COMPETENCY BOOKLET (CB) YEAR 2

EDINBURGH NAPIER MENTORCENTREEdinburgh Napier University School of Nursing Midwifery and Social Care BN CHILD HEALTH Nursing: Competency Booklet 2

FACULTY OF HEALTH LIFE AND SOCIAL SCIENCES

SCHOOL OF NURSING, MIDWIFERY AND SOCIAL CARE

2011 PRE-REGISTRATION NURSING PROGRAMME: CHILD HEALTH

COMPETENCY BOOKLET (CB)

YEAR 2

(Please Print)

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

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

Matriculation Number Student’s Name

Intake

Personal Development Tutor


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CONTENTS PAGE

Page

Section 1: Introduction to Competency Booklet

How to use the Competency Booklet: a guide for mentors and students

Submission of Competency Booklet

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Section 2: Module Leader Contact Information 13

Section 3: Child Heath Nursing Practice 3: Active Participation in Hospital Based Care of Infants Children and Young People and Families Child Health Nursing Practice 4 : Specialist Services for Infants Children and Young People

14

Section 4: Alternative Fields of Practice learning outcomes 69

Section 5: Record of Hours Worked Card 75

Section 6: Appendices 82

Appendix 1: Practice Information/guidance

Appendix 2: Supporting Student Progression / Assessment of Performance

Appendix 3: Cause for Concern

Section 7: Glossary of Terms and Abbreviations 90

Section 8 : Submission Checklist 91


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Section 1

Introduction to Competency Booklet


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Introduction

The Competency Booklet (CB) has been devised to enable the assessment of student competence in clinical practice. The ethos of this approach is to enable students to deliver safe, high quality care in rapidly changing environments. In order to achieve this, students will develop the capacity to share their learning by providing evidence of increasing leadership, flexibility, autonomy and competence. During practice placements the student should identify opportunities for inter professional learning and gain feedback from the service user perspective. Best opportunities for inter professional learning arise from working together and in planning and evaluating the delivery of quality health and social care. The Competency Booklet must be used in conjunction with the Ongoing Achievement Record (OAR). The OAR is used in all placements and it provides an ongoing record of the student’s clinical progress. The Competency Booklet records the achievement of the Domains and Competency statements from the Nursing Midwifery Council (NMC) (2010) Standards for Pre Registration Nursing Education. Alongside the competency statements there are ‘activity sheets’ which will contribute to the evidence of achievement. Hours worked in clinical practice are recorded within the CB. The OAR should be used to record the following:

The student and mentor will use the Ongoing Achievement Record to access and record:

1 Practice Experience details/ profile 8 SOM guidance and statement (Consolidation Only)

2 Pre-placement Learning Activities 9 HAI Collation document/Safe Medicate document

3 Induction Documentation 10 Alternative Learning Experience Collation Table

4 Interim review of progress documentation 11 Programme information and planner

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

6 Reflective Account 13 Additional Assessment Documentation

7 Learning Development Plan


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For more details please refer to Section 6: Appendix 1 &2 (for reference to child health students)

Competency Booklet: Student Guidance


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How to use the Competency Booklet (CB): Information for Mentors and Students

The Nursing and Midwifery Council1 (NMC) (2010) Standards for Pre-Registration Nursing Education determine the competencies to be achieved

during the practice learning experiences. These standards determine what students must do and achieve during their Programme. The

competencies are divided into four domains:

Domain 1: PROFESSIONAL VALUES

Domain 2: COMMUNICATION AND INTERPERSONAL SKILLS

Domain 3: NURSING PRACTICE AND DECISION MAKING

Domain 4: LEADERSHIP, MANAGEMENT AND TEAM WORKING

Each domain has a generic standard for competence and a field specific standard for competence. Each domain is then further defined by a

number of competencies (averaging between 7 and 10 per domain) each of which specifies certain knowledge, skills and values that, when

achieved, will demonstrate competency in that domain. Competence is defined by the NMC1 (2010 page 11) as “the combination of knowledge

and attitudes, values and technical capabilities that underpin safe and effective nursing practice and interventions”.

The following pages are separated into the four domains; the first page states the domain generic and field standard for competence as stated by

the NMC1 (2010). Subsequent pages contain the competencies to be achieved within each domain.

To enable the mentor to determine progress of the student and achievement of each competence, a number of learning outcomes are listed (eg.

a, b, c, etc) below the competence statement. The mentor will be able to determine by direct and indirect observation of the student, and

discussion of aspects of practice, if these outcomes have been achieved. These learning outcomes should always be read in conjunction with

the competence written above.

The mentor should ensure that by the end of the placements all relevant competence statements have been achieved through practice,

discussion or observation. Assessment of competence should be an holistic and on-going process.

**NB: Specialist/Community Practice: Some competencies may not be applicable and cannot be signed in every area. These are highlighted

as shaded areas with an ‘x’ in the small signature boxes. For areas where the competency is applicable please sign the box accordingly.

1 NMC (2010) Standards for Pre Registration Nursing Education


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Essential Skills Clusters2 (2010)

The learning outcomes following each competence have been mapped to the Essential Skills Clusters2 (2010). The number that follows the

learning outcome indicates the Essential Skills Cluster that is assessed within the learning outcome. This enables the mentor to determine if the

Essential Skills Cluster2 (2010) statements, relevant to the developmental stage of the student (for example Progression Point One, Two, or entry

to the Register) are being achieved. The Essential Skills Clusters to be achieved by each Progression Point are available from the Mentor Centre

website and have been organised into Progression Points for ease of access:

(http://staff.napier.ac.uk/faculties/fhlss/mentorcentre/Pages/MentorCentre.aspx)

Activity Sheets

At the end of each domain you will find ‘Activity Sheets’. It is indicated at the top of each activity sheet where these activities should be assessed

(for example community experience or ward based experience) as some have a specific focus that can be best achieved within a certain clinical

area. These activities allow the student, with increasing independence as they progress through their Programme, to demonstrate competence in

a range of Essential Skills Cluster2 (2010) statements and domain competencies. The aim of these activities is to contextualise the competencies

and domains into the challenges and interactions inherent within the role of a nurse.

The activities are mapped to the domain that they follow in the Competency Booklet; however as these activities are directly observable nursing

actions they will enable the mentor to assess a broad range of competencies within all four domains. For example, if an activity relates to the

admission of a patient, competencies within Domain One can be assessed (e.g. did they treat the patient in a holistic and non judgemental

manner domain one, competence 3), Domain Two (e.g. did they accurately record their findings domain two, competence 7) etc. Following the

activity the mentor should discuss and explore with the student their rationale for their actions and the evidence-base guiding their actions.

Within the activity sheets there are activities that will allow the mentor or student to ask a service user for feedback on the interaction. These

‘Service User Feedback Forms’ follow the activities in Domain four and they contain advice and guidance regarding their use. Two service user

feedback forms need to be completed by the end of each year of the Programme (ie 2 by the end of placements in year 1, a further 2 by the end

of year 2 and a final 2 by the end of year 3).

2 NMC (2010) Essential Skills Clusters

http://staff.napier.ac.uk/faculties/fhlss/mentorcentre/Pages/MentorCentre.aspx


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Within the activity sheets there are activities that relate to inter professional experience/learning (IPE/L). There are two IPE/L activities within

each Competency Booklet and these must be achieved by the end of the practice placements in the Competency Booklet. As the student

progresses through the Programme these activities become more self-directed on the part of the student.

Progression Points

There are two Progression Points within the NMC1 (2010) Standards for Pre Registration Nursing Education, one at the end of year one and one

at the end of year two. Progression in acquiring the competencies is mapped through the use of minimum progression criteria based on safety

and values. The safety criteria comprise safeguarding and protection of all people of all ages, their carers and their families and the values

criteria comprise professional values, expected attitudes and the behaviours that must be shown towards people, their carers, their families and

others.

Year One – the Progression Point Criteria (PPC) for year one, as defined within the Essential Skills Clusters2 (2010), have been incorporated into

the learning outcomes within each domain and are indicated at the end of the outcome by the initials PPC and the number to which it relates.

The activities following each domain also incorporate the safety and values criteria necessary to assess if the Progression Point has been

achieved. If the mentor can sign off all of the activities and competencies for year one then the PPC has been achieved and the mentor should

sign the page within the Ongoing Assessment of Achievement (OAR).

Achievement of the numeracy activities and ongoing observation of the student nurse performing calculations in the context of nursing practice

demonstrate that the PPC for numeracy in year one has been achieved. A * next to an essential skills cluster number identifies a baseline

numerical skill.

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

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

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

reflect this expectation of increasing confidence and autonomy. When completing the end of year 2 Statement of Competence, the mentor should

refer to assessment documentation from the previous second year placement (in OAR) to inform their final decision.


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

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

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

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

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

Healthcare Associated Infection – Cleanliness Champions3

Year One - Units 1 to 3 (inclusive although excluding unit 2a) must be completed by the end of year one practice placements and once

completed the mentor should sign off achievement within the OAR.

Year Two – Units 4-7 (inclusive) must be completed by the end of year two practice placements and once completed the mentor should sign off

achievement within the OAR.

Year Three – Units 8-10 (inclusive) must be completed by the end of year three practice placements and once completed the mentor should sign

off achievement within the OAR.

Alternative Fields of Practice

The NMC1 (2010) Standards for Pre Registration Nursing are aligned, where appropriate, with European Union (EU) Directive 2005/36/EC Recognition of professional qualifications and through achieving the requirements in Article 31 and annex V.2 allow registrants with NMC to have their professional qualification recognised throughout the European Union. Those registering in the child health field must meet EU requirements for training in general care and this includes theoretical and practical experience with service users across a range of client groups.

For this reason, within each Competency Booklet, there are outcomes to assess knowledge, professional values and care delivery to a range of service users. These outcomes should all be achieved by the end of the Programme and, the University will record the achievement of each outcome within the OAR. Therefore the mentor should review what has been achieved previously and seek, where appropriate, to encourage achievement of the remaining outcomes.

3 NHS Education for Scotland (2007) Cleanliness Champions: Promoting the Prevention and Control of Infections


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Therefore, by the end of the programme students are required to have achieved each set of capacities for:

People with learning disability health needs

People with physical health care needs

Needs of people with mental health needs

Needs of pregnant and post natal women

People with cognitive impairment

Alongside these ‘alternative fields of practice’ learning outcomes there are activity sheets within the Year One and Three Competency Booklets that enable child health student nurses to experience aspects of maternity care. To sign off these outcomes as achieved the mentor does not have to be a registrant within that alternative field of practice.

Reporting a concern:

Students are advised of their responsibility to report a ‘cause for concern’ and are advised to follow the instructions and flow diagram in Section 6

(appendix 4). Students must respect the rights of a service user to decline care at all times.

Throughout the Placement

Please complete the induction documentation at the start of the placement and record the interim review of progress within the OAR.

End of Placement Requirements

At the end of each placement the mentor and the student need to ensure that all the relevant competencies and activities have been completed

and signed. The final assessment comments relating to each Domain should be recorded within the OAR.


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STUDENT INFORMATION - GENERAL GUIDANCE ON THE SUBMISSION OF PRACTICE LEARNING EXPERIENCE DOCUMENTATION The student must adhere to the School of Nursing, Midwifery and Social Care policy that states that the practice learning documentation: a) Must be submitted by 12 mid-day on the date specified by the placement module leader at Sighthill Campus.

b) The paperwork for submission will include all the Practice Learning Document as indicated below: o Competency Booklet (CB)

o Ongoing Achievement Record (OAR)

o Completed Record of Hours Worked - these pages should be completed as per University instructions and removed from the CB.

Following completion of the practice learning experience, please submit the cards to the School Office (1.B.29).

The student is advised to keep a photocopy of the record of hours worked card for personal records.

SUBMISSION INSTRUCTIONS:

Prior to submission the student should ensure that all documentation within this booklet is completed and that pre-requisite photocopying is undertaken and

submitted with this document. The requirements for EACH placement are listed below:

PHOTOCOPY (from the OAR)

o Pre-placement learning activities

o Induction

o Interim review of progress

o Final interview and submission assessment of performance

o Completed Reflective Account and Learning Development Plan


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This is an assessment and should be treated in the same manner as a theory assessment in that the submission date is the date that you are expected to

submit the completed documentation .It is the student’s responsibility to make sure that all signatures required are completed and all your documentation is

complete .Failure to ensure the documentation is complete will result in the documents being returned to rectify the problem, which may delay presenting the

marks at the module board. An extension can be requested if the documentation cannot be completed by the due date. All extension requests should be sent

to the practice module leader a week in advance of the submission date to arrange a 7 day extension beyond the submission date.

Failure to submit on time without the required request for an extension will result in a non submission. After the 5 day time period it will be

documented as a fail.

PLEASE NOTE THERE IS AN AIDE MEMOIRE FOR SUBMISSION ON THE BACK PAGE OF THIS BOOKLET

Non-submission

Non-submission should be indicated to the module leader by e- mail without delay and if instructed, the appropriate Extenuating Circumstances form should

be completed as advised in the Programme Handbook.

Failure to submit either OAR or Competency booklet by the due date has three consequences:

1. The student’s progression within the programme may be adversely affected by the failure to submit due paperwork diligently.

2. Any practice fail will prevent a student being eligible for consideration of the class medal where a student may have earned this title through

exceptional performance.

3. It affects the ability to be awarded a distinction.


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Section 2

Module Leader/Deputy Contact Information

Module Leader Email

Nursing Practice Experience 3 Active Participation in Hospital based care of Infants Children and Young People and Families

Marie Elen [email protected]

tel: 0131 455 5342 (no answering machine)

Nursing Practice Experience 4 Specialist Services for Infants Children and Young People

Debbie McGirr [email protected]

tel: 0131 445 3410 (no answering machine)

mailto:[email protected]



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Section 3

Placement Outcomes and Competencies for Child Heath Nursing Practice 3: Active Participation in Hospital based care of Infants Children and Young People and Families

Placement Outcomes and Competencies for Child Health Nursing Practice 4: Specialist Services for Infants Children and Young People


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Domain 1: Professional Values

Generic Standard for Competence All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and accountable for safe, compassionate, person-centred, evidence-based nursing that respects and maintains dignity and human rights. They must show professionalism and integrity and work within recognised professional, ethical and legal frameworks. They must work in partnership with other health and social care professionals and agencies, service users, their carers and families in all settings, including the community, ensuring that decisions about care are shared. Field standard Child Health nurses must understand their role as an advocate for children, young people and their families, and work in partnership with them. They must deliver child and family-centred care; empower children and young people to express their views and preferences; and maintain and recognise their rights and best interests.


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Domain 1: Professional Values NMC Competency 1 All nurses must practise according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008). They must be aware of the potential ethical challenges relating to people’s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions under the supervision of a practitioner. 1.1 Children’s nurses must understand the laws relating to child and parental consent, including giving and refusing

consent, withdrawal of treatment and legal capacity.

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1.Evidence of Competency Achievement

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

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

c. Adheres to local and national uniform policies

d. Displays overall satisfactory compassionate professional behaviour and attitude

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

1.1

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

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

NURSING PRACTICE 3: COMPETENCE 1: ACHIEVED / NOT ACHIEVED SIGNATURE: Date


By signing the above competency statement you are satisfied that all of the evidence statements have been achieved.

http://www.nmc-uk.org/code

http://www.nmc-uk.org/code


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Domain 1: Professional Values NMC Competency 2 All nurses must practise in an holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice, and acknowledges diversity. Where necessary, under supervision of the practitioner, they must challenge inequality, discrimination and exclusion from access to care. 2.1 Children’s Nurses must recognise that all children and young people have the right to be safe, enjoy life and reach their potential. They must practice under supervision in a way that recognises, respects and responds to the

individuality of every child and young person. *Where direct patient care delivery is not available (Specialist/Community Nursing) the use of observation and discussion is an acceptable method of assessment.

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2. Evidence of Competency Achievement a. Provides personalised care related activity through direct patient contact or discussion, making provision for those who are

unable to maintain their own care needs whilst maintaining dignity at all times 2.6* x

b. Determines patients preferences to maximise comfort and dignity 2.3 *

x

c. Actively supports patients in self-care management by assessing individual capability 2.4 *

x

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

2.1

b. Actively empowers patients and families to be involved in the assessment and care planning process 2.2





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Domain 1: Professional Values NMC Competency 3 All nurses must participate in promoting the health, wellbeing, rights, dignity of people, groups and communities including people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must begin to understand how these activities influence public health. 3.1 Children’s nurses must act under supervision as advocates for the right of all children and young people to lead

full and independent lives.

*Where direct patient care delivery is not available (Specialist/Community Nursing) the use of observation and discussion is an acceptable method of assessment.

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3.Evidence of Competency Achievement a. Understands the concept of public health and the benefits of healthy lifestyles 9.3

b. Recognises indicators which contribute to healthy lifestyle choices in relation to the placement area

c. Actively seeks to promote health both independently and in collaboration with the multi disciplinary team,

3.1

a. Ensures that the stated needs and wishes of children, young people and their families are effectively communicated to other professionals (MDT working)

b. Acts collaboratively with children, young people, their families and carers enabling and empowering them to take a shared and active role in their own care where appropriate. 10.1

x





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Domain 1: Professional Values NMC Competency 4 All nurses must work in partnership with service users, carers, families, groups, communities and organisations. They must be able to recognise risk, and propose appropriate management strategies, whilst aiming to empower choices that promote health, well-being, self-care and safety. 4.1 Children’s nurses must work in partnership with children, young people and their families to negotiate, plan and deliver child and family centred care, education and support. They must recognise the parents or carers primary role in achieving and maintaining the child’s or young person’s health or well being and offer advice and support appropriate on parenting in health and illness.


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a. With the patient/family and under supervision, plans safe and effective care by recording and sharing information based on their nursing assessment 9.10*

b. Communicates clearly with colleagues and service users (verbally/face to face/ by telephone/in writing/ electronically) as appropriate for the placement area. Checks that the communication has been understood 14.5

c. Contributes to promoting safety in the placement area 18.7*

x

4.1

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

b. Considers the needs, preferences and knowledge of children, young people and their families/carers in relation to their care 2.5, 2.6





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Domain 1: Professional Values NMC Competency 5

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


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

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

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





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


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a. Contributes as a team member 17.3

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





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


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

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

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

d. Demonstrates the potential to work with increasing confidence, making the most of opportunities to extend knowledge, skills and practice PPC2





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


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

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

c. Demonstrates increasing knowledge and confidence within the area of clinical practice, referring to others and seeking advice where appropriate.





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


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

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




EDINBURGH NAPIER MENTORCENTRE

Edinburgh Napier University School of Nursing Midwifery and Social Care BN CHILD HEALTH Nursing: Competency Booklet 2

Activity to provide additional evidence of competence:

(HOSPITAL PLACEMENT)

Inter-professional Learning

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

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

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

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

care.

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

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

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

dietician: __________________________

Links to NMC Standards for Competence

Domain 1 Professional values

Domain 2 Communication and interpersonal skills

Domain 3 Nursing Practice and decision making

Domain 4 Leadership, management and team working

Links to ESC

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

Inter Professional Experience / Team Working

Links to NMC (2010) Progression Criteria

Progression point criteria 1 & 2

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

Achieved / Not Achieved Mentor Signature: Date:



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(Specialist Nurse/CCT placement) Inter-professional Learning

Think about the aim of inter-professional working and identify the barriers and facilitators to

effective team-working. Discuss these with your mentor to demonstrate your understanding of

the importance of efficient and effective multi-agency team working

Identify some patients from your mentor’s caseload and identify the various team members who

are involved in the patient’s journey. This could be any member of the care delivery team.

Arrange to spend some time observing their practice and understanding their role to gain insight

into how different roles impact on patient care. In relation to the patients you have identified,

evaluate the effectiveness of inter-professional working for them and their family. From their

care history and patient interactions, examine evidence which suggests where there was

evidence of effective/ineffective team working and indentify why this may be the case. Discuss

your findings with your mentor once completed.

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

Please record here the nature of the role you worked with e.g. physiotherapist, speech and language therapist, laboratory technicians, GP, Practice Nurse etc:






Links to ESC

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

Inter Professional Experience

(Team Working)



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



Domain 2: Communication and Interpersonal Skills

Generic Standard for Competence

All nurses must use excellent communication and interpersonal skills. Their communications must always be safe, effective,

compassionate and respectful. They must communicate effectively using a wide range of strategies and interventions including the

effective use of communication technologies. Where people have a disability, nurses must be able to work with service users and

others to obtain the information needed to make reasonable adjustments that promote optimum health and enable equal access to

services.

Field standard

Children’s nurses must take account of each child and young person’s individuality, including their stage of development, ability to

understand, culture, learning or communication difficulties and health status. They must communicate effectively with them and with

parents and carers.


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Domain 2: Communication and Interpersonal Values NMC Competency 1 All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs.

1.1 Children’s nurses must work with the child, young person and others to ensure they are actively involved in decision making, in order to maintain their independence and take account of their ongoing intellectual, physical and emotional needs.


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

b. Demonstrates ability to work in partnership with clients to achieve shared goals

1.1

a. Uses strategies to enhance communication and remove barriers to effect communication, minimising the risk to people from lack of communication

b. Considers the child, young person and families’ needs, and interacts with them in a way that is warm, compassionate, kind and sensitive.

c. Adopts a person-centred approach to the care of children, young people, their families and carers that addresses physical, emotional and intellectual needs.





29

Domain 2: Communication and Interpersonal Values NMC Competency 2 All nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to comprehend their informed choices and options. They must recognise when language interpretation or other communication support is needed and begin to identify how to obtain it. 2.1 Children’s nurses must understand all aspects of development from infancy to young adulthood, and identify each child or young person’s developmental stage, in order to communicate effectively with them. They must use play, distraction and communication tools ensuring they are suitable for children with or without sensory/cognitive impairment and must ensure these tools are appropriate to the child’s or young person’s stage of development.


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a. Identifies potential/ actual barriers to communication

2.1

a. Is able to recall all aspects of development from infancy to young adulthood, and identify each child or young person’s

developmental stage

b. Demonstrates safe and effective childcare to include age appropriate communication and play*.





30

Domain 2: Communication and Interpersonal Values NMC Competency 3

All nurses must use a range of communication methods, including verbal, non-verbal and written, to acquire, begin to interpret and record their knowledge and understanding of peoples’ needs. They must be aware of their own values and beliefs and the impact this may have on their communication with others. They must take account of the subtleties of communication and how these may be influenced by ill health, disability and other factors. They must be able to recognise and respond appropriately when a person finds it hard to communicate.

3.1 Childrens’s nurses must ensure where possible that children and young people understand their healthcare needs and

can make or contribute to informed choices about all aspects of care.


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a. Working in partnership with the patient/family, demonstrates the ability to use appropriate verbal, non verbal and written communication to identify and record their needs during their health care journey e.g referral/admission

b. Demonstrates awareness of restrictions for specific client groups in relation to consent for care

3.1 a. Engages in person centred care and empowers people to make choices about how their needs are met when they

are unable to meet them for themselves 2





31

Domain 2: Communication and Interpersonal Values NMC Competency 4 Under supervision all nurses must recognise when people are anxious or in distress and respond appropriately, using effective communication to promote well being and personal safety. They must use effective communication strategies to achieve best outcomes, respecting the dignity and human rights of all concerned. They must know when to consult a third party and identify when, as a nurse, they would expect to take responsibility for action.


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

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

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

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





32

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


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a. Is aware of how to engage, maintain and disengage from professional caring relationships respecting professional boundaries at all times (and demonstrates this as appropriate in the clinical area)





33


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


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

b. Understands the concept of public health and the benefits of healthy lifestyles and the potential risks involved with various lifestyle choices or behaviours 9.3

c. Where relevant, applies knowledge of age and condition related anatomy physiology and development when interacting with people. Demonstrates ability to articulate the impact unhealthy lifestyle choices may have on health, well-being and development 9.11

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

e. Demonstrates ability to discuss the benefits of health promotion within the context of public health (e.g. maintaining the health of the population and prevention and control of infection) 21.6





34

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

*Where direct patient care delivery is not available (Specialist/Community Nursing) the use of observation and discussion is an acceptable method of assessment. In some specialist services it may be necessary to complete fictitious documentation of a specific patient scenario if it is not appropriate for students to complete official documentation.

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

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

c. Using appropriate and plain language, records and documents findings relevant to care related activity.

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





35


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


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

b. Demonstrates awareness of situations which may make patients vulnerable and recognises the need to inform others if concerns are identified 11.4

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








Admit & Discharge a patient/service user from the clinical area. Following the

admission/discharge reflect on the experience with your mentor. With your mentor, discuss the

following:

How did you approach the task of admitting/discharging a patient? Did you provide information

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

anything was making them feel anxious? Did you discuss all topics, even the difficult one,

raised by the patient?

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

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

improve the patient experience?

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

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

improve the patient experience and reflected upon your practice.






Links to ESC

Cluster 1: care, compassion and communication

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



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





(SPECIALIST/COMMUNITY PLACEMENT)

Identify how patients are referred to your placement area. Discuss the referral process with your

mentor and observe the completion of the appropriate documentation. Demonstrate your

understanding of the importance of accurate documentation during referrals by accessing the

NMC (2010) guide to good record keeping:http://www.nmc-

uk.org/Documents/Guidance/nmcGuidanceRecordKeepingGuidanceforNursesandMidwives.pdf

In discussion with your mentor, undertake a patient referral activity. Complete the appropriate

documentation, identify care priorities and associated activity, create a plan of care in

partnership with the patient and family and record all such activity accurately. Discuss roles and

responsibilities of the health care team involved with the patient and identify which members of

the inter-professional team are responsible for specific aspects of care. Think about follow-up

and referral to additional services and discuss with your mentor.

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

demonstrated the importance of accurate record keeping and appropriate communication






Links to ESC

6.6, 7.4, 13.3





http://www.nmc-uk.org/Documents/Guidance/nmcGuidanceRecordKeepingGuidanceforNursesandMidwives.pdf

http://www.nmc-uk.org/Documents/Guidance/nmcGuidanceRecordKeepingGuidanceforNursesandMidwives.pdf


Domain 3: Nursing Practice and Decision Making

Generic Standard for Competence All nurses must practice autonomously, compassionately, skilfully and safely, and must maintain dignity and promote health and wellbeing. They must assess and meet the full range of essential physical and mental health needs of all people of all ages who come in to their care. Where necessary they must be able to provide safe and effective immediate care to all people prior to accessing and referring to specialist services irrespective of their field of practice. All nurses must also meet more complex and co-existing needs for people in their own field of nursing practice, in any setting including hospital, community and at home. All practice should be informed by the best available evidence and comply with local and national guidelines. Decision making must be shared with service users, carers and families and informed by critical analysis of a full range of possible interventions, including up to date technology. All nurses must also understand how behaviour, culture, socio-economic and other factors, in the care environment and its location, can affect health, illness, health outcomes and public health priorities and take this into account in planning and delivering care. Field standard Children’s nurses must be able to care safely and effectively for children and young people in all settings, and recognise their

responsibility for safeguarding them. They must be able to deliver care to meet essential and complex physical and mental health

needs informed by deep understanding of biological, psychological and social factors throughout infancy, childhood and adolescence.


39

Domain 3: Nursing Practice and Decision Making NMC Competency 1 All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings to influence change and promote health and best practice. Under supervision they must make person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to ensure high quality care. They must be able to recognise when the complexity of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly. 1.1 & 1.2 Children’s nurses must be able to recognise and respond to the essential needs of all people who come into their care including babies, children and young people, pregnant and postnatal women, adults, people with physical health problems, people with physical disabilities, people with learning disabilities, older people, and people with long term problems such as cognitive impairment. Children’s Nurses must use recognised, evidence-based, child-centred frameworks to assess, plan, implement, evaluate and record care, and to underpin clinical judgments and decision making. Care planning and delivery must be informed

by knowledge of pharmacy, anatomy and physiology, pathology, psychology and sociology, from infancy to young adulthood.


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

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

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

x

1.1

a. Acts collaboratively with all people, empowering them where appropriate to take a shared and active role in the delivery and management of their own care.

1.2

a. Works within limitations of own knowledge and skills to provide safe and effective care. Seeks advice and support from colleagues where appropriate. 10.2

NURSING PRACTICE 3: COMPETENCE 1: ACHIEVED / NOT ACHIEVED SIGNATURE:

Date


Date



40

Domain 3: Nursing Practice and Decision Making NMC Competency 2

All nurses must possess a broad knowledge of the structure and functions of the human body, and other relevant knowledge from the life, behavioural and social sciences as applied to health, ill health, disability, ageing and death. They must have an in-depth knowledge of common physical and mental health problems and treatments in their own field of practice, including co-morbidity and physiological and psychological vulnerability.


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

b. Recognises the vulnerability of certain patient groups

c. Demonstrates in depth knowledge of common physical and mental health problems encountered within the clinical area (e.g. through discussion with mentor; observed within care planning and delivery)

d. Demonstrates an awareness of a range of commonly recognised approaches to managing symptoms (e.g. relaxation, distraction and lifestyle advice) 35.7





41


Under supervision, all nurses must carry out comprehensive, systematic nursing assessments that take account of relevant physical, social, cultural, psychological, spiritual, genetic and environmental factors, in partnership with service users and others through interaction, observation and measurement.

3.1 Children’s Nurses must carry out comprehensive nursing assessments of children and young people, recognising the

particular vulnerability of infants and young children to rapid physiological deterioration.


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a. Working with the patient and family, undertakes the assessment of physical, emotional, psychological, social, cultural and spiritual needs. Records, shares and responds appropriately to findings

3.1

a. Collects and interprets routine data (previous or current) under supervision, related to the assessment and planning of care from a variety of sources 9.8 *

x

b. Performs routine, diagnostic tests under supervision as part of assessment process where available in the placement area 9.7*

x

c. Prepares people for clinical interventions as per local policy if available in the placement area 10.3

x

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

x

e. Responds appropriately when faced with an emergency situation or a sudden deterioration in an infant, child or young person’s condition. Seeks help promptly and appropriately. Is able to discuss proposed actions if an emergency situation is not evident during the placement experience





42

Domain 3: Nursing Practice and Decision Making NMC Competency 4 All nurses must ascertain and respond to the physical, social and psychological needs of people, groups and communities. Under supervision, they must then plan, deliver and evaluate safe, competent, person-centred care in partnership with them, paying special attention to changing health needs during different life stages, including progressive illness and death, loss and bereavement.


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

b. Accurately undertakes and records a baseline assessment of weight, height, temperature, pulse, respiration and blood pressure using manual and electronic devices. In Specialist /Community nursing students undertake baseline assessments using parameters appropriate to the service 9.2(*)

x

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

d. If appropriate during the placement experience, demonstrates ability to participate in the delivery of compassionate, holistic child and family centred care for children/young people who are terminally ill





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All nurses must have an awareness of public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities. They must, under indirect supervision, use a range of information and data to assess the needs of people, groups, communities and populations, and work to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion. 5.1 Children’s Nurses must include health promotion and illness and injury prevention in their nursing practice. They must promote early intervention to address the links between early adversity and adult ill health, and the risks to the current and future physical, mental, emotional and sexual health of children and young people.


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a. Understands the concept of public health and the benefits of healthy lifestyles and the potential risks involved with various lifestyle choices or behaviours 9.3

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

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

5.1

a.. Contributes to care based on an understanding of how the different stages of an illness or disability can affect children and their carers 9.5


Date


Date



44

Domain 3: Nursing Practice and Decision Making NMC Competency 6 All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and where appropriate the use of medical devices and equipment. Under supervision, the nurse must be able to evaluate their use, reporting any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes. 6.1 Children’s Nurses must have numeracy skills for medicine management, assessment, measuring, monitoring and recording

which recognise the particular vulnerability of infants and young children in relation to accurate medicine calculation.


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6.Evidence of Competency Achievement a. Demonstrates awareness of and participates in assessing and planning care appropriate to managing the risk of infection

thus promoting the safety of service users 21.2, 23.1

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

c. Uses and participates in the cleaning of multi use equipment, including nursing equipment between each person (as available in the placement area) 22.3, 22.4

x

d. Safely uses and disposes of or decontaminates, items in accordance with local policy and manufacturers’ guidance and instructions (as available in the placement area) 22.5, 22.6

x

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

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


45

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

6.1

a. Is competent in age appropriate medicine calculations relating to tablets and capsules, liquid medicines and injections

x

b. Demonstrates understanding of legal and ethical frameworks relating to safe administration of medicine in practice 34.1

c. Demonstrates understanding of legal and ethical frameworks for prescribing medicines, and understands the various types of prescribing and methods of supply 34, 34.2, 34.3


Date


Date



46

Domain 3: Nursing Practice and Decision Making NMC Competency 7 Under supervision, all nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe.


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

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

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

d. Adheres to safety policies when working in the community and people’s homes (for example lone working, if applicable) 17.6, 18.8





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Under supervision, all nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves.

8.1 Children’s nurses must use negotiation skills to ensure the best interests of children and young people in all decisions, including the continuation or withdrawal of care. Negotiation must include the child or young person, their family and members of the multidisciplinary and interagency team where appropriate.

*Where direct patient care delivery is not available (Specialist/Community Nursing) the use of observation and discussion is an acceptable method of assessment

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a. Under supervision, promotes healthy lifestyle choices and behaviours

8.1

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

b. Effectively communicates people’s stated needs and wishes to other professionals and can discuss appropriate referral options 35.8





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Domain 3: Nursing Practice and Decision Making NMC Competency 9 All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse. 9.1 Children’s Nurses must understand their central role in preventing maltreatment and safeguarding children and young people. They must work closely with relevant agencies and professionals, and know when and how to identify and refer those at risk or experiencing harm

*Where direct patient care delivery is not available (Specialist/Community Nursing) the use of observation and discussion is an acceptable method of assessment

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a. Under supervision, recognises when risk assessment is required

b. Uses an appropriate risk assessment tool from the placement area to identify when further action is required

c. Communicates and documents concerns and information about people in vulnerable situations 11.4

9.1

a. Recognises signs of maltreatment or harm of infants, children and young people and promptly reports to the appropriate person *

b. Maintains a non-judgemental and professional approach when dealing with the infants, children, young people, carers and families involved in potential cases of harm or abuse *





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Domain 3: Nursing Practice and Decision Making NMC Competency 10 Under supervision, all nurses must evaluate their care to improve clinical decision-making, quality and outcomes, using a range of methods, amending the plan of care, where necessary, and communicating changes to others.

*Where direct patient care delivery is not available (Specialist/Community Nursing) the use of observation and discussion is an acceptable method of assessment. In some specialist services it may be necessary to complete fictitious documentation of a specific patient scenario if it is not appropriate for students to complete official documentation

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

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

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

d. Demonstrates an ability to work in a safe and increasingly confident manner PPC 2


Date


Date






Identify a patient within your placement area and working under supervision:

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

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

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

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

control procedures.

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

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

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

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

intervention.


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

and timely action to your clinical practice






Links to ESC

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

22.6







51



Demonstrate safe and effective practice in medicines management by completing the

following:

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

Demonstrate knowledge of safe administration of medicines via appropriate routes

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

medicines

Maintain accurate records for all drugs administered using prescription charts correctly

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

With your mentor discuss various ways medicines are stored

N.B. Your mentor must indicate by signing below that you have completed this activity

thereby demonstrating awareness of numeracy and legal and ethical frameworks that

underpin safe and effective medicines management


Domain 1 Professional Values




Links to ESC

33, 34, 35, 36, 36.1, 37, 37.1,

38, 38.1, 38.2, 38.3, 39, 39.1,

40.1, 41,41.1, 42.1

Links to

NMC (2010)

Progression

Criteria

Progression

point

criteria 1, 2





52



Identify a patient within your placement area. Working under supervision conduct the following:

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

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

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

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

disadvantages of using this tool.

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

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

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

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

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

area.


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

timely referral to your clinical practice






Links to ESC

Cluster 4: Nutritional and Fluid management

27.1, 27.2*, 27.3, 27.4, 27.5,

28.1*, 28.2, 28.3, 28.4,

& 30.3, 30.4, 31.2







53


(SPECIALIST/COMMUNITY PLACEMENT) ** only for students in a placement area which

routinely undertakes wound management activities**

Identify a patient in your clinical area that has a breach in their skin integrity (eg IV access site or

wound of any type)

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

using standard infection control precautions. Discuss methods to promote healing and prevent

deterioration with the patient and family.

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

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

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

transmission routes and how to minimise risk to the patient. Discuss the healing process and

factors which affect this process. Discuss principles of wound management and the properties

of the wound dressing/access site dressing with your mentor.


demonstrated (where possible) the importance of asepsis/clean /non touch technique






Links to ESC

10.3, 25, 25.1, 25.2, 25.3,







54


(SPECIALIST/COMMUNITY PLACEMENT)

In relation to your placement area, identify a child health condition which may arise and review

the associated altered physiology of the condition (refer to the ‘theoretical review prior to

placement’ information sheet in the university’s electronic module site (Moodle).

Identify a patient from your mentor’s caseload and discuss the typical/atypical health associated

presentation for their condition. Discuss the diagnostic investigations required, identify any

deviations from the norm and explore how you would prepare the patient and family for any

nursing interventions. Demonstrate how you would record baseline data appropriate to your

placement area and discuss ongoing communication with the patient and family in a manner

which empowers them to be involved in the assessment and care planning process


demonstrated the importance of underpinning knowledge of altered health conditions and are

able to record and interpret data relevant to the placement area.






Links to ESC

1.6, 2.2, 2.3, 2.4, 17.3, 21.3






Domain 4: Leadership, Management and Team Working

Generic Standard for Competence All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills during their period of preceptorship and beyond. Field standard Children’s Nurses must listen and respond to the wishes of children and young people. They must influence the delivery of health and social care services to optimise the care of children and young people. They must work closely with other agencies and services to ensure seamless and well-supported transition to adult services.


56

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

1.1 Children’s nurses must understand the health and social care policies relating to the health and well being of children and young people. They must under supervision, where possible, empower and enable children, young people, parents and carers to influence the quality of care and develop future policies and strategies.

1.2 Children’s nurses must ensure that, wherever possible, care is delivered in the child or young person’s home, or in another environment that suits their age, needs and preferences.


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

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

c. Demonstrates an understanding of the local policy complaints procedure

1.1

a. Works within Clinical Governance Frameworks to develop an understanding of health and social care policies relating to health and well being of children


57

1.2

b. Demonstrates understanding of the importance of care delivery in the child or young person’s home, and the associated risks of lone practitioner working. Demonstrates understanding of the process of maintaining and updating records and reports, to facilitate safe and effective care in the patients home (where appropriate) 13.3


Date


Date



58

Domain 4: Leadership, Management and Team Working NMC Competency 2 All nurses must, under supervision, systematically evaluate care and ensure that they and others use the findings to help improve people’s experience and care outcomes and to shape future services.


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a. Under supervision, consider the use of evaluation data (as applicable to the service e.g. audits) to identify

areas for improvement

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





59

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


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a. Under supervision, demonstrates the ability to prioritise care delivery in the placement area

b. Demonstrates awareness of effective management of resources as appropriate to the placement area e.g. staff

and equipment.

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

delivered 17.4





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Domain 4: Leadership, Management and Team Working NMC Competency 4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation.


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

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





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


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a. Under supervision, use informal teaching and role modelling to assist colleagues to develop their professional

and personal skills (e.g. informal/formal teaching sessions, seminar presentations).

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

x





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Domain 4: Leadership, Management and Team Working NMC Competency 6 All nurses must work independently as well as in teams. They must be able under supervision, to take the lead in coordinating, delegating and supervising care safely, managing risk and remaining accountable for the care given 6.1 Children’s Nurses must use effective clinical decision making skills when managing complex and unpredictable situations, especially where the views of children or young people and their parents and carers differ. They must recognise when to seek extra help or advice to manage the situation safely.


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

x

b. Contributes as a team member 17.3

c. Demonstrates an ability to work in a safe and increasingly confident manner in relation to knowledge and development PPC 2

6.1

a. Recognises when situations are becoming unsafe and reports appropriately 17.1


Date


Date



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Domain 4: Leadership, Management and Team Working NMC Competency 7 All nurses must work effectively across professional and agency boundaries, actively involving and respecting others’ contributions to integrated person-centred care. They must know when and how to communicate with and refer to other professionals and agencies in order to respect the choices of service users and others, promoting shared decision making, to deliver positive outcomes and to coordinate smooth, effective transition within and between services and agencies. 7.1 Children’s Nurses must work effectively with young people who have continuing health needs, their families, the multidisciplinary team and other agencies to manage smooth and effective transition from children’s services to adult services, taking account of individual needs and preferences.


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

7.1

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

x

b. Reports issues or concerns regarding transfer and transition of patients to appropriate staff 13.2

x








Accurately complete the Paediatric Early Warning Scoring (PEWS) charts for patients in your

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

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

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

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

care and to explore the contribution of the team members.

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

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

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

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

ensure high quality holistic care.

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

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

and appropriate action is taken as required.






Links to ESC

7.4

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

10.4, 10.5







65


(SPECIALIST NURSE/COMMUNITY PLACEMENT)

Work with the Specialist nurse /CCN and participate in a team meeting/ case discussion.

Identify and document all care related issues arising from the discussion. Using co-ordination

and communication skills identify care priorities and role responsibilities within the inter-

professional team. Inform all team members of any changes to the plan of care following the

team meeting/ case discussion and action any referrals requested.

In relation to the patient and family you have identified, consider the relevance of the Scottish

Patient Safety Paediatric Programme to their situation. Access the website, identify the aims

of the programme and demonstrate use of the SBAR information system to assist

communication between practitioners and families:

http://www.scottishpatientsafetyprogramme.scot.nhs.uk/programme/paediatric-programme

Following this experience, reflect on your activities with your mentor and consider the following:

the leadership role exemplified by the mentor; the interactions with the nursing team and the

inter professional team; delegation of tasks; how the patients/carers/family are kept informed

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

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






Links to ESC

1.6,1.7, 2.2, 6.6, 7.4, 9.5, 9.8, 9.10, 10.1, 10.2, 10.3, 10.4,13.1, 14.3, 14.4, 14.5, 17.5,





http://www.scottishpatientsafetyprogramme.scot.nhs.uk/programme/paediatric-programme


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6.Service User/Carer Feedback Activity

When the activity should be undertaken?

The suggestion is that this should possibly coincide with the midway assessment in the main clinical area (not within a rotation week).

However, this should not prevent any obvious opportunity being lost before the midway assessment, but weeks 1 and 2 should be

avoided if possible.

What is the purpose of the activity?

The purpose is to facilitate the development of the student. The importance of the service user experience/feedback and how this can

help inform future service delivery has been highlighted by NMC. Service User/Carer involvement has been mapped to the NMC 2010

Standards for Pre-Registration Nursing Education, Standard 8 Assessment (R8.1.4), which states that, “Programme providers must

make it clear how service users and carers contribute to the assessment process”.

Is it the patient /client only who can be approached to give this feedback?

No, the service user can be the patient, client, a relative or a carer.

How should the service user/carer be prepared?

Make the service user/carer aware of the purpose of the activity

Reassure the person that participation in this activity is optional

Emphasise that participation will not affect the future patient/client/carer relationship or the pass/fail outcome for the student

Reassure the participant that their identity will not be revealed in the documentation

How should the student be prepared?


67

The student will have been made aware of the purpose of this activity during the Preparation for Practice study day/s and

directed towards the NMC documentation

The student should be reminded and reassured that the feedback is intended to be used in a constructive way to facilitate their

future professional development

What if some of the feedback from the service user is critical / negative, how should a mentor deal with this?

It is important to focus on the positive aspects of the feedback and then discuss the aspects that require development.

Identification of how this might be achieved could form the basis of an action plan

The mentor should reiterate that the feedback will not reflect in the overall pass/fail outcome for the placement


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Guidance for Mentors: Service user/carer feedback form

1. Client and carers participating in the feedback exercise of students should be selected in consultation with their mentor(s).

2. Mentors should encourage students to gain valuable feedback from clients and carers.

3. This can be done either using the written form or the Mentor asking the client/carer for feedback and then writing the comments on the form

4. It is the Mentor's responsibility to ensure the comments either written or verbal are an accurate account of the client/carers experience.

5. It is the responsibility of the Mentor to discuss the evidence with the student and sign the form regarding the accuracy of the evidence.

6. The mentor will gain feedback from clients and/or carers/family member

a. In year one, without the student being present. b. In year two, if the service user and/or carers/family member consents the student nurse can be present but the mentor

facilitates the discussion. c. In year three, if appropriate the student and mentor will be present and the student will facilitate the discussion.

7. Any professional ethical issues identified during this evaluation, should be addressed through NHS Lothian and Edinburgh Napier University policy.


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SERVICE USER/CARER FEEDBACK

SERVICE/USER CARERS FEEDBACK OF STUDENT NURSES CONTACT

Aim: We would value service users and/or carer’s/families’ view on the contact the student has had with you. This enables the student

nurse and their mentor to gain some valuable feedback from your perspective of any interactions that you have had with the

student. The student nurse requires evidence of feedback from one service user or carer/family member per placement and the

information you provide will be used to enhance student learning and development.

Information to be given to the patient/carer/family member by the mentor:

You have been asked to participate in this feedback exercise as the student nurse has been involved in delivering your care. The

student’s mentor will ask you some questions about your experience of interacting with the student, for example during a care

intervention, a discussion or another aspect of your care. These comments will be anonymous and will be treated in the strictest of

confidence and will not affect your care in any way.


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Please provide some details on the following: Welcoming, compassionate and caring, listening skills, warmth, approachable, trustworthy, openness and honesty.

Thank you very much for your comments

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

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

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


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References

Adults with Incapacity (Scotland) Act http://www.legislation.gov.uk/asp/2000/4/contents Adults Support and Protection Act (Scotland) 2007 http://www.legislation.gov.uk/asp/2007/10/contents

Alzheimers Society http://www.alzheimers.org.uk

Centre for Disease Control (2012) Child Development http://www.cdc.gov/ncbddd/childdevelopment/

Child Development Co (2012) http://www.childdevelopment.co.uk/Child_Development.htm

Department of Health (2012) Immunisation London : DOH http://immunisation.dh.gov.uk/

Emerson, E. and Baines, S Health Inequalities in Learning Disabilities in 2010 (2010) Improving health and Lives Observatory http://www.improvinghealthandlives.org.uk/uploads/doc/vid_7479_IHaL2010-3HealthInequality2010.pdf

Glasper, E. A., Richardson, J., (2010) A Textbook of Children’s and Young people’s Nursing

Hall, D.M.B, and Elliman, D, (2006), Health for all Children (Revised 4th Edition), Oxford University Press, London.

http://www.legislation.gov.uk/asp/2000/4/contents


http://www.cdc.gov/ncbddd/childdevelopment/

http://www.childdevelopment.co.uk/Child_Development.htm

http://immunisation.dh.gov.uk/

http://www.improvinghealthandlives.org.uk/uploads/doc/vid_7479_IHaL2010-3HealthInequality2010.pdf


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Human rights Act http://www.legislation.gov.uk/asp/2003/13/contents

Mental Health Act (Scotland) 2003 http://www.legislation.gov.uk/asp/2003/13/contents

Mental health Foundation (2012) Information about mental health http://www.mentalhealth.org.uk/help-information/mental-health-a-z/

Midwifery (2020) http://www.midwifery2020.org/ .

NHS Education for Scotland (2012) Guide to mental health legislation http://www.nes-mha.scot.nhs.uk/

NHS Education for Scotland (2011) 10 essential Shared capabilities : Edinburgh: NES www.nes.scot.nhs.uk/.../10_essential_shared_capabilities_2011.pdf

NHS Lothian Learning Disability website http://www.nhslothian.scot.nhs.uk/Services/A-Z/LearningDisabilities/Pages/default.aspx

Nursing and Midwifery Council (2010) Standards for Pre-Registration Education for Nursing London : NMC

Resuscitation Council U.K. (2010) Paediatric basic Life support. available at www.resus.org.uk



http://www.mentalhealth.org.uk/help-information/mental-health-a-z/

http://www.midwifery2020.org/

http://www.nes-mha.scot.nhs.uk/

http://www.nes.scot.nhs.uk/.../10_essential_shared_capabilities_2011.pdf

http://www.nhslothian.scot.nhs.uk/Services/A-Z/LearningDisabilities/Pages/default.aspx

http://www.resus.org.uk/


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Scottish Government Health Department (2007) Towards a flourishing Scotland Edinburgh : SGHD www.scotland.gov.uk/Resource/Doc/201215/0053753.pdf

The Samaritans (2012) Myths about Suicide http://www.samaritans.org/your_emotional_health/about_suicide/myths_about_suicide.aspx

Scottish Executive Health Department (2006) Emergency Care Framework Edinburgh; SEHD Available at http://www.scotland.gov.uk/Resource/Doc/149108/0039634.pdf

Scottish Executive Health Department (2006) Getting it right for every child. Edinburgh; SEHD Available at http://www.scotland.gov.uk/Resource/Doc?1141/0065063.pdf

Scottish Government Health Department (2000) Same as You : A review of services for people with learning disabilities http://www.scotland.gov.uk/Resource/Doc/1095/0001661.pdf

Scottish Government Health Department ( 200?) Promoting health supporting inclusion http://www.scotland.gov.uk/Resource/Doc/46746/0013984.pdf

Scottish Government Health Department (2010) Health and wellbeing in Schools Project (2010) – Final report Edinburgh; SGHD http://www.scotland.gov.uk/Resource/Doc/357884/0120933.pdf - Health and wellbeing in Schools Project (2010) – Final report

Scottish Government Health Department (2005) National care Standards – Care at Home Edinburgh; SGHD http://www.scotland.gov.uk/Resource/Doc/349603/0116844.pdf - National care Standards – Care at Home

http://www.scotland.gov.uk/Resource/Doc/201215/0053753.pdf

http://www.samaritans.org/your_emotional_health/about_suicide/myths_about_suicide.aspx


http://www.scotland.gov.uk/Resource/Doc?1141/0065063.pdf






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Scottish Government Health Department (2010) Growing Up In Scotland – Health Inequalities in the Early Years Edinburgh : SGHD http://www.scotland.gov.uk/Resource/Doc/310476/0097973.pdf - Growing Up In Scotland –Health Inequalities in the Early Years

Scottish Government Health Department (2011) Improving Maternal and Infant Nutrition: A Framework for Action http://www.scotland.gov.uk/Resource/Doc/337658/0110855.pdf - Improving Maternal and Infant Nutrition: A Framework for Action – (2011)

Scottish Government Health Department (2011) Framework For Maternity Care in Scotland Edinburgh: SGHD

http://www.scotland.gov.uk/Resource/Doc/337644/0110854.pdf-

Scottish Maternity Organisation http://www.scottishmaternity.org/Maternity%20Services%20Overview/maternity-services-in-scotland.html-

Sheridan, M. D, (1984) From Birth to Five Years – Children’s Developmental Progress, Berkshire : NFER-NELSON Publishing Company

Scottish Intercollegiate Guidelines Network www.sign.ac.uk

Trenworth, S, Docherty, T Franks, J and Pearce, R (2011) Nursing and Mental Health Care an introduction for all fields of practice. Learning matters www.learningmatters.co.uk

United Nations Population Fund ( 2012) Obstetric Emergencies

http://www.unfpa.org/public/home/mothers/pid/4385




http://www.scottishmaternity.org/Maternity%20Services%20Overview/maternity-services-in-scotland.html-

http://www.sign.ac.uk/

http://www.learningmatters.co.uk/



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Supporting Nursing & Midwifery Students

to achieve the NMC requirements for Alternative Fields of Practice

Learning Outcomes: A Guide for Mentors


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Contents Page

1. Introduction

2. Achieving the Alternative Fields of Practice Outcomes

3. Potential Learning Opportunities to achieve

the Alternative Fields of Practice outcomes

4. Alternative Fields of Practice Advice Resource

5. Potential student activities to assist in achieving the

Outcomes& evidence of the achievement of the NMC outcomes

6. Service User/Carer Feedback Activity

7. References


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1. Introduction

Supporting students within a practice placement presents a wide number of challenges for mentors in terms of creating a welcoming and interesting learning environment, which facilitates the achievement of the student placement outcomes. The NMC (2010)

Standards for Pre-Registration Education for Nursing identify that for registration, in addition to the outcomes that the student requires to demonstrate in their chosen field of practice, the nurse must also demonstrate the achievement of a range of knowledge and skills in the care of patients and clients classified into five categories:

People with mental health needs

People with physical health needs

People with a learning disability

Children and young people;

Maternal health

People with a long term condition, for example where cognitive impairment is a symptom.

At the point of registration the student must demonstrate the achievement of these additional outcomes, the assessment of which must be assessed by the mentors in practice. This guidance document has been developed to assist the mentors to support the student in the achievement of these additional outcomes and undertake and assessment of these. To do so the guidance will identify the outcomes for the alternative fields of practice that the student requires to achieve and suggest a range of activities that the student may undertake to demonstrate their achievement of these.


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2. Achieving the Alternative Fields of Practice Outcomes

Achievement of the learning outcomes (LOs) for the alternative fields of practice is facilitated by a tripartite agreement between the

student, their personal development teacher (PDT) and the mentor (s) in practice placement settings. Each trimester the student and

their PDT will review the achievement of the LOs recorded in the Ongoing Achievement Record. The student and their PDT will

discuss and identify which of the remaining LOs can potentially be achieved in the forthcoming placements. The student will then

bring this information to the initial meeting with their mentor for further discussion and identification of opportunities to achieve LOs for

the alternative fields of practice.

The following pages contain the outcomes to assess knowledge, professional values and care delivery to a range of service users and these outcomes are collectively termed the ‘alternative fields of practice’. These outcomes should all be achieved by the end of the Programme and recorded as such within the students Practice Placement Documentation. Subsequently, the University will record the achievement of each outcome within the student’s OAR. Therefore the mentor should review what has been achieved previously and seek, where appropriate, to encourage achievement of the remaining outcomes. It should be highlighted that the achievement of these alternative fields of practice outcomes within the 3 year programme should be confirmed as being achieved by the mentor, who does not have to be a registrant within that alternative field of practice.


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3. Potential Learning Opportunities to achieve the Alternative Fields of Practice Outcomes

Whilst there may be many opportunities for the student to achieve their outcomes in a range of practice settings with the individual mentor applying their wide knowledge and experience of their own clinical setting to identify these different learning opportunities as they present themselves, certain outcomes will be more achievable in particular practice areas therefore the following is recommended:

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

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

Year Two Medical – mental health needs, long term condition and learning disability needs

Year Two Surgical – mental health needs, long term condition and learning disability needs

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

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

4. Alternative Fields of Practice Advice Resource

To assist the student to achieve the NMC outcomes an Alternative Fields of Practice Advice Resource has been established which can be accessed via the mentorcentre or the student portal. This resource also identifies potential learning experiences and resources which are available to both the mentor and student providing useful links to key documents and up to date relevant information and reading materials. This can be accessed via the following link to be inserted


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5. Alternaltive Fields of Practice Outcomes and Evidence of Achievement

PEOPLE WITH MENTAL HEALTH NEEDS:

Competency Suggested Activities / evidence of achievement

1. Use basic mental health skills to reduce

the distress associated with mental health

problems and help promote recovery.

Clarke V, and Walsh A ed (2009) Fundamentals of mental health nursing / Oxford Oxford

University Press, read and apply chapter two

Eg Demonstrate how to use nonverbal communication effectively and suggest why this is

important when communicating with clients who have mental health problems

www.scotland.gov.uk/Resource/Doc/201215/0053753.pdf

(Above is a good overview of Mental Health Care in Scotland)

2. Act promptly to reduce the risk of harm in

a crisis and to protect people who are

vulnerable.

Maintain safe environment eg angry client with memory problems, discuss with the mentor

how to calm the client

http://www.patient.co.uk/health/Memory-Loss-and-Dementia.htm


http://www.patient.co.uk/health/Memory-Loss-and-Dementia.htm


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3. Have a basic understanding of mental health

promotion, the links between physical and

mental health problems and the aetiology and

treatment of common mental health problems.

Trenoweth, S, (2011) Nursing and Mental Health Care an introduction for all fields of

practice. Learning matters www.learningmatters.co.uk

Read chapter 1

Discuss how mental health issues may impact on physical health issues eg diabetes and

depression

4. Appreciate the impact of mental health

problems and distress on a person’s

cognition, communication, behaviour, lifestyle

and relationships.

http://www.mind.org.uk/help/students_journalists_and_professionals

Discuss issues arising with mentor after using above website eg housing, relationships,

child rearing issues ,leisure pursuits

5. Be aware of the main provisions of mental

health laws, especially those relating to

capacity, human rights and safeguarding.

The NES guide to mental health legislation


Discuss how legislation may be necessary to protect clients and society

http://www.learningmatters.co.uk/

http://www.mind.org.uk/help/students_journalists_and_professionals



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6. Recognise and address people’s essential

mental health needs when these exist

alongside other primary health needs.

Discuss with mentor how poor nutrition / mobility problems /addiction issues /respiratory

problems can effect physical and mental health needs

http://www.mind.org.uk/help/community_care/community-basedmentalhealthandsocialcare

7. Work and communicate with others to

maintain continuity in meeting mental

health needs in long term conditions.

Review role of MDT in managing these issues

Consider the role of CPN GP District Nurse Social Worker Voluntary services and the family

http://www.nursingtimes.net/nursing-practice/clinical-specialisms/mental-health/mental-

health-and-long-term-conditions-2-managing-depression/5032092.article

http://www.mind.org.uk/help/community_care/community-basedmentalhealthandsocialcare

http://www.nursingtimes.net/nursing-practice/clinical-specialisms/mental-health/mental-health-and-long-term-conditions-2-managing-depression/5032092.article

http://www.nursingtimes.net/nursing-practice/clinical-specialisms/mental-health/mental-health-and-long-term-conditions-2-managing-depression/5032092.article


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PEOPLE WITH LEARNING DISABILITY


1. Recognise and respond to the needs of people with learning

disabilities who come into their care.

1) Define what is a learning disability by looking at this sections

in Health Needs Assessment for people with Learning

Disabilities

http://www.healthscotland.com/uploads/documents/LD summary.pdf

2) Use the NHS Learning Disability Toolkit

http://www.nhslothian.scot.nhs.uk/Services/A-

Z/LearningDisabilities/Documents/LearningDisabilityToolKit.pdf

to identify the needs of people with a learning disability

3) Outline the main health needs that a person with learning

disabilities may suffer from. Health Needs Assessment for

people with Learning Disabilities

http://www.healthscotland.com/uploads/documents/LD summary.pdf

4) Identify the ways in which people with learning Disabilities may

suffer from health inequalities. Scottish Government


http://www.healthscotland.com/uploads/documents/LD%20summary.pdf

http://www.nhslothian.scot.nhs.uk/Services/A-Z/LearningDisabilities/Documents/LearningDisabilityToolKit.pdf

http://www.nhslothian.scot.nhs.uk/Services/A-Z/LearningDisabilities/Documents/LearningDisabilityToolKit.pdf

http://www.healthscotland.com/uploads/documents/LD%20summary.pdf



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2. Maintain continuity of care to meet pre-existing intellectual,

physical and emotional needs.

1) Describe the systems in place in your placement area to meet

the needs of people with learning disabilities i.e. look up local

policies on caring for the person with a learning disability e.g

NHS Lothian

2) Give an overview of the role of the learning disabilities acute

liaison nurse service look up Learning Disability Liaison

Nursing Services in South East Scotland

http://www.crfr.ac.uk/reports/LDbriefing.pdf

The learning disability liaison service provide a face to face

session to all programmes in year 1

3. Understand the prevention, effects and treatment of common

health problems; the links between learning disabilities and

physical and mental health.

1) Identify a common health problem that people with learning

disabilities may suffer from (eg chest infections) and discuss

proactive and reactive management of the condition.

By Looking at the health needs section in Scottish Government

publications Same as you


2) Discuss with the mentor how the health needs of the person

with a learning disability can be addressed in health care

http://www.crfr.ac.uk/reports/LDbriefing.pdf



85

4. Ensure that they have access to health and social care

networks and specialist services to provide support and protect

people who are vulnerable.

1) Identify and briefly discuss the roles of the various

professionals involved in the car of people with learning

disabilities

2) http://www.radcliffe-

oxford.com/books/samplechapter/6959/13_Roy-22169ccOrdz.pdf

5. Actively listen, provide information, and involve people with

learning disabilities in decision-making, including agreeing

reasonable adjustments to minimise disruption to their usual

way of life and promote their autonomy, wellbeing and social

inclusion.

Discuss with the mentor how information about health care can

be delivered effectively to people with a learning disability to

enable them to make an informed choice about this.

Look up Health inequalities in Learning Disabilities

http://www.improvinghealthandlives.org.uk/uploads/doc/vid 7479

IHaL2010-3HealthInequality2010.pdf

Reflect on the following legislation and identify practical

measures that can be taken by healthcare professionals to

ensure that the individual’s autonomy and wellbeing is

maintained.

Mental Health Act (Scotland) 2003

http://www/legislation.gov.uk/asp/2003/13/contents

Adults with Incapacity (Scotland Act)

http://legislation.gov.uk/asp/2000/4/contents

http://www.radcliffe-oxford.com/books/samplechapter/6959/13_Roy-22169ccOrdz.pdf

http://www.radcliffe-oxford.com/books/samplechapter/6959/13_Roy-22169ccOrdz.pdf

http://www.improvinghealthandlives.org.uk/uploads/doc/vid%207479%20IHaL2010-3HealthInequality2010.pdf

http://www.improvinghealthandlives.org.uk/uploads/doc/vid%207479%20IHaL2010-3HealthInequality2010.pdf

http://www/legislation.gov.uk/asp/2003/13/contents

http://legislation.gov.uk/asp/2000/4/contents


86

6. Work with families, carers and support networks and, where

necessary, specialist advocates: to address people’s needs.

1) Explore the role of independent advocacy for people with

learning disabilities by looking up

http://www.powerfulpartnerships.org.uk/

2) Discuss with the mentor the value of effective working with

families and carers.

http://www.mcks.scot.nhs.uk/section3/3_6.html

7. Use effective communication and active involvement in decision

making about treatment options taking into account the person’s

wishes.

1) Describe the cognitive and sensory problems that may impact

on communication with this group. NHS Learning Disability

Toolkit


Z/LearningDisabislities/Documents/LearningDisabilityToolkit.pdf

2) Identify a range of communication support that may be utilised

with this group.

http://www.mencap.org.uk/all-about-learning-

disability/information-professionals/communication

http://www.powerfulpartnerships.org.uk/

http://www.nhslothian.scot.nhs.uk/Services/A-Z/LearningDisabislities/Documents/LearningDisabilityToolkit.pdf

http://www.nhslothian.scot.nhs.uk/Services/A-Z/LearningDisabislities/Documents/LearningDisabilityToolkit.pdf


87

Suggested Resources Available to assist student & Mentor

Scottish Government publications Same as you

http://www.scotland.gov.uk/Resource.Doc/46746/0013984.p

df

Promoting health supporting inclusion

http://www.scotland.gov.uk/Resource/Doc/46746/0013984.p

df

NHS Lothian Learning Disability website


Z/LearningDisabilities/Pages/default.aspx

Health Inequalities in Learning Disabilities

http://www.improvinghealthandlives.org.uk/uploads/doc/vid

7479 IHaL2010-3HealthInequality/2010.pdf

https://www.rcn.org.uk/development/practice/social_inclusi

on/learning_disabilities/pledge_your_support_for_learning_

disability_nursing

http://www.scotland.gov.uk/Resource.Doc/46746/0013984.pdf

http://www.scotland.gov.uk/Resource.Doc/46746/0013984.pdf





http://www.improvinghealthandlives.org.uk/uploads/doc/vid%207479%20IHaL2010-3HealthInequality/2010.pdf

http://www.improvinghealthandlives.org.uk/uploads/doc/vid%207479%20IHaL2010-3HealthInequality/2010.pdf

https://www.rcn.org.uk/development/practice/social_inclusion/learning_disabilities/pledge_your_support_for_learning_disability_nursing




88

NEEDS OF CHILDREN AND YOUNG PEOPLE


1. Have a broad understanding of the development of children and

young people within the family context and how this affects their

individual needs, health, behaviour and communication.

Evidence:

Scottish Executive (2006) Getting it right for every child. Available

at http://www.scotland.gov.uk/Resource/Doc?1141/0065063.pdf

Sheridan, M. D, (1984) From Birth to Five Years – Children’s

Developmental Progress, Nfer -Nelson Publishing Company,

Berkshire – this is a very old resource but still widely used in

Health Visiting / Public Health Nursing today

http://www.scotland.gov.uk/Resource/Doc/310476/0097973.pdf -

Growing Up In Scotland – Health Inequalities in the Early Years

2. Work with children, young people, their families and others to

provide family centred care.

Chapter 6- Glasper, E. A., Richardson, J., (2010) A Textbook of

Children’s and Young people’s Nursing,

http://www.dawsonera.com/guard/protected/dawson.jsp?name=htt

ps://shib1.napier.ac.uk/entity&dest=http://www.dawsonera.com/de

pp/reader/protected/external/AbstractView/S9780702044403

http://www.scotland.gov.uk/Resource/Doc?1141/0065063.pdf


javascript:open_window(%22http://nuin3.napier.ac.uk:80/F/DP8PVCTK22YRKUEGP75VAKFHLP1Y5SR2T6YEC48T53R9C8PI8R-21784?func=service&doc_library=NAP01&doc_number=002070981&line_number=0001&func_code=WEB-FULL&service_type=MEDIA%22);




89

3. Understand common physical and mental health problems

associated with childhood and adolescence, their effects and

treatment.

Physical health – developmental screening. Hall 4- available at

http://www.scotland.gov.uk/Resource/Doc/77843/0018686

Mental Health- Scottish Executive (2005) The Mental Health of

Children and Young people.

Available at


Hall, D.M.B, Elliman, D, (2006), Health for all Children (Revised

4th Edition), Oxford University Press, London.

http://www.nhs.uk/conditions/pregnancy-and-baby/pages/spotting-

signs-serious-illness.aspx

4. Deliver the basic care required to meet essential needs.

Chapter 7- Glasper and Richardson (2010)

Health visitor / Public Health Nurse developmental screening

programmes

http://www.scotland.gov.uk/Resource/Doc/337658/0110855.pdf - Improving Maternal and Infant Nutrition: A Framework for Action – (2011)





90

5. Recognise deterioration and provide safe care to infants,

children and young people in an emergency, or act to protect

them where there is risk of harm, prior to referral or when

accessing specialist services.

Scottish Executive (2006) Emergency Care Framework Available

at http://www.scotland.gov.uk/Resource/Doc/149108/0039634.pdf

UK Resuscitation guidelines (2010) . available at

www.resus.org.uk – Paediatric BLS

Spotting the sick child- available https://www.spotting the sick

child.com/

6. Suggested Resources Available to assist student &

mentor


http://www.cdc.gov/ncbddd/childdevelopment/

http://childdevelopmentinfo.com/child-

development/normaldevelopment.shtml



df - Health and wellbeing in Schools Project (2010) – Final

report


df - National care Standards – Care at Home

MATERNAL HEALTH NEEDS


http://www.resus.org.uk/

https://www.spotting/


http://childdevelopmentinfo.com/child-development/normaldevelopment.shtml

http://childdevelopmentinfo.com/child-development/normaldevelopment.shtml







91


1.

1.

Understand and meet the essential needs of pregnant or

postnatal women in relation to a coexisting physical

condition, mental health problem or learning disability.

This could be achieved when working in hospital or community. Any

occasion where nurses are exposed to pregnant or post natal women

e.g. Community placement may have chance to work with midwife or

GP or Obstetric consultant (satellite clinics will see women with pre-

existing disorders), attendance at an antenatal or postnatal clinic.

Go on a visit with HV to see postnatal women.

Hospital – OPD, A& E departments -working in outpatients- attend

antenatal hospital clinics with consultant- will see women with medical

and mental health disorders

2. 2 Recognise major risks and act quickly in an emergency

to get expert help.

Emergency skills simulations and scenarios (skills drills within skills

labs input within university)

Working in Accident and Emergency (undiagnosed pregnancy,

precipitate delivery, haemorrhage, ectopic pregnancy, seizure)

Working in community with midwives, HV and GP’s (as above)




92

3. Have a broad understanding of the physical and psychological

effects of pregnancy, childbirth and the postnatal period.

As 1

4. Have a clear understanding of the role of the midwife and

midwifery care and be able to work in partnership with

midwives and other professionals to achieve the best

outcomes for pregnant and postnatal women and babies in

their care.

Community placement – spoke- work with midwife or GP or Obstetric consultant, physiotherapist, dietician etc. Attend antenatal clinic. Go on a visit with HV or midwife to see postnatal women and baby. Working in outpatients- attend antenatal hospital clinics with consultant- will see women with medical and mental health disorders Possible to have some hospital placements in maternity wards in future

Suggested Resources Available to assist student &

mentor

Input on antenatal and postnatal care and emergency

situations from midwifery team (on-line resources)

A variety of opportunities in practice to meet the maternal

health outcomes when working with health visitor in 1st year)

http://www.scottishmaternity.org/Maternity%20Services%20Overvi

ew/maternity-services-in-scotland.html- This website gives an

overview of the maternity services offered in Scotland


The latest framework for Maternity Care in Scotland

http://www.midwifery2020.org/ The latest information and

government documents on midwives role.

http://www.unfpa.org/public/home/mothers/pid/4385 This

website provides information on emergency management for

obstetric and newborn emergencies.




http://www.midwifery2020.org/



93

MEETING THE NEEDS OF PEOPLE WITH A LONG TERM CONDITION


1. Understand the unique needs of the person

with cognitive impairment, including dementia

and delirium, autism or cerebral palsy and

respond with person centred care, empathy,

compassion, dignity and respect.

Care delivery / communication / client centred care / unique needs.

Mentor and student activities:-Complete ‘This is me” documentation (with or without

family members).

http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=1290

Discuss individual causes/ reasons for Cognitive impairment

2. Know the main types and causes of cognitive

impairment (where appropriate) and their

likely impact on mental and physical health.

List of types of cognitive impairment. How does this affect nutrition / elimination /

mobility.

http://onlinelibrary.wiley.com/doi/10.1111/j.1601-5215.2009.00439.x/full

http://sign.ac.uk/pdf/sign86.pdf

Other Possible causes to discuss depending on the placement area /patient : Stroke

/ alcoholism /drug addiction / bereavement cancer / parkinson’s cerebral palsy,

autism

http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=1290


http://sign.ac.uk/pdf/sign86.pdf


94

3. Be aware of the legislation relating to mental

health, capacity, human rights and

safeguarding individuals.

Discussion with mentor the impact of the legislation to the individual patient care

pathway and ongoing long term care. How this legislation impacts of the

caregivers.

Adults Support and Protection Act (Scotland) 2007


4. Use evidence-based approaches, including

psychological therapies, and appropriate

medication to promote continuity and meet

pre-existing intellectual, physical and

emotional needs.

Review with mentor the most appropriate options open for the individual patient

and their current /long term care needs.

Discuss with mentor or other professionals, Join ward rounds/discuss nutritional

needs/check blood results/check metabolic function/review imaging (CT and

MRI) and set review date for patient long term requirements

5. Be aware of the communication needs of

people with cognitive impairment.

Communicate with a range of people who have barriers to communication due

to dementia and cognitive impairment cerebral palsy or autism.

With mentor or reporting back to mentor. Set out individual care plan

requirements according to the patient diagnosis identify specific requirements of

patients needs are met, ensure collaboration with inter-professionals and

disseminate information as required

http://www.alzheimers.org.uk/

http://www.alzheimers.org.uk/


95

6. Actively involve the person and their family in

decisions about reasonable adjustments and

managing risk that will help minimise the

disruption to their lifestyle, where appropriate,

and promote their autonomy, wellbeing and

inclusion.

Client centred care / lifestyles / “This is me”

Discuss with mentor provision of leaflets from agencies / charities for support or

funding if reqd. Also ongoing support to family and patient.

7. Avoid assumptions, and work with people,

families and carers and through other

networks to choose the care and treatment

options that reflect the person’s wishes,

lifestyle and their capacity for consent.

Attend if possible other agencies facilities/ or days to engage the remit of their

role.

8. Seek advice from specialists skilled in

managing more complex and challenging

needs, for example, behaviour, memory,

sleep, continence, fluid maintenance,

nutrition, communication and pain

management

Role of liaison / specialist nurse

9. Enable people to function at their full potential

for as long as possible

Discuss with mentor/family short /long term goals with discussion from other

multidisciplinary team to ensure realistic outcomes


96

Suggested Resources Available to assist

student & mentor

Dementia strategies and resources available http://www.alzheimers.org.ukhttp://onlinelibrary.wiley.com/doi/10.1111/j.1601-5215.2009.00439.x/full

SIGN guidelines available on a number of

long term conditions associated with cognitive

impairment www.sign.ac.uk

Adult Support and Protection Act (Scotland)

2007

http://www.legislation.gov.uk/asp/2007/10/con

tents

The National Autistic Society

www.autism.org.uk

Cerebral palsy

www.scope.org.uk




http://www.sign.ac.uk/



http://www.scope.org.uk/


97

PEOPLE WITH COMMON PHYSICAL NEEDS


1. Recognise Common physical health

conditions of children adults and older

people who come into their care.

Use a recognised model of assessment to identify the common physical health problems

for a child,

adult and older person

2. Care for someone who becomes acutely

physically ill or injured

Gain experience in an acute placement setting e.g. emergency admissions, or A&E

department

Undertake skill based simulation sessions relating to emergency assessment of the

acutely ill child,

adult or older person

3. Make a baseline physical health

assessment, monitor their condition and

recognise and respond to any deterioration

Undertake a health assessment of a child, adult or older person using a recognised

assessment model

e.g. ADLs, ABCDE, SEWS/SBAR tools

http://en.wikipedia.org/wiki/Roper%E2%80%93Logan%E2%80%93Tierney_model_of_nursing http://www.central.knowledge.scot.nhs.uk/ameh/ameh.pdf#page=0054

http://en.wikipedia.org/wiki/Roper%E2%80%93Logan%E2%80%93Tierney_model_of_nursing


http://www.central.knowledge.scot.nhs.uk/ameh/ameh.pdf#page=0054


98

4. Promote safe immediate physical care,

treatment or first aid and obtain emergency

help when needed.

Participate in first aid skill sessions

Participate in BLS / ILS skills session

http://www.resus.org.uk/pages/public.htm

Review the protocols for, shock / haemorrhage management including SEWS/SBAR and

summoning

help in an emergency within the practice setting.


5. Use direct care skills to meet basic and

complex physical needs which exist alongside

a primary mental health problem or learning

disability, including those requiring long-term

or palliative care. This includes help with

breathing, positioning, mobility, hygiene,

temperature control fluid, maintenance,

nutrition and elimination.

Demonstrate an ability to apply a systematic approach to assessing the needs of a child,

adult or older person using an identified model

Demonstrate and understanding of and an ability to apply SWES/SBAR systems.

Identify the methods of escalating / communicating concerns in relation to the patients

physical

condition to senior staff




99

6. Safely use medical devices to assess and

provide physical care or treatment, including

those for moving and positioning, infection

prevention and control, feeding, maintaining

hydration, elimination, managing pain, wound

care and safe administration of medicinal

products.

Participate in EMH skill sessions and apply these principles in practice

Complete the HAI learning outcomes and apply these principles in practice

Undertake the on line authentic world drug calculation package

Participate in the safe administration of medications for patients who require, oral, IM, IV

medication

Describe the policy for safe administration of blood products

7. Seek expert advice or support where needed

to ensure ongoing safe, effective and evidence

based care or when accessing specialist

services

Participate in the care of the child, adult or elderly person as part of the multidisciplinary

team

Explore opportunities to work with individual specialist members of the MDT exploring their

contribution to the patient care plan.

Suggested Resources Available to assist

student & mentor

http://en.wikipedia.org/wiki/Roper%E2%80%93

Logan%E2%80%93Tierney_model_of_nursing

http://www.central.knowledge.scot.nhs.uk/ameh/ameh.pdf#page=0054 http://www.resus.org.uk/pages/public.htm

Link to authentic world drug calculation pack

www.authenticworld.co.uk






http://www.authenticworld.co.uk/


100

Section 5

Record of Hours Worked Card



101

Faculty of Health, Life and Social Sciences

Practice Placement Record of Hours Name

Matriculation number

Branch

Intake

Reflective Group

Trimester ONE

Placement area/s include all 1.

Date of Commencement Date of Completion

Mentors Name and Designation

1. 2. 3.

Mentor Signature/s All areas (if required)

Total hours worked Total hours absence Occasions Absent

Following completion of the placement, please submit these forms (on the date/time as indicated by the University) to the submission box either in Room 1B29, Sighthill Campus or Borders Campus. Please ensure timecards of more than 1 sheet are stapled together securely. Remember, it is your responsibility to:

1. Accurately record the hours worked each week on placement 2. Complete 37.5 hours per week .Deduct 60 minutes per day from the hours worked during every shift for a long

day and 30 minutes for each core shift 3. Ensure you sign practice placement record of hours work card daily 4. Ensure that the mentor signs the practice placement record of hours worked card each week after the hours

are completed. Any changes to this document must be signed off by mentor. 5. Sick leave is noted as ‘S/L’ and Study Days/Reflection as ‘UNI’ in the appropriate space 6. Submit Practice Placement Record of Hours card to the designated person / sign-in box on the date/time

indicated by the University. 7. Never falsify Practice Placement records or assessments in any way. This would be considered non-academic

misconduct and dealt with accordingly (see regulations)

8. Ensure that the reflective group teacher signs the reflective / study day hours at the end of the session in university.

9. Napier University Administrative use only:

Personal Teacher/ Practice Module leader/ Administrative staff

Signature: Date



102

Please clearly indicate absence as ‘S/L’ or ‘UNI’ as well as recording attendance.

Week 1 Commencing: ……………………

Mon Tues Wed Thu Fri Sat Sun

Total Start

Finish

Hours worked

Daily signature

Mentors signature ____________________________________________________ Week 2 Commencing: ……………………


Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature

Mentors signature ____________________________________________________



103




Branch

Intake

Reflective Group

Trimester TWO




1. 2. 3.




10. Accurately record the hours worked each week on placement 11. Complete 37.5 hours per week .Deduct 60 minutes per day from the hours worked during every shift for a long

day and 30 minutes for each core shift 12. Ensure you sign practice placement record of hours work card daily 13. Ensure that the mentor signs the practice placement record of hours worked card each week after the hours







Signature: Date



104




Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature




105




Branch

Intake

Reflective Group

Trimester THREE




1. 2. 3.




19. Accurately record the hours worked each week on placement 20. Complete 37.5 hours per week. 21. Deduct 30 minutes for each core shift 22. Ensure you sign practice placement record of hours work card daily 23. Ensure that the mentor signs the practice placement record of hours worked card each week after the hours







Signature: Date



106




Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature



Section 6

Appendices


108

Appendix 1: Practice Information/guidance

Preparatory work It is the student’s responsibility to have undertaken the preparatory work required to facilitate the integration of the learning outcomes and competencies into practice. During the placement experience, in order to enhance the student’s ability to maximise their learning opportunities and make the links between theory and practice, 2.5 hours per 40 hour working week is allocated as personal study time. Shift pattern In the first week of practice, students MUST work core shifts (37.5 hour week - excluding meal breaks - over 5 days, working a 7.5 hour day). Students may then work “long days” if this will benefit their learning experience and if it is available. Both the placement staff and the student MUST agree to this, excluding students on the child health programme. If this is not suitable to either the student or the placement staff, the student will remain on core shifts. Students must not exceed (through placement and any alternative employment) the 48 hour maximum work per week as stipulated by the European Working Time Directive (93/104/EC). It is expected that every student will work weekends (where weekend work is part of the placement experience) and rotate onto night duty (where available) to reflect the shift pattern of their mentor. Annual Leave Students MUST NOT attempt to re-negotiate any period of annual leave that occurs during a placement. Changes to holiday periods can only be authorised through formal university channels and evidence to support any change will then be provided in writing. Failure to comply with this university policy will result in a Fail grade for the placement (see Programme Handbook – for guidance). Sickness/Absence from placement This should be reported in the first instance to the placement area as per sickness and Absence Reporting Policy and if any absence is equal to or in excess of 37.5 hours, the cohort leader should also be informed. Further Information If further information/clarification is required on practical issues pertaining to the use of this document please email [email protected] If your query is student-centred, please contact the Practice Placement Link Lecturer or Practice Education Facilitator, or alternatively please email the module leader or deputy.



109

Appendix 2: Supporting Student Progression / Assessment of Performance Both student and mentor need to ensure that they are familiar with the format and content of the OAR, which signposts the learning checkpoints by recording of a number of activities throughout the placement: induction, interim assessment of progress and final assessment of performance. These allow the student to engage continuously with the learning process and to help the mentor to structure the learning experiences appropriately throughout the learning opportunity. Student responsibilities - Competency Booklet The student needs to ensure that he / she is familiar with ALL the requirements for successful completion. This is essential to allow the student to engage continuously with the learning process throughout the placement. Mentor/co-mentor responsibilities - Competency Booklet The mentor needs to familiarise him/her self with the format of the booklet, the assessment process and the requirements for completion. For audit purposes it is important that the mentor uses his/her full signature within the booklet documentation - initials will not suffice. Please note that the use of correction fluid to amend signatures / hours will not be accepted. Mentors can access more information at the Mentor Centre on; http://staff.napier.ac.uk/faculties/fhlss/mentorcentre/Pages/MentorCentre.aspx Record of signatories - mentor The mentor/s should complete this information to allow university staff to contact them directly should clarity be required in relation to the practice learning experience or the assessment of the student’s progress. Pre-placement learning activities including placement information - student The university has set designated activities and it is essential that these are completed by the student prior to commencing within the practice learning area. These focus on the nature of the care area, the staffing profile, the types of clients and the nature of common conditions that may be encountered. In addition, the student should become aware of the associated Link lecturer, Practice Education Facilitator for the area and the approved mechanism by which a student may raise a “cause for concern” (in section 8 of this booklet). These pre-placement activities are documented as completed, by the mentor in the OAR.

http://staff.napier.ac.uk/faculties/fhlss/mentorcentre/Pages/MentorCentre.aspx


110

Induction to practice learning environment - mentor and student The Induction Outcomes specified within the OAR booklet should be completed by the student within the first week in order to familiarise themselves with the nature of the learning environment. The student and mentor MUST have a preliminary meeting to DISCUSS the student’s learning needs (within the first 48 hours4), at which they will review the learning development plan/s from their second placement onwards and determine a plan for achieving the prerequisite learning as recorded in the Competency booklet. This discussion and review of learning needs is documented by the mentor in the OAR. Interim review of progress - mentor and student It is the responsibility of the student in collaboration with the mentor to ensure that the interim review of progress is completed at the midpoint of the placement experience. Prior to the interim review of progress, students should reflect on their progress within the care area and this should inform the discussion and formulation of the interim strategy to address learning needs. This discussion and review assessment is formative and documented by the mentor in the OAR. At this stage in the learning and assessment process, any concerns in relation to the student’s knowledge, skills or attitudes within the learning environment should be signposted and an action plan developed between the student, the mentor and the Link Lecturer/Practice Education Facilitator. A blank Action Plan template is available within Section 8 within the OAR. Final interview and summative assessment of performance It is the responsibility of the student in collaboration with the mentor to ensure that the final interview and summative assessment of performance is completed at the end of the practice learning experience. Following this assessment, the student should reflect upon their progress and document this along with their learning needs within the Learning Development Plan.

Fitness to Practice A declaration of ongoing evidence of Good Health and Good Character is required for a student to remain in practice (NMC accreditation requirements, 20085). Students must also abide by the university academic and non-academic disciplinary regulations6 which include fitness to practice regulations. These regulations can be accessed on: http://staff.napier.ac.uk/NR/rdonlyres/E5C14997-62D3-4009-9832-E831F1136579/6256/StudentDisciplinaryRegulations2008092.pdf

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

5 NMC (2008) Requirements for Evidence of Good Health and Good Character- regulation B8.6.6 6 Napier University, The university Academic Regulations, Student Disciplinary Regulations, Approved July 2008

http://staff.napier.ac.uk/NR/rdonlyres/E5C14997-62D3-4009-9832-E831F1136579/6256/StudentDisciplinaryRegulations2008092.pdf


111

University Policies Students are expected to abide by both university policies and those of the local practice learning area. Table 1: University Policies

Uniform Policy Manual Handling

Accident / Incident Reporting Emergency Procedures

Supernumerary Status Immunisation

Advanced Practice Administration of Medicines

Reporting absence on practice placement Policy for patients / clients / residents requiring a NURSE ESCORT

Prevention and Safe (Therapeutic) Management of Aggression and Violence

Health and Safety Procedures for Placement Students

Students with a disability or with special needs Reasonable adjustments may have been made to allow a student with a disability to achieve competency. These regulations can be accessed on: http://staff.napier.ac.uk/NR/rdonlyres/E5C14997-62D3-4009-9832-

E831F1136579/6256/StudentDisciplinaryRegulations2008092.pdf Further information on policies and reasonable adjustments can be accessed at the Edinburgh Napier University Mentorcentre at the following web address: http://staff.napier.ac.uk/Faculties/mentorcentre/



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


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Appendix 3: Practice Learning Experiences

The Child Health pathway has 2 routes to achieve registration: the 3 Year programme (3 year) or Conversion Course (CC). Students within each route undertake slightly different numbers of placements (based on Recognition of Prior Learning), and this will be reflected both in the table below and the OAR documentation.

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

Table 1: Overview of Practice Learning Placements7 and (RPL)

3 year CC

a) The achievement and maintenance of optimal health for infants, children and young people

√ RPL y/n

b) Introduction to maternal health and early years development √ RPL y/n

MENTOR - The final placement in year 1 the mentor must confirm the student suitability to progress into year 2 of the programme

c) Active Participation of hospital based care for infants, children and young people

√ RPL y/n

d) Specialist Services for infants, children and young people √ RPL y/n

MENTOR - The final placement in year 2 the mentor must confirm the student suitability to progress into year 3 of the

programme

e) Child health nursing in a diverse environment √ √

f) Elective experience – is in separate booklet √

g) Progression and consolidation in child health nursing practice √ √

7 NMC (2010) Standards for Pre-Registration Nursing Education R6.5.2


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Appendix 4: Reporting a Cause for Concern in Placement Identified by a Student

This flow chart is designed to help students to resolve concerns identified within the allocated clinical placement. The process of addressing and managing

concerns is part of the learning process and will be supported

It is recognised that students may encounter difficulties, dissatisfaction or concern with the following:

Learning opportunities and availability

Teaching

Feedback

Perceived unfairness and subjectivity

Learning culture

Health and safety

Students who have concern within a placement are advised to take action immediately by following the process below. In the first instance students are

encouraged to raise concerns with members of the practice team. It is anticipated that the majority of issues will be resolved with the support of members of

the practice team. However, where cause for concern regards patient safety or perceived serious misconduct it is recognised that students may need

additional support. Students are encouraged to discuss such matters immediately with the placement link lecturer or their Personal development tutor (or

equivalent) at the earliest opportunity.

Stage 1: of the process is normally adopted to address an issue relating to mentoring and support of the student in practice placements

Stage 2: of the process is normally instigated when issues have arisen in stage 1 that have not been able to be resolved and further assistance is required to

address the concern.

Stage 3: of the process should be instigated when the cause for concern relates to patient safety/ care or staff safety issues or other serious misconduct

issues that are not resolvable or it is inappropriate to adopt stage 1 or stage 2.

Resolution: Students should be offered an opportunity to reflect on the event and identify new learning as a result of the experience. Good practice would

suggest that mentors, clinical managers and Practice education facilitators involved in the issue should also receive feedback on the outcome of the concern,

how the issue was resolved and any suggestions for future practice arising as a result of the investigation, in order to close the audit loop and reduce the risk

of similar problems arising in the future.


STAGE

Student raises concern

No further action required

Concern Resolves and

discussed with PEF / LL

Cause for concern regards

patient safety/care or other serious misconduct

Refer to Link lecturer/

Personal Tutor

Go to STAGE 3

Concern relates to

mentor relationship/

standard of mentoring/

learning opportunities

Student discusses and

seeks resolution with mentor

Concern

Continu

es

Go to

STAGE 2

Concern Resolves

No further action

required on placement

Student is informed of the

outcome has opportunity to

reflect on experience

Concern

Continue

s

Student raises

concern with placement

manager/charge nurse

Student raises concern with LL/PEF

LL/LP liaison with PEF/Practice manager

and investigation of issue

Student concern

unresolved

PEF/ PM devise an action

plan with recommendations

to resolve student concern

LL/LP and PL consider student

concern, report on

recommendations and agree that

action may lead to:

Change of placement. Inform placement

co-ordinator and student personal

development tutor (or equivalent).

Report on issue developed

Student is informed of the outcome and has opportunity to

reflect on experience

Resolves issue to

satisfaction of all parties

No further action

Student has

opportunity to reflect

on experience

Placement requiring

additional support or action

via PEF, LL/LP, Practice

Placement committee

Report on issue developed

Cause for concern regards staff or

patient safety /care or other serious

misconduct

STAGE 2

STAGE 3

Take action to ensure that student and patient safety

maintained in clinical environment e.g. additional support

for student or remove student from practice location.

Appointment made to meet with Practice

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

Liaison between LL/LP / PM and / or PEF

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

Assessment of concern made by LL/ PDT

investigation and decision made to:

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

Liaise with mentor, PM and student

Student encouraged to discuss cause for concern with mentor

Concern Resolved

No further action required

Student is informed of the outcome and has opportunity

to reflect on experience. Feedback to clinical area

Concern continues

LL/LP PEF & Student raises concern with PM

Concern Resolved


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Section 7

Glossary of Terms and Abbreviations

Cleanliness Champion Health care worker who has undertaken the Cleanliness Champion Programme for Education (Web-based with mentor support)

BLS Basic Life Support

CB Competency Booklet.

CPR Cardiopulmonary Resuscitation

ESC Essential Skills Clusters

MH Manual Handling

HAI Healthcare Associated Infection

HEI Higher Education Institute

NES NHS Education for Scotland

NHS National Health Service

NHSS National Health Service Scotland

NMC Nursing and Midwifery Council

NPE Nursing Practice Experience

OAR Ongoing Achievement Record

PEF Practice Education Facilitator

PLD Practice Learning Documentation.

PSMAV Prevention & Safe (Therapeutic) Management of Aggression and Violence.

SOM Sign-Off Mentor

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

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SECTION 8: SUBMISSION CHECKLIST

Both booklets (CB & OAR) together in one plastic envelope folder with required photocopying - Sign in to submission box

Record of Hours worked card to be removed and submitted to the School Office (1.B.29).

Book 1: Competency Booklet (CB)

1. Have you checked that every section has been fully completed and signed?

2. Completed Record of Hours Worked -

o Keep a photocopy of the record of hours worked card for personal records.

o These pages should be completed as per University instructions and removed from the CB. Following completion of the

practice learning experience, please submit the cards to the School Office (1.B.29).

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

mentor or other clinicians involved in assessment of your practice.

Book 2: Ongoing Attainment Record (OAR)

1. Have you checked that every section has been fully completed and signed?

2. Have you included 1 photocopy of:

o Pre-placement learning activities

o Induction

o Interim review of progress

o Final interview and submission assessment of performance

o Completed Reflective Account and Learning Development Plan

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

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