Is knowledgeable of the rights of patients/clients.

Suggested evidence for this standard The student… utilises current legislation demonstrates dignity and respect for patients/clients


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Suggested evidence for this standard The student… is punctual and regular in attendance and adheres to uniform policy

1.1.7 Standard: Acts as an advocate for the rights of patients/clients.

Suggested evidence for this standard The student… discusses and understands the concept of patient advocacy applies advocacy to practice

Suggested evidence for this standard The student… discusses the diversity in beliefs and cultural practices of individuals/colleagues/groups and communities identifies the organisations contribution to cultural diversity

1.1.8 Standard: Maintains confidentiality in respect to records and interactions.

Suggested evidence for this standard The student… discusses and understands the importance of patient confidentiality comprehends and practices confidentiality within the multidisciplinary team

1.1.9 Standard: Practices in a way that acknowledges diversity in beliefs and cultural practices of individuals/groups/communities.

1.1.10* Standard Acts in accordance with protocols and polices regarding punctuality and attendance.


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

*This Standard should not be signed until the Final Meeting

1.2.1 Standard: Applies the principles of the Scope of Practice framework.

Suggested evidence for this standard The student… discusses and understands the Scope of Nursing and Midwifery Practice Framework Document

1.2.3 Standard: Is accountable and responsible for his/her own practice and takes measures to develop own competence.

Suggested evidence for this standard The student… discusses accountability and responsibility understands that accountability applies to both actions and omissions uses all opportunities to develop competence

Performance criterion 1.2 Practices within the limits of own competence and takes measures to develop own competence.

1.2.2 Standard: Recognises own abilities and level of competence and practices within these.

Suggested evidence for this standard The student… carries out nursing care for which he/she is adequately prepared consults with supervisor, if allocated nursing duties are beyond competence clarifies unclear or inappropriate instructions


Preceptor:

____________________

Student:

____________________

Date: ______________

1.2.4 Standard: Understands how decisions about care are made utilising the Decision Making framework in the Scope of Practice Framework document.

Suggested evidence for this standard The student… is aware of the decision making framework can give examples of how the Decision Making framework is used in practice


Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

____________________

Date: ______________

Preceptor:

____________________

Student:

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Date: ______________

Performance criterion 2.1 Conducts a systematic holistic assessment of client needs based on nursing theory and evidence-based practice.

2.1.1 Standard: Performs safely and accurately in the holistic assessment of patients/clients needs.

Suggested evidence for this standard The student… utilises assessment frameworks and explains the rationale for their use accurately collects and records assessment findings in the appropriate place

2.1.2 Standard: Interprets and assists in utilising the assessment data relevant to patient/client care.

Suggested evidence for this standard The student… demonstrates an understanding of the assessment data by explaining the rationale for planning nursing

care actively participates in using the assessment data to plan nursing care

DOMAIN 2 HOLISTIC APPROACHES TO CARE AND THE INTEGRATION OF KNOWLEDGE

2.1.3 Standard: Incorporates nursing theory and evidence based practice when participating in nursing care.

Suggested evidence for this standard The student… demonstrates a reflective and questioning approach to the delivery of nursing care knows how and where to locate research-based information gives examples of how research finding can be incorporated into nursing practice


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2.2.1 Standard: Identifies patient/client health needs using assessment data and participates in developing patient/client plan of care.

Suggested evidence for this standard The student… identifies and utilises appropriate assessment tools when planning patient/client care demonstrates an awareness of the contributions of members of the multidisciplinary team in the

planning of care utilises local guidelines and documentation for the plan of care

Performance criterion 2.2 Plans care in consultation with the client taking into consideration the therapeutic regimes of all members of the health care team.

2.2.2 Standard: Involves the patient/client in the care planning process where possible.

Suggested evidence for this standard The student… understands the rationale for involving the patient/client in the care planning process explains how patient/client involvement enhances the quality of the plan of care acts as an advocate for the patient/client in the care planning process, where the patient /client is unable

to be involved

2.2.3 Standard: Participates in the identification of expected outcomes including a timeframe for achievement.

Suggested evidence for this standard The student… prioritises the health needs of an individual is knowledgeable about the condition/needs of the patient/client is aware of the need for setting time frames, goal setting and goal evaluation


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Performance criterion 2.3 Implements planned nursing care/interventions to achieve the identified outcomes.

2.3.1 Standard: Participates in the implementation of planned nursing care that is accurate, safe, comprehensive and effective.

Suggested evidence for this standard The student… refers to the plan of care before implementing nursing care assists in the administration of medication with reference to local protocols and An Bord Altranais

guidelines demonstrates knowledge of administered medications and their effects

2.2.4 Standard: Participates in planning for discharge and follow up care.

Suggested evidence for this standard The student… understands the rationale for discharge planning and follow-up care participate in the use of documentation used in discharge planning consults with the patient /client family and multidisciplinary team when planning for discharge educates the patient/client/client family in relation to discharge health maintenance and follow up care


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*This standard may not be achieved during this placement

2.3.2 Standard: Participates in creating and maintaining a physical, psychosocial and spiritual environment that promotes safety, security, comfort and optimal health.

Suggested evidence for this standard The student… approaches patient/client care incorporating a physical, psychological, spiritual and cultural needs of the

patient/client discusses the factors that promote patient/client safety and comfort is aware of situations which present a risk to patients/clients and acts appropriately takes all precautions to maintain own safety when carrying out nursing interventions

2.3.3 Standard: Acts to enhance the dignity and integrity of individuals/clients/groups /communities.

Suggested evidence for this standard The student… demonstrates respect for the dignity and privacy of patients/clients/groups/communities demonstrates respect for the individuality of the patient/client

*2.3.4 Standard: Contributes to the physical, psychosocial and spiritual environment that promotes safety, security and comfort for the patient/client who is dying.

Suggested evidence for this standard The student… participates in the nursing care of the patient/client who is dying discusses ethical issues related to the care of the dying patient/client promoted the dignity and integrity of individuals who are dying involves family members/next of kin in the care of the dying patient/client


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2.4.1 Standard: Participates in the evaluation of patient/client care.

Suggested evidence for this standard The student… reflects on the care implemented assists in the evaluation of care in consultation with the patient/client

Performance criterion 2.4 Evaluates client progress toward expected outcomes and reviews plans in accordance with evaluation data and consultation with the client.

2.4.2 Standard: Participates in the reassessment of care and the determination of further outcomes in consultation with the patient/client.

Suggested evidence for this standard The student… assists in determining further outcomes and nursing interventions and documents accordingly participates in the revision of the plan of care


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3.1.1 Standard: Uses appropriate personal communication techniques.

Suggested evidence for this standard The student… discusses the therapeutic role of the nurse can distinguish between different types of therapeutic relations within the multidisciplinary team demonstrates the ability to effectively communicate patient care with relevant members of the

multidisciplinary team, for example during hand-overs , ward rounds and multidisciplinary meetings. communicates effectively with patients/clients, relatives and carers. has the ability to communicate effectively with relatives/carers

Performance criterion 3.1 Establishes and maintains caring therapeutic interpersonal relationships with individuals/ groups/ clients/ communities.

DOMAIN 3 INTERPERSONAL RELATIONSHIPS

3.1.2 Standard: Participates in nursing care acknowledging the factors which promote and inhibit the patient’s/client’s ability to receive and understand relevant and current information.

Suggested evidence for this standard The student… recognises the factors that promote and inhibit clear and effective communication maximises the patients/clients potential to receive and understand information


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3.1.3 Standard: Assists in creating the conditions that enable and encourage patients/clients to express their needs and make informed decisions

3.1.4 Standard: Practices in a way that demonstrates understanding of the difference between social and professional relationships and maintains professional boundaries in the nurse-patient relationship.

Suggested evidence for this standard The student… understands the social limitations inherent in their professional role and practices within these understands the need for professional boundaries and maintains them at all times

Suggested evidence for this standard The student… is aware of the factors that promote and inhibit the patient/client ability to relate needs demonstrates an understanding of non-verbal methods of communication understands the role of the nurse in assisting the patient/client to make informed decisions


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Performance criterion 3.2 Collaborates with all members of the health care team and documents relevant information.

3.2.1 Standard: Contributes to the collaborative effort directed towards decision making concerning patients/clients.

Suggested evidence for this standard The student… recognises the importance of communication between all disciplines in the management of the

patient/client care participates in multidisciplinary meetings understands and is knowledgeable about the mechanisms of communication with other disciplines

3.2.2 Standard: Prepares accurate, clear and current documentation within a legal and ethical framework.

Suggested evidence for this standard The student… understands that information must be objective factual relevant and current documents accurately, clearly and concisely adheres to local documentation policy


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DOMAIN 4 ORGANISATION AND MANAGEMENT OF CARE

Performance criterion 4.1 Effectively manages the nursing care of clients/groups/communities.

4.1.1 Standard: Applies the principles of the goal/mission statement of the health care institution to their practice.

Suggested evidence for this standard The student… identifies the factors that are required for effective team work describes the importance of teamwork demonstrates active participation as a team member demonstrates a positive attitude to direction and supervision

4.1.3 Standard: Demonstrates an understanding of the process of prioritising nursing care based on need, acuity and optimal time for intervention.

Suggested evidence for this standard The student… identifies the need to prioritise care can describe the relevance of prioritising nursing care demonstrates critical thinking, decision making and problem solving skills

4.1.2 Standard: Demonstrates the ability to work as a team member.

Suggested evidence for this standard The student… can interpret the goal/mission statement of the healthcare institution applies the principles of the goal/mission statement of the healthcare institution to their practice


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4.1.4 Standard: Demonstrates the effective and efficient use of resources for the delivery of quality nursing care.

4.3.1 Standard: Participates in the coordination of care that is appropriate, effective, and consistent.

Suggested evidence for this standard The student… discusses the importance of the effective and efficient use of resources in the clinical setting identifies ways of effectively and efficiently using resources in the clinical setting is aware of methods used to implement quality assurance and quality management

Performance criterion 4.2 Delegates to other nurse’s activities commensurate with their competence and within their scope of professional practice.

Performance criterion 4.3 Facilitates the co-ordination of care.

4.2.1 Standard: Demonstrates the use of the principles of the Scope of Nursing and Midwifery Practice Framework when delegated a particular function/role.

Suggested evidence for this standard The student… understands the principles of delegation as outlined in the Scope of Nursing and Midwifery Practice

Framework

Suggested evidence for this standard The student… participates in the coordination of care i.e. hand over, ward rounds, team/family meeting, discharge

planning. describes the importance of a multidisciplinary approach to patient care discusses how to ensure that care is patient centred, appropriate, effective and consistent


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Suggested evidence for this standard The student… discusses health promotion and ways of maintaining health gives examples of maintaining health and health promotion that are relevant /occurring in this clinical

setting participates in patient education and health promotion in the clinical setting

Performance criterion 5.1 Acts to enhance the personal and professional development of self and others.

5.1.1 Standard: Demonstrates a commitment to life long learning.

Suggested evidence for this standard The student… actively seeks feedback of his/her performance in the clinical setting shows initiative in achieving standards required for level of training gives examples of reflecting on his/her practice and the outcome of this exercise

5.1.2 Standard: Contributes to the learning experiences of colleagues.

Suggested evidence for this standard The student… shares learning experience with colleagues shows a willingness to guide junior colleagues

5.1.3 Standard: Participates in the education of clients/groups/communities in the maintain and promotion of health.

DOMAIN 5 PERSONAL AND PROFESSIONAL DEVELOPMENT

DoCAT© MidCAT© UCD Revised 2010

RECORD OF STUDENT-PRECEPTOR MEETINGS

Preliminary Meeting

The student is required to reflect on his/her own learning needs by considering his/her level of competence in relation to the five domains of competence. The student must document below specific learning needs in relation to this clinical placement with the preceptor. Learning needs identified by the Student: Specific opportunities identified by the preceptor that are available during this placement:

Skills List Reviewed: Please tick if yes

Student Name:

Date set for Intermediate Meeting: _______________________________

Student Number:

Placement:

Dates From: To:

Preceptor Signature: _______________________ Date: _________________ PRINT NAME: ______________________________________________ Student Signature: _______________________ Date: _________________ PRINT NAME: ______________________________________________



Intermediate Meeting

The student is required to reflect on his/her own learning needs to date. The preceptor should review the student’s progress in relation to the learning needs and learning opportunities identified at the first meeting. Please tick.

Preceptor comment required on all domains Domain 1 The Student is progressing satisfactorily in this Domain Yes No

Domain 2 The Student is progressing satisfactorily in this Domain Yes No




The student must document below which learning need(s) are outstanding and specify new learning need(s) with the preceptor. (Use separate sheet if necessary).


Student Name:

Student Number:

Placement:

Dates From: To:

Preceptor Signature: _______________________ Date: _________________ PRINT NAME: ______________________________________________ Student Signature: _______________________ Date: _________________ PRINT NAME: ______________________________________________



Final Meeting

If the student has attained all the required standards for this placement, please provide a general comment on the student’s performance: If the student has not attained all the required standards for this placement, please outline the standards in each domain that require attention: (use separate sheet if necessary). Please refer to the “Policy in the Event of Unsuccessful Clinical Assessment”.


Student Name:

Record of Attendance for the Placement Please state any absences in hours:

Student Number:

Placement:

Dates From: To:

Preceptor Signature: ____________________________ Date: _____________ PRINT NAME: ______________________________________________ Student Signature: ____________________________ Date: ____________ PRINT NAME: ______________________________________________ Personal Tutor Signature: ________________________Date: ____________ PRINT NAME: ______________________________________________

There is evidence that the student has attained all the standards for this placement. Yes ____ No____


ADDITIONAL INFORMATION SHEET

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DoCAT© UCD Revised 2010 | BSc Nursing | General | Stage 4 (Internship) 38




LEVEL 1B

NMHS 30310



Student Name:

Student Number:

Placement Dates: