Ongoing Achievement Record

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1 Ongoing Achievement Record Part A: Competency Assessment Document MSc Year 1, SECOND ATTEMPT [ REFER Placement] Contains assessment of practice documentation for Modules: 1. Integrating the science and practice of nursing module 2. Developing relationship-centred care, science and practice module Student Name: Student Number: Programme: MSc Nursing Cohort: Field: Child Nursing Important note: Any sickness/absence must be reported to the placement area by the student before they are due on duty. University must also be notified at hwbnursingplacements@shu.ac.uk or by telephone so that these hours can be recorded. 1 CAD, Section 1, MSC Placement A year 1 all fields REFER [version 3, 2018]

2 CONTENTS Section 1 [Cream] Assessment of practice-guidance for mentors, students and lecturers Table: guidance for supervision and assessment of students Pages Section 2 [Pink] Outcomes for grading Outcomes to be achieved at second attempt OSCA: Administration of medicines OSCA: Promoting self care/self management Section 3 [Yellow] Assessment Documentation Induction 38 Initial interview 39 Intermediate Interview 41 Final Interview [mentor] Final interview [Academic advisor] 62 2 CAD, Section 1, MSC Placement A year 1 all fields REFER [version 3, 2018]

3 Assessment of Practice: Second Attempt [Refer Placement A] The following documentation should only be completed if the student has been graded as REFER at the end of placement A. This means that the student has not passed all the outcomes for grading during Placement A at the first attempt. See Page 11 for the specific outcomes that the student did not achieve and therefore must be assessed and achieved during this placement This Refer placement constitutes the SECOND [FINAL] attempt at the assessment of practice outcomes for grading for Year 1 of the programme. These include minimum standards of practice that the NMC [2010] has identified must be achieved, so if the student does not achieve them at this second attempt, they will have failed year 1 of the programme. Students who fail year 1 cannot progress to year 2 and will need to withdraw from the programme. 1 Therefore, it is vital that the student receives close mentorship from an experienced mentor and that the link lecturer is involved in supporting the assessment process. A refer placement can be stressful and demanding for both the student and mentor, so it is important that mentors are afforded time and support in order to fulfill their role effectively. If at any time, the mentor, Learning Environment manager or student has any concerns, then the Link lecturer should be contacted as a matter of urgency. 1 NB These modules are exempt from re-registration regulations 3 CAD, Section 1, MSC Placement A year 1 all fields REFER [version 3, 2018]

4 Information and guidance for mentors, students and lecturers Assessing competence At this stage of the programme, in order to achieve the judgement of 'competent', under the direction/supervision of a Health and Social Care practitioner, students will need to consistently perform the required skills safely and effectively, adhering to local policies. This also involves ensuring that professional values are maintained, so the student should gain consent, demonstrate sensitivity, respect and care for the person, maintain their dignity and privacy and document actions/omissions appropriately. Whilst meeting physical care needs, the students should also meet the individual's psychological needs, communicating effectively with the person. The mentor/supervising practitioner should also always ask appropriate questions to check that the student has knowledge and understanding of the evidence-base that underpins the skill. Remember, it is not enough to demonstrate satisfactory skills, in order to award a 'PASS' grade, all 3 aspects must be demonstrated: knowledge, skills and attitudes Continuous Assessment and Objective Structured Clinical Assessments (OSCAs) During Placement A, the student will have undertaken Objective Structured Clinical Assessments (OSCAs). These provide a 'snapshot' of particular elements of competence and are designed to add 'rigour' to the assessment process. Detailed standard criteria are provided for mentors to use to evaluate the student's performance throughout the placement. The first OSCA relates to Administration of medicines and the second to Promoting self care/self management. If the referred outcomes do not relate to these areas of practice, then there is no requirement to repeat these OSCAs. If there are concerns about knowledge, skills or attitudes in relation to communication, promoting independence or health promotion the promoting self care/self management OSCA can be repeated as this would provide useful evidence that the mentor can use to make a judgement about competence. If there are concerns about knowledge, skills or attitudes in relation to holistic assessment and the use of knowledge to contribute to care, the administration of medicines OSCA can be repeated as this would provide useful evidence that the mentor can use to make a judgement about competence. It is important to note that assessment of practice is continuous in nature and although satisfactory practice may have been previously demonstrated in an OSCA or outcomes for grading at the first attempt, students are expected to consistently maintain this level of competence in order to pass the final assessment. 4 CAD, Section 1, MSC Placement A year 1 all fields REFER [version 3, 2018]

5 Student responsibilities: practice learning and assessment Prior to the Refer placement: Students MUST attend a meeting with the course leader/year leader in order to discuss Refer placement and complete Refer placement documentation 2 Students are responsible for their own learning and need to prepare for placements. They should: Identify the nature of the placement [if different to first attempt] and contact placement area Familiarise themselves with referred outcomes/competencies to be achieved Undertake associated reading in relation to the knowledge base for practice Complete name, dates, placement details in the document During the placement. In order to develop competence, students need to fully engage with experiences available in practice, through Observing and participating in practice, wherever appropriate 3 Asking relevant questions at appropriate times Reflecting upon experiences and reading related literature. At least 1 written reflection is required during this refer placement and should relate to outcomes not achieved at first attempt. In addition, there may be other materials which students could complete to demonstrate knowledge/skills during the placement Actively seeking feedback on their performance Collecting appropriate evidence from practitioners with whom they work 4, in the form of at least 1 testimony and completion of the Record of Skills and Experience. To facilitate this, the student must ensure that both parts of the Ongoing Achievement Record are available at all times on placement. Prior to the intermediate interview, the student should use reflection hours to complete self-review section, log of experiences and at least 1 piece of reflection Prior to the final interview, the student should obtain at least one more testimony and use the allocated reflection hours to complete the self assessment section, log of experiences and if required, another piece of reflection. If, at any time, the student has any concerns about this placement or the assessment processes, they should contact the relevant link lecturer or student services officer Following this clinical placement. The student must attend an interview with their academic advisor normally on the first working day [usually Monday] after the end of the placement. It is the student's responsibility to arrange the appointment. Failure to arrange this may mean that the results of the assessment are not presented at the appropriate Assessment Board and recorded as a 'failure to submit'. Students should contact Student Support Officer if there are difficulties. Mentor responsibilities: 5 practice learning and assessment 2 NB: Students cannot commence Refer placement until this meeting has taken place 3 NB: Students should always ensure that patients/clients are aware of their student status and gain consent for care. However, patients/clients have the right to refuse care from an unqualified practitioner 4 NB: Students are reminded that fraudulent entry of assessment outcomes or signatures by a student in any document is a serious disciplinary matter that will be investigated by the University and may result in exclusion of the student from the programme. 5 CAD, Section 1, MSC Placement A year 1 all fields REFER [version 3, 2018]

6 Prior to placement. The mentor should Check student allocation and identify mentees, noting the level/cohort of the student Ensure they have been updated within the last year and that they have had a triennial review within the last 3 years if more than 3 years since their mentor preparation. If not, arrangements must be made to achieve these NMC requirements before mentoring students. Check their availability to work with the student. NB: The NMC (2010) state that every student must be assigned a mentor at the beginning of a practice learning experience, who will need to be available to students for at least 40% of the time. However, it is important to appreciate that this is a minimum and a student undertaking a second attempt will need close supervision and observation by their mentor. Careful negotiation of the student's off duty is required to facilitate this. During the placement. The mentor should Ensure that an appropriate induction is given Conduct the initial interview, identifying and discussing the outcomes that the student did not pass at the first attempt. Formulate an action plan for student development Directly observe, supervise and assess the student's practice Ensure that any relevant OSCAs are conducted [ONLY IF CONCERNS RELATE TO THESE] Provide timely, regular verbal and written feedback for the student on their progress Seek support from, and maintain regular contact with LEM and Link Lecturer 6 However, when the mentor is not available to work with the student, in order to safeguard patients/clients, the mentor may delegate some day-to-day supervision to other registered professionals, provided the 40% time requirement is achieved. The student must always be supervised either directly or indirectly, taking careful account of the nature of the placement, safety of the patient and ability of the student. During the placement, a number of practitioners may supervise the student and supervisors should provide feedback in the form of testimonies about the student's progress to the student and assigned mentor (NMC, 2010). It is recommended that the mentor gathers evidence from colleagues about the student's performance and encourages the student to do the same. Whilst students should be proactive in evidence collection, mentors need to: Ensure written testimonies are available from other practitioners, which provide evidence and constructive feedback in relation to the previously referred outcomes/competencies Ensure relevant sections within the Record of Skills and Experience are completed. Ultimately it is the mentor's responsibility to assess the student. This evidence from others adds 'rigour' to the assessment, helps to ensure the reliability of the assessment and reduces subjectivity in the assessment process as it is not based on a single person's viewpoint. However, it is important to note that the mentor remains responsible and accountable for the student's learning and assessment (NMC, 2010). Therefore, direct observation of the student by the mentor, remains an important aspect of assessment. The mentor must make the final judgement about whether the final grading is pass/fail, based on whether there is sufficient evidence of achievement of the required level of competence. 5 Students and mentors should access the following web site regularly for up to date information. 6 Students undertaking a REFER placement require an experienced mentor and it is vital that processes and documentation is clear, complete and accurate 6 CAD, Section 1, MSC Placement A year 1 all fields REFER [version 3, 2018]

7 Course leader/year lead responsibilities: practice learning and assessment Prior to Refer Placement. The Course leader/year lead must: Meet with the student to discuss progress implications of refer placement and ensure that student understands that this is their final attempt at year 1. 7 Complete Refer placement documentation: page 11 and clearly highlight outcomes still to be achieved on pages Liaise with placement department to ensure the student can return to placement B Liaise with course leader/year lead and academic advisor Inform relevant Link Lecturer that a refer student is being placed in their link area Following the placement. The Course leader/year lead should: Liaise with Academic Advisor, Link Lecturer/Module leader/student services officer as appropriate in relation to final grading Learning Environment Manager responsibilities: practice learning and assessment Prior to placement. When asked to take a student for a 'refer' placement the Learning Environment Manager [LEM] should: Consider whether they can meet this request, taking into account the needs of this refer student, the numbers of students already allocated and availability of mentors Assign an appropriately qualified and experienced mentor who will be available to work consistently with the student throughout the placement NB: Mentors must have been updated within the last year and had a triennial review within the last 3 years if more than 3 years since their mentor preparation Contact placements if any problems are anticipated. Liaise with Link lecturer During the placement. The LEM should: Support the mentor and student as required Identify who will support the student when the mentor is not on duty [close supervision required] Make contingency arrangements for student support if mentor becomes unavailable Support the assessment process [involving link lecturer] Avoid taking control of the decision making process [the decision remains with the mentor] Provide guidance and feedback to ensure quality of learning, supervision and assessment. Link lecturer responsibilities: practice learning and assessment Prior to refer placement. Link lecturers should: Provide guidance and support for LEM, mentor and student. Respond to any concerns expressed by students/ LEMs/mentors and provide appropriate support and guidance. During refer placement: A refer placement can be very demanding and stressful for all involved. Link lecturers should: Provide appropriate support to the mentor Ensure that assessment processes are adhered to and that documentation is completed clearly, accurately and at the correct time. Provide support to the student Ensure that the student understands the assessment processes and has a clear action plan which includes support strategies. Communicate about the student's progress with the student's academic advisor, relevant module leader and Year lead 7 These modules are exempt from re-registration regulations 7 CAD, Section 1, MSC Placement A year 1 all fields REFER [version 3, 2018]

8 The Assessment of Practice Process: Refer placement Pre-placement interview Prior to commencement of refer placement, the students must meet with either the Course Leader or year lead, to discuss refer placement [see page 5] To fulfil the required assessment of practice process, a minimum of 3 progress interviews must take place between the mentor and student: the initial, intermediate and final interview. Initial Interview This should take place within the first week of the Refer placement and involves discussion between student and mentor. An action plan to achieve outstanding outcomes should be agreed, documented and signed. In addition, the student should complete 'placement information' and the mentor must complete 'mentor information' and sign the specimen signature. Intermediate Interview and Additional review of progress At least one intermediate interview should take place, approximately midway through the placement. However, mentors may consider undertaking more than one review of progress, in order to give the student clear and timely feedback about their performance. In these interviews, the mentor and the student review progress towards achieving the outcomes for grading which the student did not pass at first attempt and the mentor should provide appropriate feedback. The mentor should make their judgement using a variety of evidence [further guidance is given later]. An action plan to focus development in the second part of the placement should be agreed. The documentation for intermediate progress review and [if performed] additional progress review should be completed and signed Final Interview Here, the mentor and the student, review and discuss the learning achieved during the placement. It is important to remember that competence involves knowledge and attitudes as well as skills, so these should be considered when making judgements about Pass/Fail grading. The mentor awards a final grade and ensures all the documentation is completed. Concerns about student progress If at any time, there are any concerns about a student, the link lecturer should be notified as soon as possible. Concerns may relate to attendance, knowledge, progress, ability, behaviour, health etc. The mentor should not wait until the intermediate/final review to raise concerns. Any concerns should be documented in the appropriate section and an action plan developed to address these. Important Note: Any unauthorised absence should be identified as a cause for concern and link lecturer notified. If a student is sick for longer than a week or more than once in a placement, this must be documented as a cause for concern and link lecturer must be notified 8 CAD, Section 1, MSC Placement A year 1 all fields REFER [version 3, 2018]

9 Review of achievement with academic advisor On the first working day following the placement, the student and academic advisor meet to review progress and results. At this interview the academic advisor and student review both parts of the completed Ongoing Achievement Record so that the academic advisor can verify the assessment outcome. The student and the academic advisor should also use this opportunity to review the student s portfolio and discuss the student s plan for future development. Grading and progression: Placement A- Second attempt [Refer placement] Pass grade awarded If, at the end of this placement, ALL the practice learning outcomes which were referred at first attempt are graded as 'Achieved', then the mentor should award a PASS grade for the relevant outcomes and domain. The student can progress to year 2 and placement B [provided that all other assessments have been passed. In University, the Academic Advisor enters a PASS grade in the Assessment of Practice section of grade centre for the previously referred module[s]. Fail grade awarded If, at the end of this refer placement, ANY of the practice learning outcomes are still graded as 'Not Achieved', because this constitutes their second [final] attempt, then the mentor awards a FAIL grade for the specific domain[s] which contains the outcome[s] not achieved. The specific outcomes/elements not achieved should be identified. In University, the Academic Advisor enters a FAIL grade in the Assessment of Practice section of grade centre for the previously referred module[s]. As the student has not achieved ALL the outcomes/competencies identified for Year 1, then they have not achieved the minimum standard identified by the NMC (2010) for progression point 1. In this situation, a student cannot progress to year 2, placement B. The Academic Advisor should inform the module leader and level manager where a Fail grade has been awarded. When a student has had 2 unsuccessful attempts and thus failed, they are unable to progress and they will need to withdraw from the programme. Students should refer to the assessment regulations for further information. 9 CAD, Section 1, MSC Placement A year 1 all fields REFER [version 3, 2018]

10 Outcomes to be graded: Second attempt [Refer placement B] This section contains the practice learning outcomes to be graded. All outcomes and elements within this Competency Assessment Document must be achieved during year 1. However, some of these may have been achieved at the first attempt. Guidance for completion prior to placement The outcomes not achieved at first attempt should be identified and documented below by the Course Leader or Year lead to guide the mentor for Refer attempt. Please clearly indicate which outcomes require grading at this second attempt by drawing a clear line through those outcomes achieved at the first attempt and highlighting those which are still to be achieved [pages13-27] Outcomes to be achieved during REFER attempt Domain 1. Professional Values Number Number Number Number 2. Communication and Interpersonal skills Number Number Number 3. Nursing practice and decision making Number Number Number Number Number Number 4. Leadership, management and team working Number Number Outcome number [please list the outcome to be achieved] Guidance for mentor Competency Assessment Document for first attempt at Placement A should be available to mentor for refer attempt, in order that specific weaknesses can be identified An action plan should be developed and the student afforded the opportunity and support to reach the required standard. Frequent feedback about progress should be given: verbally and in writing 10

11 An intermediate Review should be conducted and documented midway through the refer placement If by the end of the refer placement, the student has not achieved the required standard, then at this point a FAIL grade should be awarded in the relevant domains. Mentors should judge whether the student has achieved the required Outcomes/competencies identified in this document using evidence that is drawn from: direct observation of student performance Objective Structured Clinical Assessments verbal questioning, reflection and discussion about practice student's written reflection upon experience the testimony of others simulation in the practice setting Part B: The Record of Skills and Experience Student progress should be assessed and recorded at the intermediate and final interviews. The mentor or other supervising registered practitioner remains accountable for delegating tasks to the student and must: 1. Be able to justify their decision to allow the student to undertake aspects of care by taking account of the student s ability, level of education and their experience in the placement area. 2. Supervise the student as appropriate to their level of education and ability Key to content and mapping within the document The outcomes to be graded and elements to be achieved within them have been mapped to the NMC Competencies for entry to the Register (2010). The relevant domain and competency number is identified in each outcome. In addition, the minimum standards to be achieved by the end of part one: First Progression points are also indicated by the appropriate criteria number. Lastly, the Essential Skills Clusters included in the elements are also indicated and the relevant number identified. 11

12 NMC Domain 1: Professional Values The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following: Outcome to be graded: Elements to be achieved: 1. Practises according to 'The code' (NMC, 2015) and within other recognised legal and ethical frameworks In order to achieve this the student must demonstrate ALL the elements listed 1. Practises honestly and with integrity, upholding the reputation of the profession 2. Displays a professional image in their behaviour and appearance and recognises that they are a role model for others 3. Demonstrates excellent punctuality/timekeeping and reliability in attendance 4. Recognises ethical challenges relating to people s choices and decision-making about their care and identify some possible solutions within the law 5. Understands current legislation relating to service users. Practises within legal and professional frameworks and local policies to safeguard and protect people, paying special attention to those who are vulnerable 6. Ensures that people are aware of their student status and gains consent prior to involvement in any aspect of care 7. Applies principles of consent in relation to restrictions relating to specific client groups. Ensures that the meaning of consent to treatment and care is understood by people or service user 8. Demonstrates understanding of the laws relating to child and parental consent, including giving and refusing consent, withdrawal of treatment and legal capacity. Mapped: Domain 1 competencies 1,1.1[child field specific]:, Domain 3, competency 1, Domain 4, competency 6, Second Progression Point 1 Essential Skills Clusters: , 1.10, 1.11, , 8.2, 8.3, , Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section NMC Domain 1: Professional Values The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following: 12

13 Outcome to be graded 2. Practises in a holistic, nonjudgemental, caring and sensitive manner In order to achieve this the student must demonstrate ALL the elements listed Elements to be achieved 1. Acknowledges diversity, avoids assumptions and supports social inclusion 2. Recognises and respects people's rights and choices 3. When seeking consent for involvement in care, recognises that people have a right to refuse care from an unqualified practitioner 4.Recognises when a person's dignity is compromised or where there is inequality, discrimination and exclusion from access to care and where necessary seeks help to challenge this Mapped: Domain 1,Competencies 2, 2.1[child field specific]; Domain 2, competencies 1, 2, 2.1[child field specific], 3, 4; Second progression point 1 5. Recognises that all children and young people have the right to be safe, enjoy life and reach their potential. They practise in a way that recognises, respects and responds to the individuality of every child and young person 6. Acts professionally to ensure that own personal judgements, prejudices, values and attitudes and beliefs do not compromise care 7. Acts in a manner that is attentive, kind, sensitive, compassionate and non-discriminatory, that values diversity and acts within professional boundaries 8. Engages with people in a way that ensures their dignity is maintained through making appropriate use of the environment, self and skills and adopting an appropriate attitude Essential Skills Clusters; 1.4, 1.5, 1.9, 1.12, 3.1, 3.2, , , , 8.7, 14.7 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section 13

14 NMC Domain 1: Professional Values The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following: Outcome to be graded Elements to be achieved 3. Supports and promotes the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. In order to achieve this the student must demonstrate ALL the elements listed 1. Works with people in a way that values, respects and explores the meaning of their individual lived experiences of health problems 2. Works in partnership with service users, carers, families, groups, communities and organisations 3. Works in partnership with children, young people and their families to negotiate, plan and deliver child and family-centred care, education and support. They recognise the parent s or carer s primary role in achieving and maintaining the child s or young person s health and wellbeing 4. Recognises risk and participates in the management of risk 5. Promotes health and wellbeing whilst aiming to empower choices that promote self-care, safety and positive risk taking 6. Demonstrates understanding of various roles, responsibilities and functions of nurses, and is able to recognises the importance of adapting their practice to meet the changing needs of people, groups, communities and populations Mapped : Domain 1, Competencies 3, 3.1[child field specific], 4,4.1[child field specific], 5 and 6; Domain 2, competency 1; domain 3, competencies 8, 8.1[child field specific] and 9, domain 4, competency 7; Second progression point 1 7. Understands and values the role and responsibilities of other health and social care professionals and is able to work with them collaboratively for the benefits of all who need care 8. Acts as an advocate for the right of children and young people to lead full and independent lives. Appreciates how these activities contribute to public health Essential Skills Clusters; 2.1, 10.1, 10.6, 11.1, 11.2,11.4, 11.5, 11.8, 14.3, 14.8,18.7 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section 14

15 NMC Domain 1: Professional Values The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following: Outcome to be graded Elements to be achieved 4. Demonstrates potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice In order to achieve this the student must demonstrate ALL the elements listed 1. Is professionally self-aware and self confident, yet able to recognise the limits of their competence and knowledge and works within them 2. Reflects upon their competence and knowledge, taking responsibility for their own development. Strives to improve their knowledge, skills and attitudes 3. Actively seeks opportunities to learn, through asking appropriate questions, participating in experience, supervision, feedback, reflection and evaluation. Seeks advice when necessary 4. Reads appropriately to support clinical learning and is able to identify relevant evidence and research which underpins practice in this area, providing an appropriate rationale for actions 5. Responds appropriately to compliments, complaints and other feedback. Provides assistance and support when people want to complain 6. Is able to recognise, manage and deal with own emotions, using appropriate support systems when necessary [ 7. Shows evidence of maintaining their record of skills and experience in Part B or Ongoing Achievement Record. NB: This is essential to provide evidence for some of the NMC competencies Mapped : Domain 1, Competencies 7, 8, 9; Domain 3, Competencies 1 and 2; Domain 4, competency 4, Second progression points 1 and 2 Essential Skills Clusters; 1.2, 1.4, 1.7, 1.9, 1.14,11.3, ,14.4, 14.5, 17.5 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section NMC Domain 2: Communication and interpersonal skills The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following: 15

16 Outcome to be graded 1. Is able to use therapeutic principles to build, maintain and where appropriate, disengage from professional caring relationships In order to achieve this the student must demonstrate ALL the elements listed Elements to be achieved 1. Engages appropriately and respectfully, using safe, effective and non-discriminatory communication. 2. Shows interest in those in their care, strives to get to know them as people, taking account of individual differences, capabilities and needs 3. Demonstrates the ability to work with the child, young person and others to ensure that they are actively involved in decisionmaking, in order to maintain their independence and take account of their ongoing intellectual, physical and emotional needs 4. Interacts with the person in a manner that is interpreted as warm, genuine, sensitive, kind and compassionate, whilst acting within professional boundaries 5. Anticipates how people may feel in a given situation and responds with kindness and empathy to provide physical and emotional comfort 6. Engages appropriately and respectfully with the significant others of those in their care Mapped: Domain 1, competencies 1, 2, 3,4, 5,7; Domain 2, Competencies 1,1.1[child field specific], 2, 3, 4, 5; Second progression Point 1 7. Evaluates ways in which own interactions affect relationships and takes action to ensure that they do not impact inappropriately on others [ Essential Skills Clusters : ESC 1.9, , 2.1, 3.4, 4.2, 4.3, 5.3, 5.5,5.6 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section NMC Domain 2: Communication and interpersonal skills The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following: Outcome to be graded Elements to be achieved 1. Provides information in a language and manner that allows people to make 2. Uses a range of informed choices. They recognise when language interpretation or other 16

17 communication methods and technologies to support personcentred care, acquire understanding of people s needs and enhance quality and safety In order to achieve this the student must demonstrate ALL the elements listed communication support is needed and know how to obtain it 2. Demonstrates understanding of development from infancy to young adulthood, and can identify each child or young person s developmental stage, in order to communicate effectively with them. They are able to use play, distraction and communication tools appropriate to the child s or young person s stage of development, including for those with sensory or cognitive impairment 3. Uses a range of communication methods, including verbal, non-verbal, active listening and written communication to acquire and interpret people's needs and also to support therapeutic interventions 4. Demonstrates awareness of their own values and beliefs and the impact these may have on their communication with others. Mapped: Domain 2, Competencies 2, 2.1[child field specific],3, 3.1[child field specific], 4, 6; Second progression Point 1, 5. Takes account of different ways in which people communicate and how these may be influenced by ill health, disability and other factors and is able to recognise and respond effectively when a person finds it hard to communicate. 6. Is able to ensure that, where possible, children and young people understand their healthcare needs and can make or contribute to make informed choices about all aspects of their care 7. Uses strategies to enhance communication and remove barriers to effective communication, minimising risk from lack of or poor communication 8. Recognises when people are anxious, in distress or displaying signs of aggression. Responds effectively to promote their wellbeing, manage personal safety and resolve conflict. They are able to participate, where appropriate, using effective communication strategies and negotiation techniques to achieve best outcomes, respecting the dignity and human rights of all concerned. They recognise when and how to seek help as well as when to involve other agencies 9. Recognises and exploits opportunities to encourage health-promoting behaviour through education, role modelling and effective communication Essential Skills Clusters : 3.3, , 6.5, 6.6, 6.8, 6.12, 6.13, 14.5, 19.1, 19.2 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section NMC Domain 2: Communication and interpersonal skills The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following: Outcome to be graded Elements to be achieved 3. Communicates effectively with colleagues to support 1. Communicates effectively and sensitively with colleagues, in different settings, using a range of communication strategies and 17

18 person-centred care and enhance quality and safety. In order to achieve this the student must demonstrate ALL the elements listed technologies 2. Verbal communication both face-to-face and on the telephone is consistently clear, understandable, professional and appropriate to the person and situation 3. Always seeks to confirm understanding and responds to confirm what a person is communicating 4. Effectively communicates people's stated needs and wishes to other professionals Mapped: Domain 1, competency ; Domain 2, Competencies 2, 3, 4, 7, 8; Domain 4, competency 7; Second Progression point 1 5. Maintains accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language, based on best available evidence 6. Provides accurate and comprehensive verbal reports based on best available evidence 7. Respects individual rights to confidentiality and keeps information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They recognise when to share personal information with others when the interests of safety and protection override the need for confidentiality. 8. Works within legal and professional frameworks for record keeping and storage Essential Skills Clusters: 1.4, , , 7.8, 8.1,11.1, 11.2, 14.5,17.1, , 20.1, 21.1, 30.1, 34.1, 39.1 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section Domain 3: Nursing practice and decision making The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following: Outcome to be graded 1. Uses up-to-date knowledge and evidence to contribute to the assessment, planning, delivery Elements to be achieved Can use evidence to contribute to making person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to ensure high quality care. 2. Recognises when the complexity of clinical decisions requires

19 and evaluation of care, as well as the promotion of health and best practice across a range of client groups In order to achieve this the student must demonstrate ALL the elements listed NB: Administration of medicines OSCA criteria will assess elements 5, 6, 7, 8 and possibly others in this outcome specialist knowledge and expertise, and participates in consulting or referral as appropriate. 3. Contributes to using recognised, evidence-based, child-centred frameworks to assess, plan, implement, evaluate and record care, and to underpin clinical judgments and decision-making. 4. Recognises and responds appropriately to a range of people who come into their care with differing problems, appreciating the changing needs of individuals, families and carers at differing stages of illness, life or development NB: Student must maintain log of experiences 5. Demonstrates knowledge of the structure and functions of the human body and other relevant knowledge from life, behavioural and social sciences as applied to health, child development, illhealth, disability, ageing and death and applies this to their practice 6. Demonstrates knowledge of common physical and mental health problems and treatments in their own field of practice, including co-morbidity and physiological and psychological vulnerability Mapped: Domain 1, competency 1; Domain 3, competencies 1,1.2 [child field specific], 2, 4, 6; Second Progression Point 1 7. Demonstrates knowledge of pharmacology and commonly administered drugs, their therapeutic actions, risks and benefits 8. Demonstrates understanding of legal, professional and ethical frameworks relating to safe prescribing and administration of medicines Essential Skills Clusters 9.11,34.1,34.3, 36.2, 36.3 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing Code: A =Achieved N= Not achieved If awarding 'Not progressing' at Intermediate review, please If awarding 'Not achieved' on final assessment, please record record comments and action plan within the Intermediate details in the final interview section. interview section NB: The Link lecturer must be aware. NB: The Link lecturer must be contacted List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section Domain 3: Nursing practice and decision making The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following: Outcome to be graded Elements to be achieved 2. Can undertake a systematic, holistic assessment in partnership with service users and others, which effectively identifies their 1. Takes account of relevant physical, social, cultural, psychological, spiritual, genetic and environmental factors 2. Effectively uses interaction, observation and measurement and a range of diagnostic skills 19

20 essential needs. In order to achieve this the student must demonstrate ALL the elements listed 3. Is able to carry out nursing assessments of children and young people, recognising the particular vulnerability of infants and young children to rapid physiological deterioration 4. Recognises and interprets signs of normal and deteriorating mental and physical health and responds promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe. Mapped: Domain 3, Competencies 3, 3.1[child field specific], 7, 7.1[child field specific], 9, 9.1 [child field specific]; Second progression Point 1 5.Recognises when a person is at risk and in need of extra support and protection and takes reasonable steps to protect them from abuse 6. Recognises their role in preventing maltreatment, and safeguarding children and young people. They are able to work with relevant agencies and professionals, and know when and how to identify and refer those at risk or experiencing harm. Essential Skills Clusters: 4.1, 9.1,9.2, , 11.2, 17.1, Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section Domain 3: Nursing practice and decision making The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following: Outcome to be graded Elements to be achieved 3. Is able to plan safe, competent person-centred care to meet the needs of individuals, groups and communities In order to achieve this the student 1. Works in partnership with the person, group or community, actively empowering people to be involved in the care planning process 2. Plans safe, effective, evidence-based care by interpreting, recording and sharing information based on assessment. 3. Demonstrates understanding of public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and 20

21 must demonstrate ALL the elements listed health inequalities. 4. Demonstrates awareness of a range of information and how it may be used to assess the needs of people, groups, communities and populations 5. Demonstrates understanding of the importance of working to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion. 6. Recognises the plan of care as a legal document and maintains accurate, clear and complete records Mapped: Domain 1 competency 1; Domain 2, competencies 7 and 8; Domain 3: competencies 4, 4.2 [child field specific], 5; Second progression Point 1 Essential Skills Clusters 2.1, 7.8, 9.8, 9.10 Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section Domain 3: Nursing practice and decision making The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following Outcome to be graded Elements to be achieved. 4. Delivers safe, competent, person-centred care, demonstrating awareness of the correct use, limitations and hazards of common interventions, 1. Ascertains and responds to the physical, psychological and social needs of people and groups. For those who are unable to maintain their own activities of living, provides personalised care, or assists them with their care, or makes provisions for their care, determining their preferences and maintaining dignity at all times. 2. Demonstrates effective hand hygiene and appropriate use of standard infection control precautions when caring for all people 3. Maintains a high standard of personal hygiene and adheres to dress code for the prevention and control of infection, including: clothing, footwear, hair, piercings and nails, according to local and national guidelines and appropriate to the environment and situation 21 4.Demonstrates safe practice in administration of medicines, including

22 safety and accuracy in the process of medication-related calculations [*] NB Specific OSCA criteria to assess this In order to achieve this the student must demonstrate ALL the elements listed 5. Demonstrates safe moving and handling 8 techniques, understands and works within the laws governing health and safety at work 6. Can safely use invasive and non-invasive procedures, medical devices 9 and technological and pharmacological interventions, providing information and taking account of individual needs and preferences Mapped: Domain 1, competency 1; Domain 3, Competencies 3.1[child field specific], 4, 5, 6; Second progression point 1 7. Contributes to the collection of local and national data and where appropriate contribute to the formulation of policy on risks, hazards and adverse outcomes. Essential Skills Clusters: 2.3, 2.6, 2.7, 8.2, , 21.1, 22.1, , 33.2 and *numeracy skill Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section 8 This can involve any moving and handling, it does not have to involve patients/clients 9 Medical devices can range from simple tongue depressors/bedpans to more technical, invasive equipment, the most common of which are syringes and needles 22

23 Domain 3: Nursing practice and decision making The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following: Outcome to be graded Elements to be achieved 5. Participates in activities which aim to promote self-care as well as to optimising health and wellbeing In order to achieve this the student must demonstrate ALL the elements listed 1. Considers with the person and their carers their capability for self-care. 2. Promotes self-care and management whenever possible and actively supports people to self-care. 3. Helps people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves. 4. Shows understanding of the need to use negotiation skills to ensure the best interests of children and young people in all decisions. They recognise the need to include in the negotiation the child or young person, their family and members of the multidisciplinary and interagency team where appropriate. 5. Assists in providing educational support and therapeutic nursing interventions to optimise health and well being. NB. Promotion of self care/self management OSCA criteria to assess this outcome 6. Demonstrates the ability to include health promotion, illness prevention and injury prevention in their nursing practice. 7. Under supervision, involves people and carers in administration and self-administration of medicines, providing clear and accurate information. Mapped: Domain 1, competencies 3 and 4 Domain 3, Competency 5.1 [child field specific], 8 and 8.1 [child field specific] Second progression Point 1 8. Demonstrates awareness of a range of treatment options of which medicines may play a part, including recognised approaches for managing symptoms, for example relaxation, distraction and lifestyle advice. Essential Skills Clusters 2.4, 2.5, 2.8, 8.1, 35, 35.7, 35.8, Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section Domain 3: Nursing practice and decision making The student works more independently, with less direct supervision, in a safe and 23

24 increasingly confident manner to achieve the following Outcome to be graded Elements to be achieved 6. Evaluates care and recognises when amending the plan of care is necessary in order to improve quality of care or outcomes In order to achieve this the student must demonstrate ALL the elements listed 1. Detects, records, reports and responds appropriately to signs of deterioration or improvement 2. Evaluates the effect of interventions, taking account of people's and carers' interpretation of physical, emotional and behavioural changes 3. Involves the person in review and adjustments to their care, communicating changes to colleagues 4. Is able to evaluate care and treatment, reports any concerns promptly through appropriate channels and modifies care where necessary to maintain safety 5. Uses up-to-date knowledge and evidence to evaluate care, influence change and promote health and best practice Mapped: Domain 3, competencies 1, 2, 3, 4, 5, 6,7, 7.1[child field specific],9,10 also Domain 1, competency 1, Domain 4, competency 2, Second progression point 1 Essential Skills Clusters: 10.1,10.5,10.9, Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section Domain 4 : Leadership, management and team working The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following: Outcome to be graded Elements to be achieved 1. Contributes as an effective team member, supporting and assisting others appropriately 24

25 1. Works cooperatively and effectively as a team member In order to achieve this the student must demonstrate ALL the elements listed 2. Demonstrates professional commitment by working flexibly to meet service needs, to enable quality care to be delivered 3. Negotiates with others in relation to balancing competing and conflicting priorities 4. Recognises deficits in knowledge and skills of others and helps others to develop their competence, using a range of professional and personal development skills Mapped: Domain 4, Competencies 5, 6, 7, 7.1[child field specific] also Domain 1, competencies 1, 5, 6, 7,8 Second progression point 1 5. Works effectively within and across professional and agency boundaries, actively involving and respecting others' contributions to integrated person-centred care 6. They know when and how to communicate with and refer to other professionals and agencies in order to respect the choices of service users and others 7. Participates in shared decision making in order to deliver positive outcomes and coordinate smooth effective transition within and between services and agencies 8. Shows awareness of the need for smooth and effective transition from children s services to adult services, taking account of individual needs and preferences. Essential Skills Clusters: 1.4, 14.2, 14.3,15.5, 16.6, , Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section Domain 4 : Leadership, management and team working The student works more independently, with less direct supervision, in a safe and increasingly confident manner to achieve the following Outcome to be graded 2. Is able to manage self effectively and when appropriate can take the lead in coordinating, delegating and 25 Elements to be achieved 1. Can describe the role of the nurse as a change agent and reflect upon the importance of leadership to enhance people's wellbeing and experiences of healthcare. 2. Demonstrates awareness of health and social care policies relating to the health and wellbeing of children and young people. They recognise the importance of,where possible, empowering and enabling children, young people, parents and carers to influence the quality of care and

26 supervising care safely and managing risk In order to achieve this the student must demonstrate ALL the elements listed develop future policies and strategies 3. Recognises the importance of, wherever possible, care being delivered in the child or young person s home, or in another environment that suits their age, needs and preferences 4. Is able to identify priorities and manage time effectively and contribute to the management of resources to ensure the quality of care is maintained or enhanced 5. Demonstrates self-awareness and recognises how their own values, principles and assumptions may affect their practice. They recognise deficits in knowledge in skills and take action to remedy them, taking responsibility for their own development. Mapped: Domain 4, competencies: 1, 1.1[child field specific], 1.2[child field specific], 2, 3,4, 5, 6, 7, Domain 1, competency 1; Second progression Point 1 6. Acts as a positive role model for others, inspires confidence and where appropriate, provides clear direction for others 7. Works within the requirements of the code (NMC, 2015) in delegating care and when care is delegated to them. Prepares, supports and supervises those to whom they delegate care to, taking responsibility for delegating and recognising the accountability of Registered Nurses 8. Recognises risks to those in their care and also to those delivering care and takes appropriate action to participate in managing risk Essential Skills Clusters : 10.7, 14.8, 15.2,15.3, 15.5,16.1, 16.4,16.5,17.7, 17.8, Outcome grading: Both sections must be coded and signed by the mentor Intermediate Assessment Final assessment Code: P = Progressing NP= Not progressing If awarding 'Not progressing' at Intermediate review, please record comments and action plan within the Intermediate interview section NB: The Link lecturer must be contacted Code: A =Achieved N= Not achieved If awarding 'Not achieved' on final assessment, please record details in the final interview section. NB: The Link lecturer must be aware. List the elements not achieved in the space below Code Signature Code Signature Please list any elements not achieved here. Write further comments in the Final Interview section 26

27 Objective Structured Clinical Assessments [OSCAs] The following pages contain the two OSCA criteria for Year 1: Administration of Medicines This only needs to be undertaken again if the outcomes not achieved at first attempt were Domain 3 outcomes 1-4, elements related to medicines. However, if concerns at first attempt may relate to holistic assessment, knowledge base, professional behaviour or communication, then repeating this OSCA may provide useful evidence for these outcomes Promotion of self care/self management Again, this only needs to be undertaken again if the outcome not achieved at first attempt was Domain 3, outcome 5 as this relates to promoting self care and optimising health. However, if concerns at first attempt relate to professional behaviour and/or communication, again repeating it may provide useful evidence for these outcomes Important note: If the referred outcomes do not relate to these areas of practice, then there is no requirement to repeat these OSCAs However, Concerns about competence If there are concerns about the student s maintenance of competence, an OSCA can be undertaken again to provide additional evidence Administration of medicines 27

28 NB: This can be the administration of several drugs to a single individual or a single medication to 3 separate people, during the same span of duty. A minimum of 3 different drugs should be administered, with a maximum of 6. If all oral medications, then the number given should be at the upper limit, if different routes are being used, then the lower limit is sufficient If this OSCA is to be performed again, it is advisable that it is undertaken by the mentor on prior to the intermediate review of progress. This enables the mentor/supervisor to identify any developmental needs early and appropriate coaching can then be planned. However, it does not have to be the mentor that undertakes these. Any suitably qualified Registered Practitioner can complete it and this may be a useful way of acquiring evidence from others to provide reliability to the assessment. If the student's performance is not 'satisfactory', at the first observation, then further practice should be undertaken and the student observed again. If at the second observation, the student still does not demonstrate the required level of competence, then this should be identified as 'concern about progress', documented and an action plan formulated to promote development. The student has until the final assessment date to become competent Conversely, if the student achieves 'satisfactory' during an OSCA, they are expected to maintain this standard throughout the placement. Successfully completing an OSCA should not be interpreted as having 'achieved' competence as this involves consistency of practice over time as well as the demonstration of understanding and application of underpinning knowledge. Therefore competence is judged at the final assessment and involves the examination of a variety of evidence of which the OSCA is only one part. Administration of Medicines OSCA Criteria Criteria Please indicate whether the student has performed the following by using tick/cross: 1. Introduces self as a student and where possible gains consent appropriately [if unable to consent, checks appropriate documentation First observation for Yes X for No Second observation for Yes X for No 28

29 is in place] [Domain 1, outcome 1, 2, 3; Domain 2, outcomes 1 and 2] 2. Prepares appropriately Self: washes hands using correct technique. Dons gloves/apron if indicated Prepares equipment appropriately Prepares patient and environment [Domain 3, outcomes1 and outcome 4] 3. Assesses child through observation and questioning: eg side effects/adverse effects/ need for PRN drugs [Domain 2, outcome 2; domain 3, outcomes 1, 2] 4. Checks all sections of prescription sheet and correctly identifies medication due [date/time] name of patient allergies, once only, prn and regular sections etc [Domain 1, outcome 1, domain 2, outcome 3; domain 3, outcome 1] 5. Checks all the elements of the prescription correctly Name and dose of drug Route and form of the drug Prescription signed and dated Drug has not already been given [Domain 1, outcome 1, domain 2, outcome 3; domain 3, outcome 1] 6. Selects correct medication and checks against prescription, checks expiry dates [if a foil/blister pack, or an ampoule within a box, removes and checks this separately] [Domain 1, outcome 1; domain 3, outcome 1] 7. Dispenses/draws up correct dose using non-touch technique [Domain 3, outcome 1; domain 3, outcome 4] 8. Checks identity of child according to Trust policy. Compares to prescription [Domain 1, outcome 1,: domain 2, outcome 2; domain 3, outcomes 1, 4] 9. Administers medication safely and appropriately eg: uses correct technique, ensures any specific pre-checks required, maintains privacy and dignity offers assistance if required, offers a drink if oral medication/food if required [Domain 3, outcome 1; domain 3, outcome 4] 10. Signs prescription sheet for every medication given, or inserts correct code for medicines omitted [Domain 2, outcome 3; domain 3, outcome 1] 29

30 Criteria 11. Ensures that cupboards/trolley etc is locked when finished [Domain 1, outcome 1,doman 3, outcome 1] 12. Responds and communicates appropriately with the child [and parent/carer if present] throughout [Domain 1, outcomes 1,2, 3; domain 2, outcomes 1, 2] 13. Disposes of equipment appropriately [Domain 3, outcome 4] 14. Washes hands using correct technique [Domain 3, outcome 4] 15. Assessor asks knowledge based questions Student can identify the nature of the drugs given eg diuretic/ antibiotic etc [Domain 3, outcome 1] 16. Assessor asks knowledge based questions Student can explain how the drugs work [Domain 3,outcome 1] 17. Assessor asks questions about rationale for drugs Student can explain reason for the drugs being prescribed for this patient [Domain 3, outcomes 1, 2, 3, 4] 18: Assessor asks about risks of drugs given Student can identify some common contraindications, potential side effects and interactions and nursing implications of drugs given [Domain 3,outcomes 1, 2, 3, 4, 6] Please record Final Score out of possible 40. Identify any critical items omitted Result: Please delete/circle as appropriate [must score at least 30 out of 40 to be satisfactory] Even if student scores more than 30, Items in bold and highlighted in blue [1 and 4-11] are critical criteria which the student must achieve to be deemed satisfactory Signature of Registered Practitioner Please sign and date each observation in appropriate column First observation 6 marks available for this item 6 marks available for this item 6 marks available for this item 8 marks available for this item Satisfactory/ Unsatisfactor y Second observation Satisfactory/ Unsatisfactor y First observation Feedback [must be provided if unsatisfactory] Second observation NB: In order to achieve Domain 3, Outcomes 1, 2, 3 and 4 at the end of the placement, the student must be able to undertake this to a satisfactory standard, However, these criteria will provide evidence for a number of other outcomes for grading. Objective Structured Clinical Assessment [OSCA] 30

31 Promotion of self-care/ self-management NB: This involves observing the student interact with a service user or care, where the purpose of that interaction is to promote self-care or self-management. However, the focus of this interaction will depend on the field of nursing and the nature of the placement area. For example, the interaction may focus upon teaching a person to administer their own medication or explaining their medication regime, educating a person with a long term condition about how to stay well, providing information prior to discharge home from hospital, explaining how to care for their wound or their indwelling urinary catheter, plaster cast etc.on the other hand, the interaction may focus upon educating a carer. For example: how to manage an epileptic fit, how to recognise deteriorating mental or physical health, promoting a healthy diet etc. If this OSCA is to be performed again, it is advisable that it is undertaken by the mentor on prior to the intermediate review of progress. This enables the mentor/supervisor to identify any developmental needs early and appropriate coaching can then be planned. However, it does not have to be the mentor that undertakes these. Any suitably qualified Registered Practitioner can complete it and this may be a useful way of acquiring evidence form others to provide reliability to the assessment. If the student's performance is not 'satisfactory', at the first observation, then further practice should be undertaken and the student observed again. If at the second observation, the student still does not demonstrate the required level of competence, then this should be identified as 'concern about progress', documented and an action plan formulated to promote development. The student has until the final assessment date to become competent Conversely, if the student achieves 'satisfactory' during an OSCA, they are expected to maintain this standard throughout the placement. Successfully completing an OSCA should not be interpreted as having 'achieved' competence as this involves consistency of practice over time as well as the demonstration of understanding and application of underpinning knowledge. Therefore competence is judged at the final assessment and involves the examination of a variety of evidence of which the OSCA is only one part. Promotion of self-care/self-management OSCA criteria Criteria Please indicate whether the student has performed the following by using tick/cross: 1. Introduces self as a student and gains consent appropriately First observation for Yes X for No 31 Second observation for Yes X for No

32 [Domain 1, outcome 1] 2. Explains the purpose of the discussion/ meeting in a manner that allows the child or parent/carer to make choices [Domain 1, outcome 2; Domain 2, outcome 2; Domain 3, outcome 5] 3. Positions themselves at an equal level in order to facilitate eye contact [Domain 2, outcome 2] 4. Uses questioning and observation appropriately in order to assess the person's understanding and ability to selfcare [Domain 2, outcome2; domain 3, outcome 5] 5. Information presented is logically organised [Domain 2, outcome 2] 6. Communicates information in a clear and audible way [Domain 2, outcome 2] 7. Demonstrates active listening and responds appropriately to questions, verbal and non-verbal cues [Domain 2, outcome 2] 8. Uses appropriate language that the person can understand. [Domain 2, outcome 2] 9. Information presented is accurate and evidence-based [ Domain 3, outcomes 1 and 5] 10. Interacts with the person in a way that demonstrates respect [Domain 2, outcome 1] 11. Checks that the person understands what has been said [Domain 2, outcome 2, Domain 3, outcome 5] 12. Is sensitive to the person's situation and needs, offering the person choices [ Domain 2, outcomes 1, 2;; Domain 3, outcome 5] Criteria 13. Identifies situations/circumstances where the person should seek help [Domain 3, outcome 5] 14. If appropriate, involves the First observation Second observation 32

33 carer/parent [Domain 2, outcome 1, Domain 3, outcome 5] 15. Documents the interaction accurately and clearly using plain language [Domain 2, outcome 3] Please record Final Score out of possible 14 or 15 Identify any critical items omitted Result: Please delete/circle as appropriate [Must score at least 11 to be satisfactory] Even if student scores more than 11, Items in bold and highlighted in blue [1, 8, 9,10, and 15] are critical criteria which the student must achieve in order to be awarded 'satisfactory' Signature of Registered Practitioner Please sign and date observation in appropriate column Satisfactory/ Unsatisfactory Satisfactory/ Unsatisfactory First observation Feedback [must be provided if unsatisfactory or if scores less than 14/15 or does not perform critical criteria] Second observation NB: In order to achieve Domain 3, Outcome 5 at the end of the placement, the student must be able to undertake this activity to a satisfactory standard. However, these criteria provide evidence relating to many outcomes for grading, particularly communication in Domain 2 33

34 ASSESSMENT OF PRACTICE DOCUMENTATION REFER PLACEMENT A This document should be completed in black ink and must be available in the clinical setting at all times. All parts of this document requiring a signature should be signed by the appropriate person. It is the student s responsibility to produce this document when required. Tippex should not be used. Any alterations, should be countersigned by the mentor YEAR 1: REFER PLACEMENT A INFORMATION Student Name:.. Student Number: Cohort:. Placement Name (Ward/Dept/Unit/Other)... Organisation (e.g. Barnsley NHSFT)... MENTOR INFORMATION : This section MUST be completed to confirm mentor status for valid assessment. NB: The mentor must have had an update in the last year and triennial review in the last 3 years. If not, please contact the link teacher. 34

35 Type of Mentor:... (e.g. Sign- Off/Non Sign-Off*) Part of Register:...(e.g. Child/Adult/MH/LD) Type of Mentorship Training:... Date of Mentorship Training:... Date of Last Update:..., Type of Update: (circle as appropriate) e-learning link lecturer Trust update Other [please specify] Date of last Triennial review (for those who have been mentors for over 3 yrs) *Sign-Off Mentor - a registrant who is an experienced mentor and has met the NMC criteria to be designated a 'sign-off' mentor and so is able to make judgements about whether a student has achieved the required level of competence required for entry to the NMC register at the end of the programme. Non Sign-Off Mentor - a registrant who is a mentor and has a recognised mentor qualification; but is not a sign-off mentor as they have not completed additional preparation for the sign-off mentor role. Specimen Mentor Signature: Learning Environment Manager(LEM) Academic advisor [personal tutor] Link Lecturer: Student Support Officer: Please Print Name: Tel:.. Tel: Tel: Tel: INDUCTION For Health and Safety reasons, to minimise risks to self and others, the student MUST receive an induction into each area that they work. The student must receive an induction and this should be documented below. The student has been made aware of their responsibilities in relation to the following (please circle and sign below) 35

36 Activity Cardiac Arrest Fire Violence & Aggression Health & Safety Moving and Handling Risk Assessment Accident/Incident Reporting Reporting Complaints/Concerns Mentor/supervisor: please date and sign in the box Hub Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Student: please date and sign in the box Important information: If students are involved in accidents or incidents, the University MUST be informed and the correct documentation completed. Policies and forms at: Preparation for Initial Interview: Meeting with course leader/year lead Prior to refer placement, the student must meet with the Course Leader or Year Lead with their Competency Assessment Document from First Attempt at Placement A. Refer Placement A Competency Assessment Document should be explained by Course leader/year Leader and pages 11 and pages completed. Initial Interview: guidance notes This should occur within the first week of placement. Mentor and student should discuss: any special needs relating to any declared health condition or disability learning outcomes for grading which were not achieved at first attempt [Placement A documentation should be made available to the mentor to read. Page 11 of Refer document should have been completed and outcomes for grading to be achieved should have been clearly identified on pages 13-27] NB: the student has to achieve all elements of the referred outcome for grading as it is the outcome they did not achieve, not just individual elements. The elements are identified on page 11 in order to provide 36

37 guidance for student and mentor of areas to prioritise learning opportunities available to meet the required learning outcomes/ competencies 10 and range of skills and experience arrangements for supervision of the student when the mentor is not on duty the required elements of the induction to the placement area [see previous page] the mentor's role in facilitating learning the student's responsibilities for own learning [including use of reflection hours] Objective Structured Clinical Assessments (OSCAs) to be undertaken potential dates for intermediate and final interviews An action plan should be agreed, documented and signed. In addition, the student should complete 'placement information' and the mentor should complete 'mentor information' and sign the specimen signature. Record of Initial Interview - PLACEMENT A [Refer] [to be conducted within the first week] The mentor and student should agree an action plan to achieve the outstanding practice learning outcomes that need to be achieved 11. Action Plan: [ Please indicate what the student should do, what the mentor will do and the timeframe]. 10 In the unlikely event that all outcomes/competencies cannot be achieved on the placement through lack of opportunity, the Link Lecturer should be informed immediately. As an alternative, learning simulation in the placement setting may be considered as an appropriate assessment method. Arrangements can also be made for a specific visit/experience to achieve competency 11 Where opportunities to achieve specific outcomes may not be available; this should be identified here. The Link lecturer should also be informed immediately by the Mentor/Learning Environment Manager and an action plan for providing opportunity developed 37

38 Mentor Signature:... Student Signature:... Date:... Date:... Intermediate Interview [Refer placement]: guidance notes This should take place around the midpoint of the Refer placement. It is better to perform this earlier rather than later, so that the student is aware of what they need to do. The mentor and the student review progress towards achieving the referred practice learning outcomes and the mentor provides appropriate feedback. The mentor should make their judgement based upon a variety of evidence. The following is a guide for the content of the interview: Student s progress - The action plan from the initial interview should be reviewed. Progress towards achieving goals and practice learning outcomes should be assessed. If progress towards competence is of concern, feedback to the student should be given, a clear action plan completed and the link lecturer informed 12 Practice learning outcomes/competencies should be graded and signed Maintaining competence: It is important to note that standards of competence should be maintained. If the student has achieved learning outcomes at first attempt, but the mentor has evidence that these standards are not being maintained, then this should be identified and documented as a cause for concern, feedback given to the student and the link lecturer informed as soon as possible. Mentors should not wait for intermediate review Any OSCAs undertaken or which are due should be identified and documented 'Reflection on experience' - the student should have completed at least one piece of reflection prior to the intermediate interview. If not completed, a short deadline [approximately one week] for this should be agreed. Students have 2.5 hours for reflection each week in addition to attendance hours and they are expected to use these hours to complete reflections. Record of Skills and Experience- the student should have been using reflection hours to maintain an ongoing log of experiences. Mentors should check that all entries have been signed by a Registered Practitioner. In addition, any relevant skills observed/undertaken should have been signed. If not completed, a short deadline for this should be agreed [approximately one week] Testimonies of staff- the student should have obtained at least one testimony from someone who has worked with them. If not obtained, a short deadline for this should be agreed [approximately one week] Student knowledge -the student should have been undertaking appropriate reading in relation to referred learning outcomes, within their additional 2.5 hours of reflection and 12 If, at any time there are any concerns about a student's progress or behaviour, as soon as possible these should be discussed with the student, documented in the 'Record of concerns about progress' section and the link lecturer informed. Mentors should not wait until the intermediate or final interview. 38

39 mentors should check they are doing this. An action plan to focus development in the second part of the placement should be agreed. The documentation for intermediate review should be completed and signed Record of Intermediate Interview - PLACEMENT A (Mid point) The mentor and student should review evidence as identified below to determine the student's progress. The initial action plan should be reviewed and a new action plan developed and documented. Practice Learning outcomes/ competencies reviewed Yes/ No At least 1 written piece of reflection on experience produced and Yes / No reviewed? Yes / No Record of Skills and Experience maintained? OSCAs performed? Yes / No The student has obtained at least one testimony - reviewed? Yes / No Yes / No Medicines management work in progress? Student s review of own progress in meeting goals (To be completed prior to the interview): Mentor s review of the student s progress: [refer to checklist above. If not progressing, please explain why, giving examples] Action Plan: 13 Student Signature Mentor Signature Date If NO recorded for any of the above elements, or unsatisfactory standard in OSCA, then a deadline should be set as part of the action plan 39

40 Record of Additional Progress review - Placement A [Refer] This is an extra page that can be used for the mentor to conduct an additional review of progress, for example if the mentor needs to give further feedback about progress. This is frequently necessary during a refer placement as the student requires timely and frequent feedback on performance Mentor s review of the student s progress [if not progressing, please explain why, giving examples ] Action Plan [if another is required]. Mentor Signature:... Student Signature:... Date: Date: 40

41 RECORD OF CONCERNS: PLACEMENT A [Refer] Please list any continuing or new concerns that have been identified. This may relate to the student s knowledge, skills, attitudes, progress, behaviour or attendance. Identify evidence supporting each concern 14 : Action Plan:. [Please identify what the student should do, what the mentor will do and the timeframe] Student Signature: Date: Mentor Signature: Date: The following people have been informed by the mentor that concerns have arisen: 15 The LEM Yes/ No Mentor signature... Date: The Link Lecturer Yes/ No Mentor signature... Date: CONCERNS ABOUT PROGRESS: RECORD OF PROGRESS REVIEW Please document the review of the student s progress in RESOLVING the issues of concern listed in the record of concerns. If concerns are unresolved prior to the intermediate and final interviews, comments documented in these interviews should clearly reflect this. The support that the student has received should also be stated 14 The relevant domain and practice outcome should be identified. This is particularly important of there are any concerns about competence in relation to outcomes already achieved. Students must consistently maintain standards of competence 15 The Learning Environment Manager and the Link lecturer MUST be informed as soon as possible 41

42 Action Plan: Student Signature: Date: Mentor Signature: Date: The following people have been informed 16 that concerns continue to exist*/ have been resolved* by the mentor: *(please delete appropriately) The Learning Environment Manager Yes / No Mentor Signature:..... Date: The Link Lecturer Yes / No Mentor signature... Date: Date Record of meetings/communications This is space provided for any meetings with the student to be documented. This may be with the mentor/supervisor/learning environment manager/link lecturer. It is also space for mentor to document any communication about the student for example with the link lecturer/learning environment manager Signature and role Date Reflection on Experience: PLACEMENT A [REFER] This is an important element of the Assessment of practice and should provide evidence relating to learning outcomes. Reflection should be Signatures of student, mentor / supervisor 16 The Learning Environment manager and Link Lecturer MUST be informed if concerns persist 42

43 underpinned by relevant literature and link theory and practice [500 words] There are important elements to reflection: some description of the experience, then some analysis, which is where literature should be used. What you have learned should be included and how this will help in future, or what further development you need to do to help improve your future practice. This could be accomplished by using a reflective model Date Reflection on Experience: PLACEMENT A [REFER] This is an important element of the Assessment of practice and should provide evidence relating to learning outcomes. Reflection should be underpinned by relevant literature and link theory and practice [500 words] There are important elements to reflection: some description of the experience, then some analysis, which is where literature should be used. What you have learned should be included and how this will help in future, or what further development you need to do to help improve your future practice. This could be accomplished by using a reflective model Signatures of student, mentor / supervisor 43

44 Date Service User/Carer Testimonies PLACEMENT A This space provides an opportunity for service users and carers with whom the student has worked to comment on their experience of being cared for by this student. Permission MUST be sought from mentor/ qualified member of staff before seeking testimony from any service user or carer. Alternatively, mentors may seek this feedback on the student's behalf. Service users and carers should NOT sign their entries (for reasons of confidentiality) Mentors should countersign these entries. Entries may be dictated if appropriate. NB: This is not always appropriate which is why the mentor must be involved Signature & role 44

45 Testimonies/constructive feedback from supervisors/other professionals: PLACEMENT A [REFER] Date This space provides an opportunity for any professional with whom the student has worked to give them feedback on their knowledge, skills, attitudes and/or behaviour. It should be focused and related to Practice Learning outcomes. Mentors should countersign to validate the entry. Students/practitioners should map it to the relevant Practice learning outcome Signature & role Testimonies/constructive feedback from supervisors/other professionals: PLACEMENT A [REFER] Date This space provides an opportunity for any professional with whom the student has worked to give them feedback on their knowledge, skills, attitudes and/or behaviour. It should be focused and related to Practice Learning outcomes. Mentors should countersign to validate the entry. Students/practitioners should map it to the relevant Practice Learning outcome 45 Signature & role

46 46

47 ATTENDANCE RECORD: GUIDANCE NOTES Record of Attendance The NMC requires students to complete 2300 hours of practice throughout the programme and if appropriate to the placement, includes experiencing practice over the whole 24 hr day/ full week. They are therefore expected to work shift patterns reflected by their colleagues and also to work weekends and night duty in order that they are able to work alongside mentors 17. Whilst in practice students are expected to attend work for 37.5 hours per week. It is recognised that, due to shift patterns, there may be some slight fluctuation in this, but this should be the typical working week. In addition, students are expected to complete 2.5 hours of reflection each week and this should be verified and signed by the mentor/supervisor. These reflection hours are counted as clinical hours, so it is vital that if mentors have any concerns that the student is not using these hours to complete the required reflection and study related to practice, they should identify this in the 'record of concerns section'. Therefore, this means that the student should achieve 40 hrs of clinical practice weekly [even though they attend for just 37.5hrs], so that over a 10 week period, if the student has full attendance and evidence to show they have used reflective hours appropriately, then 400 hours of clinical experience should be documented. Students should document the hours worked each day & the total should exclude breaks [eg 7.5 hours or 11 hours]. These hours must be verified by the signature of their mentor or a registered practitioner on duty. Please indicate name of Hub, Spoke or Visit area that the hours were worked in Banks holidays: when on placement, students do not work Bank Holidays [BH]. They are allowed 7.5 hours for each BH. So, whilst on placement, if a single BH falls in the week, the student should work 30 hrs that week, if two BH's fall in a single week, then the student works 22.5 hours during that week. Clearly, this means that the total number of hours worked will be less, but this is accounted for in the training plan. The code BH should be documented where appropriate Study days: unless the placement is advised by the University, students do not have study days whilst on placement. If they do occur, the code SD should be documented and if practice related, counted in the clinical hours Annual leave: there is no annual leave in practice, unless stated in information from placements. Students may not change the dates of their annual leave. Sickness/Absence : all student absence/sickness MUST be clearly recorded on the attendance sheet and verified by the mentor. The code S or A should be documented. Students MUST follow correct local and University procedures for reporting sickness; Tel: or hwbnursingplacements@shu.ac.uk, otherwise they will be marked 'Absent'. If students do miss time, then they can 'make up' time, but this must be clearly indicated. They cannot use this as a mechanism for 'swapping' shifts or disguising absence. No more than 48hrs per week can be worked and no more than 40hrs of absence can b e 'made up' on placement. See student working hours in practice guidance for further information. Students should contact the placements department if they have more than 40hours to make up.. Special leave /compassionate leave: All special leave and compassionate leave must be authorised by the Student Support Officer at SHU. Any Special or Compassionate Leave authorised by mentor out of hours, must be reported by the mentor/senior practitioner on duty to the Student Support Officer at SHU on the next working day of the University. The code SL or CL should be documented. NB: Fraudulent entry signatures by a student in any document is a serious disciplinary matter that will be investigated by the University and may result in exclusion of the student from the programme. No tippex should be used. Any alterations should be countersigned by the mentor/registered practitioner Name of Student Name of Hub Placement Area 17 Further guidance, including reporting sickness/absence, is available in the 'Student working hours in practice' policy [SHU, 2011]. This can be accessed at the following web site. In addition, extra attendance sheets can be downloaded from this site 47

48 Monday Date 18 Week 1 Week 2 Week 3 Hours Name of Mentor Date Hours Name of Mentor Date Hours Worked hub/spoke/ Signature Worked hub/spoke/ Signature Worked 19 Visit area Visit area Name of hub/spoke/ Visit area Mentor Signature Tuesday Wednesday Thursday Friday Saturday Sunday Reflection hours Total Hours per week +2.5hrs +2.5hrs +2.5hrs Name of Student Name of Hub Placement Area Date 20 Week 4 Week 5 Week 6 Hours Name of Mentor Date Hours Name of Mentor Date Hours Worked hub/spoke/ Signature Worked hub/spoke/ Signature Worked 21 Visit area Visit area Name of hub/spoke/ Visit area Mentor Signature 18 In date box indicate day/month/yr: Eg: 12/07/12, except when undertaking night duty. Please indicate night duty instead of year in the 'Date box' : Eg 12/07/ND 19 These should be hours worked excluding breaks. If placement not attended, insert appropriate code ie: S, SL, CL, SD, BH, A 20 In date box indicate day/month/yr: Eg: 12/07/12, except when undertaking night duty. Please indicate night duty instead of year in the 'Date box': Eg 12/07/ND 21 These should be hours worked excluding breaks. If placement not attended, insert appropriate code ie: S, SL, CL, SD, BH, A 48

49 Monday Tuesday Wednesday Thursday Friday Saturday Sunday Reflection +2.5hrs +2.5hrs +2.5hrs hours Total Hours per week Total number of hours completed on placement Total number of hours Night Duty undertaken during this placement Total number of hours of Sickness/Absence Mentor s signature Date Date Hours Worked Name of hub/spoke/ Visit area where hours made up Mentor Signature Date Hours Worked Name of hub/spoke/ Visit area where hours made up Mentor Signature 49

50 MAKE-UP HOURS PAGE. This page is specifically for the documentation of 'make- up' hours. This is to enable the student to meet NMC requirement by compensating for hours that have been missed through sickness/absence. Total number of make-up hours [should not exceed 40] Mentor s signature Date 50

51 Final Interview: Guidance notes The mentor and the student discuss the learning achieved on the placement and complete all relevant documentation, checking that: Student self assessment: has been completed Outcomes/competencies: a grade has been assigned to each and signed by the mentor. Outcomes not achieved: if any outcomes have been identified as 'not achieved', a FAIL 22 grade is documented for the appropriate domain in the final interview section. Reasons for failing are clearly stated in feedback section OSCAs undertaken have been graded, signed and dated by the relevant professional Any outcomes achieved via simulation- section completed/ signed by mentor Reflection on experience - at least one piece of reflection has been completed, which relates to the outcomes referred at first attempt. Record of Skills and Experience - entries have been made and signed in the range of experience log. Relevant skills undertaken have also been signed by appropriate staff Medicines Management work - the student has maintained their drug diary Testimonies of staff- the student should have obtained at least one testimony from Registered Nurses who have worked with them Testimony from service user/client/relative -the mentor, or if appropriate the student may obtain a testimony for the student from someone they have cared for Attendance record- all hours worked have been documented by student and signed by supervisors/mentors. Totals have been calculated and signed by mentor Mentor details have been comprehensively completed [first page of this section]. NB: this is vital information to ensure validity of assessment Final interview has been completed, giving clear feedback and the final gradings are confirmed, dated and signed by the mentor Declaration that the student has maintained previously attained standards of competence should be completed 22 This is vital as the different domains comprise assessment for specific modules. Students may FAIL in one or more domains

52 The Final Interview PLACEMENT A [Refer] Student Student Name: Number: Cohort:. Programme: Placement area. Mentors and students should review the student s action plan(s) and evidence in all sections of the Ongoing Achievement Record. Mentors should complete this section The following elements have been reviewed [Please circle/delete as appropriate] Testimonies Yes / No Medicines management Yes / No Reflection on Yes / No Experience log in part B Yes / No Experience Record of Skills in part B Yes / No Record of attendance Yes / No verified Student been involved in accident/incident? Yes / No If YES, SHU incident form completed Yes / No Record of any Outcomes/competencies achieved through simulation Domain Outcome numbers Mentor s signature 1. Professional Values 2. Communication and interpersonal skills 3. Nursing practice and decision making 4. Leadership, management and Team working Scan and upload this PAGE Final Grading Domain and module 1. Professional Values [Integrating the science and practice of nursing module] 2. Communication and interpersonal skills [Developing relationship-centred care, science and practice module] 3. Nursing practice and decision making [Integrating the science and practice of nursing module] 4. Leadership, management and Team working [Developing relationship-centred care, science and practice module] Grading: Pass 23 or Fail 24 please delete as appropriate Pass/ Fail Pass/ Fail Pass/ Fail Pass/ Fail List outcomes not achieved Mentor signature signature... signature... signature... signature The student MUST have 'achieved' all the outcomes in the domain to be awarded a pass grade 24 If any outcomes in this domain are 'not achieved' then a FAIL grade must be entered in the relevant domain. Please specify the outcomes not achieved in the domain alongside the signature

53 Scan and upload thispage Final Assessment Interview -Placement A [REFER] Student Self Assessment The student should assess their progress and achievements within the domains Professional values Communication and interpersonal skills Nursing practice and decision making Leadership, management and team working Progress I have made in relation to outcomes I referred at first attempt Steps I need to take to continue my progress on next placement Scan and upload the page Final Assessment Interview -Placement A [REFER] Name of Student... Cohort... Feedback from Hub Mentor Please provide short, objective statements about the strengths and weakness of the student's performance. These comments will provide evidence of progress for the 'Sign Off' Mentor during the final placement. Comments will also provide evidence for course summary/job references. If the student has been failed in any domain, the reasons should be clearly stated here Professional Eg: reliability, punctuality, professional appearance/behaviour values Communication and interpersonal skills Eg: relationships and communication with staff and clients/relatives Nursing practice and decision making Eg: standards of care, ability to use initiative, knowledge base

54 Leadership, management and team working Eg: self management, organisational skills, team working, ability to prioritise San and upload this page Final Assessment Interview continued-placement A [REFER] Particular strengths Further feedback from mentor Areas for development in next placement NB: The student should also maintain the level of competence achieved in the learning outcomes passed at first attempt The student has maintained the level of competence in relation to the learning outcomes achieved at first attempt Yes/ No 25 [please delete as appropriate] Signature of mentor Signature of student.. Date.. Date.. REVIEW OF ACHIEVEMENT WITH ACADEMIC ADVISOR: PLACEMENT A [REFER] 25 If No, this should have been identified as a cause for concern and the link lecturer involved

55 An appointment must be made, by the student, to meet with their academic advisor and submit this document within 3 working days following completion of their Refer placement. Failure to comply with this will result in a 'failure to submit' for the practice assessment of the relevant modules, which may affect student progression. 26 Documentation listed on next page should taken to this Review, to be checked and discussed with academic advisor Guidance for Academic Advisors If the response to Items 1-16 is 'No' then appropriate action should be take or advice given and this should be documented by Academic Advisor [AA] Item 1: Results should be entered on grade centre as PASS/FAIL. If result is FAIL, then relevant module leader and level manager should be notified Record Domains 1 and 3 results in ' Integrating the Science and Practice of Nursing' module Record Domains 2 and 4 results in 'Developing relationship-centred care, science and practice' module Items 2, 3, 4, 5, 6, 7, 8, 9, 10. If these are not completed, the student should return to placement area as soon as possible for completion. An extension may be required and a further appointment with Academic Advisor. Results should not be entered onto grade centre until verified. Item 10. If this has not been completed the student will need to return to Academic advisor with CAD and Electronic Record of Hours completed. Items 11, 12,13. Students should be reminded of the importance of these elements and reminded of deadlines to complete. Item 14. Students should be reminded of the importance of this element and given a short deadline to complete. The student will need to return to Academic advisor to provide this evidence. It is a requirement that all students will complete evaluations of placements Item 15. Students should be reminded of the professional requirement to maintain a portfolio. A short deadline should be given to complete and a further appointment may be required with Academic Advisor. Alternatively, this could be seen during a group tutorial. Scan and upload this page REVIEW OF ACHIEVEMENT WITH ACADEMIC ADVISOR: PLACEMENT A [REFER] Student Name Number. Student 26 If the student experiences any problems in meeting this deadline, then they must contact their Academic Advisor/Student Support Officer as a matter of urgency

56 Cohort... Programme Refer placement.from.to Please Note: The Assessment process is only complete when the following are discussed/signed by the academic advisor. If the student has passed, encourage to complete the 'priorities for Placement C' overleaf Items to be checked Response Action and/or/comments It is important to identify gaps in the range of skills/experiences and evidence, to provide some guidance for the student to prioritise in placement C. 1. Check that all outcomes have been achieved 2. CAD has been correctly Yes / No completed with signatures 3. Record of Attendance has Yes / No been completed and signed 4. Make up hours completed Yes / No and signed. [staple copy to electronic record of hours] 5. At least one piece of Yes / No reflection produced in CAD and signed by mentor 6. At least one testimony Yes / No obtained 7. OSCAs successfully Yes / No completed [if required] 8. Record of Skills completed Yes / No 9. Log of experiences completed 10. Electronic attendance record completed 11. Systems of ecare work in progress 12. Medicines Management work in progress [drug diary] 13. All fields e learning work in progress 14. Electronic Placement Evaluation completed for Hub and all spokes. Certificate seen 15. Portfolio seen and reviewed [see guidance overleaf] Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Domain 1 & 3 YES/NO Domain 2 & 4 YES/NO Student Signature Date.. Academic Advisor Signature Date..

57 END OF Year 1 PORTFOLIO REVIEW: If the student has passed Placement A, then a portfolio review should be undertaken. There are a number of competencies which the student must achieve by the end of the programme, for entry to the register. In Placement B, the sign off mentor will require evidence that these have been achieved. Therefore, it is vital that at the end of stage 2, the student and Academic Advisor review evidence and the student formulates an action plan to prioritise the competencies still needed to meet NMC [2010] requirements. When the student meets with their academic advisor following Placement A, as well as reviewing the CAD and verifying the Assessment results, the Academic Advisor and student should review the student's portfolio of evidence. This will require the student to bring to the meeting all evidence accumulated thus far [including Placement A CADs, the ROSE and any additional evidence in the portfolio]. The checklist on the following page should be completed in partnership. Record of Skills and experience [ROSE] Skills development: The skills identified in the ROSE give an indication of the range of experiences that students may be exposed to and develop. Whilst it is not a requirement that students will achieve all of them, it is recommended that by the end of the programme, students should be able to consistently perform many of the skills identified in the ROSE with minimal supervision. Where there are significant gaps in skills, these should be identified as they may provide a focus for skills development during the final placement. All students [all fields], Academic Advisors and mentors should pay particular to those skills identified by the NMC [2010] as 'Essential Skills Clusters', relating to infection prevention and control, nutrition and fluid management and medicines management. These are indicated by the abbreviation ESC and a number after them, eg [ESC 31]. Mental Health students need to demonstrate skills in relation to therapeutic group work, so it is important to identify whether they have evidence relating to this. Child and Adult students need to demonstrate a range of end of life caring skills and again, it is important to review evidence relating to this. Any gaps in these particular skills identified by NMC [2010] should be identified, so they can be prioritised and strategies to achieve these during Placement C should be discussed. Students should document these in an action plan Log of experiences: the NMC [2010] identify a range of competencies that all nurses, regardless of their field of practice, must achieve. Students should therefore have been gathering evidence of other fields of practice and logging these experiences Mental Health students should have logged 'progressive illness, death, loss or bereavement' experiences in this section Again, gaps in experience should be identified and strategies to gain these competencies during placement C discussed. Students should include these in their action plan Competency Assessment Documents [CADs] It is important to review these for both Placements A and B, focusing upon positive feedback from mentors as well as that which identifies areas for further development. However, it is also essential that student reflections are reviewed as, by the end of the programme,

58 students need to have completed 4 pieces of reflection which relate to other fields of practice: one for each of the other fields. These not only provide evidence for the sign off mentor, but also contribute to meeting EU requirements along with the Allfields e-learning that students must complete. Any missing reflections should be identified and prioritised in the student's action plan for Placement C. Items to be reviewed Record of Skills and experience Range of Skills developed. Essential Skills Clusters Mental Health students ONLY Therapeutic group work Child/Adult students ONLY End of life caring skills All fields work All fields Learning Disabilities experiences logged and reflective piece written All fields Mother and child experiences logged and reflective piece written MH students Physical Health experiences logged and reflective piece written MH students Progressive illness, death, loss or bereavement experiences logged MH and Adult students Child experiences logged and reflective piece written Child students Adult experiences logged and reflective piece written Child and Adult students Mental Health experiences logged and reflective piece written Competency Assessment Documents Feedback from mentors Strengths and areas for development End of Year 1 Portfolio Review Comments by Academic advisor

59 Attendance [make up hours required?] On track to achieve 60 hours night duty? Priorities for Placement B If the student has PASSED placement A, then following the review of achievements and portfolio review with Academic Advisor, the student should identify their priorities for Placement B. These may relate to Essential Skills Clusters or End of Life Care in the Record of Skills and Experience, or 'All fields experience', that is required by the end of the programme. It may be that reflections upon experience could be improved, for example by the inclusion of more supportive references, or mentors may have identified an area of practice where the student needs to particularly develop. Certainly, strategies to continue their progress in relation to learning outcomes not achieved at first attempt should be identified. In addition, discussion of the student's attendance and whether any make up time is required would be useful. It is expected that, wherever possible, students will make up clinical hours missed whilst they are on placement. It is important to note that additional placement time may only be available where students have more than 80 hours to make up and this may be at the end of the course, which may delay registration. Identifying priorities here, will help when setting goals for Placement B

60 Guidance for students following meeting with Academic advisor Following this final interview, you must submit practice assessment documentation immediately, otherwise it will be judged that you have 'failed to submit'. Students should scan and upload all the pages identified with this black square The make up hours record should be scanned and upload to the organisational site.

61 The Assessment of Practice Process: REFER Placement A Meeting with Course leader/year Lead prior to refer placement placement A Competency Assessment Document [CAD] reviewed outcomes for grading not achieved are identified and documented refer CAD explained and pages 11 and pages completed implications for progression, if unsuccessful at refer attempt explained relevant Link Lecturer notified Initial Interview during first week of placement involves student and mentor on placement placement A [first attempt] documentation reviewed learning outcomes for grading are identified [See pages 11 and 13-27] student and mentor agree, document and sign an Action Plan student completes 'placement information' mentor completes 'mentor information' and provides specimen signature Intermediate Interview (Progress Review) half way through placement involves student and mentor [Link lecturer may be invited] student and mentor review progress towards referred learning outcomes mentor uses evidence to support assessment of student progress mentor provides appropriate feedback and documents this student and mentor agree, document and sign Action Plan an additional progress review may be required if there are still concerns mentor keeps link lecturer informed of progress [immediately if concerns] the student must maintain the level of competence previously attained in the outcomes already passed Final Interview [Mentor] involves student and mentor [Link lecturer may be invited] student and mentor review learning achieved using evidence mentor awards final grades and provides feedback all documentation is completed and signed by student and mentor Final Interview [Academic Advisor] first working day following end of refer placement student meets Academic Advisor for review Academic advisor documents grades immediately on module site[s] Academic advisor informs course leader/module leader/year leader of result immediately

62 Pass Result ratified at Department Assessment Board [DAB] If academic work also passed then student progresses to Placement B Fail Result ratified at Department Assessment Board [SAB] Student leaves course If found, please return this document to the Helpdesk, Robert Winston Building, Collegiate Crescent Campus, Sheffield 10 2BP

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