FACULTY OF HEALTH LIFE AND SOCIAL SCIENCES …staff.napier.ac.uk/faculties/fhlss/mentorcentre/Documents/Adult... · approach is to enable students ... •Check Study Day dates and

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FACULTY OF HEALTH LIFE AND SOCIAL SCIENCES

SCHOOL OF NURSING, MIDWIFERY AND SOCIAL CARE

2011 PRE-REGISTRATION NURSING PROGRAMME: ADULT FIELD

COMPETENCY BOOKLET (CB)

YEAR 3

Adult Nursing Practice 5 Community ADN09129 or ADN09131 (please circle)

Date Commenced:

Adult Nursing Practice 6 Consolidation of Practice ADN09130 Date Commenced:

(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 Year Leader/Personal Development Tutor

Edinburgh Napier University School of Nursing Midwifery and Social Care BN Adult Nursing: Competency Booklet YEAR 3 (Version 6: review May 2016)

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CONTENTS Page

Section 1: Introduction to the Competency Booklet 5

Section 2: Practice Information and Guidance 13

Section 3: Module Leader Information 19

Sample signatures of Mentoring Personnel - Community 21

Sample signatures of Mentoring Personnel – Consolidation of Practice 22

Section 4: Placement Outcomes and Competencies for Adult Nursing 5

Placement Outcomes and Competencies for Adult Nursing 6

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Year 3 Competencies and Essential Skills Clusters 26

Year 3 Moving and handling competencies 79

Service User and Carer feedback forms 81

Section 5: Record of Hours Worked Cards 85

Section 6: Appendices 97

Appendix 1: Supporting Student Progression / Assessment of Performance 98

Appendix 2: University Policies 99

Appendix 3: Practice Learning Experiences 101

Appendix 4: Cause for Concern (and please see OAR for Whistleblowing Procedure) 102

Section 7: Glossary of Terms and Abbreviations 105

Submission Checklist for Students 107


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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 Competence 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 Competence Booklet records the achievement of the Domains and Competence statements from the Nursing Midwifery Council (NMC) (2010) Standards for Pre-Registration Nursing Education. Alongside the Competence statements there are ‘activity sheets’ which will contribute to the evidence of achievement. Hours worked in clinical practice are recorded within the CB and in NP6 only the personal learning portfolios will be 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 (NPE 6 only)

2 Pre-placement Learning Activities 9 CCP Collation document

3 Induction Documentation 10 Alternative Fields of Practice LOs Collation Table

4 Interim review of progress documentation 11 Safe medicate (Authentic World) Collation Table

5 Final interview and summative assessment of performance 12 Programme information and planner

6 Reflective Account 13 Action Plan(s)

7 Learning Development Plan 14 Additional Assessment Documentation


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For more details please refer to Section 7: Appendix 1 and 2

Pre and start of placement

• undertake preparatory work

• complete pre-placement learning activities

• check the Competency Booklet, ensuring familiarity with the content

• ensure Induction Outcomes completed in OAR within 48 hours

•First week of practice = core shifts

•Work one weekend in every 3

Mid placement

Ensure interim progress review is completed in OAR

CONSOLIDATION*

Ensure midway meeting in your consolidation experience is completed by your Sign off

Mentor (SOM) in Section 4 of the OAR

End of placement

Ensure final interview and summative assessment is

completed in OAR

CONSOLIDATION*

Ensure final meeting with your SOM and Final Statement of

Competence is completed and signed in Section 4 of the OAR

Submit placement documentation

• Check Study Day dates and attend University

• Report any absence as per Absence Reporting Policy

• Work no more than 48 hours per week

• Undertake one full rotation of night duty (if available)

Ongoing

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 Competence in that domain. Competence is defined by the NMC (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 NMC (2010). Subsequent pages contain the competencies to be achieved within each domain.

To enable the mentor to assess achievement of each competence, there are a number of learning outcomes listed (i.e. a, b, c, etc) below the

competence statement against which 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.

One signature per competence statement per placement is required indicating if it has been achieved or not achieved. As part of the final

assessment, the mentor should ensure that by the end of the placement those competency statements are signed as being achieved or not

achieved. Assessment of competence should be a holistic and ongoing process.


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Essential Skills Clusters (2010)

The learning outcomes following each competence have been mapped to the Essential Skills Clusters (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 Cluster (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 Cluster (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 Competence 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 (i.e. 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).

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 Competence Booklet and these must be achieved by the end of the practice placements in the Competence 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 NMC (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 carer’s and their families and the values

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

others. At the point of entering Year 3 the student will have achieved all the necessary progression point criteria for their Year 1 and 2 clinical

practice experience.

Year Three - The Essential Skills Clusters (2010) have been incorporated into the learning outcomes within each domain and are indicated at the

end of the outcome by the number to which it relates. The activities following each domain also incorporate the safety and values criteria

necessary to assess. Achievement of the numeracy activities and ongoing observation of the student nurse performing calculations in the

context of nursing practice demonstrate that the ESC’s for numeracy in year 3 have been achieved. Completion of numeracy activities

promotes knowledge of the ordering, storage and safe administration of medication and legal/ethical aspects of medicines management, allowing

students to demonstrate the requirements for entry to the register have been met at the end of year three. Please refer to the OAR for more

information.

Students should also provide evidence of achievement of practice modules 5 and 6 from SafeMedicate (Authentic World an e learning package

the students have to complete). A* next to an ESC number identifies a base line numerical skill.


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Cleanliness Champions Programme

Year One - Units 1 to 6 (inclusive) 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 7 and 8 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 9 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 NMC (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 adult 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 the Ongoing Achievement Record, there are outcomes to assess knowledge, professional values and care delivery to a range of service users. These additional outcomes are classified into five categories: People with mental health needs; People with a learning disability; Needs of children and young people; Meeting the needs of maternal health, Meeting the needs of people with a long term condition, for example where cognitive impairment is a symptom. 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. Certain outcomes will be more achievable in certain practice areas therefore the following is recommended:

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.

Alongside these ‘alternative fields of practice’ learning outcomes there are activity sheets within the Year One and Three Competence Booklets that enable adult 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.


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Year Three Competencies for Manual Handling

Students are required to demonstrate their competence in practice in order to complete their practice modules.

The students’ competency booklet follows the Nursing and Midwifery Council’s ‘Standards for Pre-Registration Nursing Education’ and is divided

into four domains. Each domain has generic and field specific standards for competence. The competency booklet lists a number of specific

competencies that will demonstrate the necessary skills, knowledge and values to demonstrate achievement in the specified domain.

Manual handling spans the four domains, which are:

Domain 1: Professional Values

Domain 2: Communication and Interpersonal Skills

Domain 3: Nursing Practice and Decision making

Domain 4: Leadership, Management and Team Working. The learning outcomes for each competence are linked to the NMC’s five essential skills clusters, of which the first two are relevant to manual

handling. These are:

Care, compassion and communication

Organisational aspects of care

The activity sheet is contained within the competency booklet. These activities contextualise the competencies to be achieved and assist the

mentor to sign the student off as having attained the required standard within that activity.


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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.

Final Placement Requirements – Sign Off Mentor

In order to ensure public protection, the Nursing and Midwifery Council (NMC) needs to be assured that students have been assessed and signed off as being capable of delivering safe and effective practice at the end of their programme. Following the publication of the NMC standards to support learning and assessment in practice (2006, 2008), a Sign-Off Mentor, who has met additional criteria, must make the final assessment of practice and confirm to the NMC that the required proficiencies for entry the register have been achieved. The final summative assessment of competence draws on evidence of assessment over a sustained period of time. Information made available to the SOM in the OAR allows Sign-Off-Mentors to view the content of all previous mentors’ assessments. This process allows the SOM to make a judgement on the student’s suitability for entry to the register based on their progress over the entire period of their programme. Further information for Sign-Off-Mentors is and the associated documentation can be found in Section 4 of the OAR.


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Section 2

Practice Information and Guidance


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Practice Information/guidance

Preparatory Work & Working Hours during Placement 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. To maximise the student’s learning experience, 2.5 hours per 40 hour working week are expected to be fulfilled as personal study time. This means that a total of 40 hours will be recorded by the University for all weeks completed on placement. Students however only attend 37.5 hours on placement, with the remaining 2.5 hours available for any theoretical work associated with the placement e.g. HAI Package or study relating to Alternative Fields of Practice. Students should only however record 37.5 hours (including Study Days) on the Record of Hours Card. The University will adjust the total post-submission. Shift pattern

In the first week of practice, students are expected to work core shifts (37.5 hours per week - excluding meal breaks - over 5 days, working a 7.5

hour day). Students may thereafter work “long days” if this will benefit their learning experience and if (in the opinion of the Mentor / Clinical

Manager) it is appropriate for the placement. Both the placement staff and the student MUST agree to this. If this is not suitable to either the

student or the placement staff, the student will remain on core shifts. It is expected that every student work one week-end in every three (where

week-end work is part of the placement nursing experience). Please note that a third year student is expected to undertake one full rotation of

night duty and work one weekend in three (where available).

Study Days

In all placements, study days for reflection and addressing placement-related topics are integral to the learning process. These are programmed

on specific days, as indicated on the student allocations, and are held in a University campus. Each accounts for 7.5 hours and should

be recorded as UNI in your hours card. They are signed for on your ‘Record of Hours Worked’ section of the card by the lecturer taking the

reflection component of the study day, or established from the class attendance sheet for other types of class session. If Personal Study (not

requiring attendance at University) is directed for a Study Day, University Administrative staff will take this into account when collating total hours.

Only 7.5 hours per calendar week can normally be credited for Study Time, in order that the NMC’s minimum total for practice is achievable

during your Programme.


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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 Any absence from placement should be notified immediately to your clinical area as per University Absence Policy (see the on-line University ‘mentorcentre’ for guidance). If telephoning to advise placement staff of intended absence, it may be a useful precaution to take a note of the person’s name who received your call. You should advise placement staff of your intended date of return from sickness when known, or if your absence is expected to be prolonged. In the last case, your Year Group Leader should also be notified. You should indicate whole days of sickness absence on your hours’ card. A GP certificate is required for absences of more than a week. If the absence from placement is due to a ‘Notifiable’ infection (for example Norovirus, Swine flu) you are required to be absent for a recommended period of time following resolution of the symptoms (for example 48 hours) before returning to placement. Please seek guidance from your placement area regarding local infection control policies and procedures. ‘Lost’ hours can be retrieved later in your same placement by negotiation with your mentor, but you must not exceed 48 hours of work per calendar week (as stipulated by the European Working time Directive 93/104/EC); this restriction on maximum hours of work includes any alternative employment you may have out with your University Programme. Requests to ‘make up’ hours beyond the end of your placement or to alter holiday dates must be made through your Group Leader/PDT/Cohort Leader. 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 identified in this booklet.

mailto:[email protected]


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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. For further information please refer to the Programme Handbook (available on the student portal).

b) Should be submitted into the assignment box in a clear submission folder supplied by the student and signed in on the record of

submission folder.

c) Must include all the completed paperwork for the Practice Learning Document as indicated below:

o Competence Booklet (CB) 1. Prior to submission the student should ensure that all documentation within this booklet is completed and that pre-requisite

photocopying is undertaken from the OAR and submitted with this document 2. 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 Office 1.B.13. 3. The student is advised to keep a photocopy of the record of hours worked card for personal records.

o Ongoing Achievement Record (OAR) 1. Please refer to the OAR directly for this guidance

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

Please clearly label with:

Name, Reflective Group, Cohort

and Placement Number i.e. NP 2


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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 Competence 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

Extension to submission deadline Under exceptional circumstances, an extension to the submission deadline may be authorised by the module leader. However, all requests must be accompanied by a valid extension request form (download form and guidance from Moodle).


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Section 3

Module Leader/Deputy Contact Information

Module Leader Email Deputy Module Leader Email

Nursing Practice Experience 5 Mark Lees [email protected]

Nursing Practice Experience 6

Consolidation

Barbara Steele [email protected] Anne Rowat [email protected]





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Sample Signatures of Mentoring Personnel - Community

In order to verify the identity of all those involved in assessing student performance and to minimise the possibility of fraud, please enter your

details in the table below if you contribute any signature / initials to the student’s documentation while on placement:

MENTOR’S FULL NAME (PLEASE PRINT)

POSITION HELD FULL SIGNATURE INITIALS USED


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Sample Signatures of Mentoring Personnel – Consolidation of Practice

In order to verify the identity of all those involved in assessing student performance and to minimise the possibility of fraud, please enter your

details in the table below if you contribute any signature / initials to the student’s documentation while on placement:

MENTOR’S FULL NAME (PLEASE PRINT)

POSITION HELD FULL SIGNATURE INITIALS USED


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Section 4

Placement Outcomes and Competencies for Adult Nursing Practice 5

Placement Outcomes and Competencies for Adult Nursing Practice 6


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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 Adult nurses must also be able at all times to promote the rights, choices and wishes attention to equality, diversity and the needs of an ageing population. They must be able to work in partnership to address people’s needs in all healthcare settings.


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Domain 1: Professional Values NMC Competence 1 All nurses must practise with confidence according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008). They must be able to recognise and address 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. 1.1 Adult nurses must understand and apply current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life.

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Evidence of Competence Achievement a. Maintains a good record of punctuality, attendance and adheres to the university/local policy of reporting absence 17.7 b. Adheres to the underpinning values of The code: Standards of conduct, performance and ethics for nurses and midwives (the

code) (NMC 2008).

c. Upholds people’s legal rights and speaks out when these are at risk of being compromised 4.4 d. Acts as role model to others and ensures colleagues work within local policy e.g. appropriate clothing/uniform/dress codes 24.4 e. Demonstrates honesty and integrity in all aspects of professional behaviour f. Demonstrates self-awareness and self-confidence; knows own limitations and is able to take appropriate action 1.9 g. Practices within the legal frameworks for data protection and when seeking consent, respecting the rights of individuals to refuse

or withhold consent 8.5, 8.7

1.1

a. Reflect on issues within patient choice, informed consent, refusal of treatment, independent patient advocacy and working with the public 8.6

b. Accepts differing cultural traditions, beliefs, UK legal frameworks and professional ethics when planning care with people and their families and carers 4.5

c. Works within legal and professional frameworks and local policies to safeguard and protect people, particularly young people and vulnerable adults

COMMUNITY COMPETENCE 1: ACHIEVED / NOT ACHIEVED SIGNATURE: Date

CONSOLIDATION COMPETENCE 1: ACHIEVED / NOT ACHIEVED SIGNATURE: Date

By signing the above Competence 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 Competence 2 All nurses must practice in a holistic non-judgemental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respect individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care.

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Evidence of Competence Achievement

a. Practices self-awareness that challenges own prejudices and enables professional relationships 3.4

b. Provides holistic care that demonstrates sensitivity to patients/clients/family/carers cultural traditions and beliefs 4.5

c. Challenges practice which do not safeguard those in need of support and protection 11.10

COMMUNITY COMPETENCE 2: ACHIEVED / NOT ACHIEVED SIGNATURE:

Date

CONSOLIDATION COMPETENCE 2: ACHIEVED / NOT ACHIEVED SIGNATURE:

Date



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Domain 1: Professional Values NMC Competence 3

All nurses must support and promote the health, wellbeing, rights and dignity of people, group’s communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health

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a. Promotes health and wellbeing, self-care and independence.

b. Encourages people and carers to make choices in coping with the effect of treatment. This includes the ongoing nature of their condition including death and dying 9.16,

c. Works within a public health framework to assess needs and plan care for individuals, communities and populations 9.22


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Domain 1: Professional Values NMC Competence 4 All nurses must work in partnership with service users, carers, families, groups, communities and organisations. They must manage risk, and promote health and well-being while aiming to empower choices that promote self-care and safety.

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a. Provides safe and effective care in partnership with people and their carers within the context of peoples ages, conditions and developmental stage 10.6

b. Acts appropriately when a person’s choice may compromise their safety or the safety of others 2.10


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

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a. Acts as a positive role model for others in developing relationships within professional boundaries 1.11, 16.4

b. Consults and explores solutions and ideas with others to enhance care 14.6

c. Demonstrates clinical confidence through sound knowledge, skills and understanding relevant to field 1.8


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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. Works inter-professionally and autonomously as a means of achieving optimum outcomes for people 14.10


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All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal.

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a. Participates in clinical audit and other relevant activities to improve the safety of service users 18.10

b. Actively seeks, responds and learns from feedback to enhance care and professional development 12.6, 12.8

c. Safeguards the safety of self and others by adhering to local and national policies 14.11


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All nurses must practise independently, recognising 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. Works within the code (NMC 2008) and adheres to the Guidance on professional conduct for nursing and midwifery students. (NMC 2010)

b. Effectively communicates people’s stated needs and wishes to other professionals where necessary

c. Works within the context of a multi-professional team and works collaboratively with other agencies when needed to enhance care 9.15


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All nurses must appreciate the value of evidence in practice, be able to understand and appraise research, apply relevant theory and research findings to their work, and identify areas for further investigation

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a. Applies research based evidence to practice 9.14

b. Appraises research and planned learning activities to demonstrate achievement of specific learning outcomes in clinical practice


Date


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Activity to provide additional evidence of competence: COMMUNITY EXPERIENCE

Inter-professional Learning / Team working:

Demonstrate an understanding of the roles, expectations and boundaries of other health and

social care professions in the provision of patient care in the community. Briefly record below:

An example of good inter-professional working between yourself and other members of the community health or social work team

An example of good partnership working with service users or carers that empowered patient choice and promoted self-care

NB 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.

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

Inter Professional Experience / Team Working

5.13, 7.7, 9.15, 9.16,9.22,10.6, 11.6, 11.8,11.9, 14.7, 14.8, 14.10

Use this space to record any notes relevant to this experience.

Achieved / Not Achieved Mentor Signature: Date:


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Activity to provide additional evidence of competence: CONSOLIDATION EXPERIENCE

Inter-professional Learning / Team working:

Demonstrate an understanding of the roles, expectations and boundaries of other health and social care professions in the provision of patient care. Briefly record below:

An example of good inter-professional working between yourself and another member of the health or social work team in the clinical area

An example of good partnership working with service users or carers that empowered patient choice and promoted self-care

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.






Links to ESC

Inter Professional Experience

(Team Working)

5.13, 7.7, 9.15, 9.16,9.22,10.6, 11.6, 11.8,11.9, 14.7, 14.8, 14.10

Reflect on this activity and record your findings here.


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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

Adult nurses must demonstrate the ability to listen with empathy. They must be able to respond warmly and positively to people of all ages who may be anxious, distressed, or facing problems with their health and wellbeing.


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Domain 2: Communication and Interpersonal Skills NMC Competence 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.

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a. Uses professional support structures to develop self-awareness, challenge own prejudices and enable professional relationships, so that care is delivered without compromise 1.14

b. Uses the skills of active listening, questioning, paraphrasing and reflection to support a therapeutic intervention 6.12


Date


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39


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 make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it.

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a. Communicates effectively and sensitively in different settings, using a range of methods and skills 6.8

b. Applies research based evidence to practice and combines this with experience to guide interpersonal skills and decision making 9.14,16.3


Date


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40


All nurses must use the full range of communication methods, including verbal, non-verbal and written, to acquire, interpret and record their knowledge and understanding of people’s 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 many different ways in which people communicate and how these may be influenced by ill health, disability and other factors, and be able to recognise and respond effectively when a person finds it hard to communicate. 3.1 Adult nurses, must promote the concept, knowledge and practice of self-care with people with acute and long-term conditions, using a range of communication skills and strategies.

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a. Acts professionally to ensure that personal judgements, prejudices, values, attitudes and beliefs do not compromise care 3.4

b. Listens to, watches for and responds effectively to verbal and non-verbal cues 5.8

3.1 a. Plans and provides care that recognises personalised needs and provides practical and emotional support 5.9

b. Recognises circumstances that trigger personal negative responses and takes action to prevent this compromising care 5.11


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41

Domain2: Communication and Interpersonal Skills NMC Competence 4 All nurses must recognise when people are anxious or in distress and respond effectively, using therapeutic principles, to promote their wellbeing, manage personal safety and resolve conflict. They must use effective communication strategies and negotiation techniques to achieve best outcomes, respecting the dignity and human rights of all concerned. They must know when to consult a third party and how to make referrals for advocacy, mediation or arbitration

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a. Recognises and acts to overcome barriers in developing effective relationships with service users and carers 1.12

b. Acts with dignity and respect, ensuring that people who are unable to meet their activities of living have choices about how these are met and feel empowered to do as much as possible for themselves 2.12

c. Is proactive in promoting and maintaining dignity and acts autonomously to promote care environments that are culturally sensitive and free from discrimination, harassment and exploitation 3.5, 4.6

d. Recognises and responds when people are in vulnerable situations and risk, or in need of support and protection 11.5

e. Makes appropriate use of touch 5.7

f. Manages and diffuses challenging situations effectively 4.7


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Domain 2: Communication and Interpersonal Skills NMC Competence 5 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. Anticipates how people might feel in a given situation and responds with kindness and empathy to provide physical and emotional comfort 5.6

b. Recognises and acts autonomously to respond to own emotional discomfort or distress in self and others 5.12


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

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a. Acts as a role model in developing trusting relationships, within professional boundaries 1.11

b. Is sensitive and empowers people to meet their own needs and make choices and considers with the person and their carer(s) their capability to care 2.8

c. Discusses sensitive issues in relation to public health and provides appropriate advice and guidance to individuals, communities and populations 9.18


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Domain 2: Communication and Interpersonal Skills NMC Competence 7 All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language. .

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a. Provides accurate and comprehensive written and verbal reports based on best available evidence 6.9

b. Acts autonomously to reduce and challenge barriers to effective communication and understanding in both written and verbal formats 6.10


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45


All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality.

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a. Practices honestly and with integrity, applying the principles of the code (NMC, 2008) and Guidance on professional conduct for nursing and midwifery students (NMC, 2009)

b. Acts professionally and autonomously in situations where there may be limits to confidentiality, for example, public interest and protection from harm 7.5

c. Works within legal frameworks for data protection including access to and storage of records and when confidential information has to be shared with others 7.8, 7.9


Date


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46


Apply the skills and principles of communication whilst carrying out a Community Health/Care Needs Assessment. Write a brief description below of the skills you use to develop a therapeutic relationship with the client (consider here communication skills, autonomy, incapacity, confidentiality, patient/family centred care).

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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 carer if they would like to be involved in the service user feedback process.


47


Consider a situation when a patient, relative or carer has approached you with feedback about their care.

The feedback may have been a minor issue or a major complaint. Write up this activity in brief below. In

your evidence, think about the communication processes. How did you respond? What was the reaction

of the person involved? How did you manage the situation? What might you have done differently?

Consider here communication skills, choice and autonomy of the patient, relatives and carers, person

centred care, confidentiality, openness and transparency and the nature of apology.

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 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.


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49

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 Adult nurses must be able to carry out accurate assessment of people of all ages using appropriate diagnostic and decision making skills. They must be able to provide effective care for service users and others in all settings. They must have in depth understanding of and competence in medical and surgical nursing to respond to adult’s full range of health and dependency needs. They must be able to deliver care to meet essential and complex physical and mental health needs.


50

Domain 3: Nursing Practice and Decision Making NMC Competence 1 All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings, influence change and promote health and best practice. 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 Adult nurses must be able to recognise and respond to the needs of all people who come into their care including

babies, children and young people, pregnant and postnatal women, people with mental health problems, people with physical disabilities, people with learning disabilities, older people, and people with long term problems such as cognitive impairment.

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a. Critically appraises practice, taking account of ethical considerations and preferences of the person receiving care using evidence to support their clinical decision making 35.10

b. Applies a research base to clinical practice and forms decisions from relevant evidence and uses experience to guide decision making 9.14,16.3

c. Makes effective referrals to safeguard and protect children and adults requiring support and protection 11.7

1.1

a. Works within the context of a multi-professional team and works collaboratively with other agencies when needed to enhance the care of people, communities and populations including children and young people 9.15





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Domain 3: Nursing Practice and Decision Making NMC Competence 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. Demonstrates comprehensive knowledge of the structure and functions of the human body

b. Applies knowledge of life, behavioural and social sciences (as applied to health), to ill health, disability, ageing and death.

c. Applies knowledge of physical and mental health problems and treatments in relation to current placement (including co-morbidity and physiological and psychological vulnerability).

d. Evaluates the effect of interventions, taking account of peoples and carers interpretation of physical, emotional and behavioural changes 10.9


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All nurses must carry out comprehensive, systematic nursing assessments that take account of relevant physical, social, cultural, psychological, spiritual, genetic interaction, observation and measurement. 3.1 Adult nurses must safely use a range of diagnostic skills, employing appropriate technology, to assess the needs of service users.

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3.Evidence of Competence Achievement

a. Uses helpful and therapeutic strategies to enable people to understand treatments and other interventions in order to give informed consent 8.4

b. In partnership with the person, their care carers and their families, makes a holistic person centred and systematic assessment of physical, emotional, psychological, social, cultural and spiritual needs, including risk, and together develops a comprehensive personalised plan of care 9.12

c. Uses a range of techniques to discuss treatment options with people 9.17

d. Uses knowledge of physical, social, psychological and dietary, factors to inform practice being aware of those that can contribute to poor diet, cause or be caused by ill health 27.6

e. Works confidently as part of the team and, where relevant, as leader of the team to develop treatment options and choices with the person receiving care and their carers 35.9

f. Uses strategies to manage situations where a person’s wishes conflict with nursing interventions necessary for the patients safety 2.11

3.1

a. Uses technology effectively to monitor change in any patient’s/resident’s/client’s condition

b. Recognises and addresses deficits in knowledge and skill in self and others and takes appropriate action 15.5

c.. Explains devices to people and carers and checks their understanding 20.5





53

Domain 3: Nursing Practice and Decision Making NMC Competence 4 All nurses must ascertain and respond to the physical, social and psychological needs of people, groups and communities. 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. 4.1 Adult nurses must safely use invasive and non-invasive procedures, medical devices, and current technological and pharmacological interventions, where relevant, in medical and surgical nursing practice, providing information and taking account of individual needs and preferences. 4.2 Adult nurses must recognise and respond to the changing needs of adults, families and carers during terminal illness. They must be aware of how treatment goals and service users’ choices may change at different stages of progressive illness, loss and bereavement.

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a. Demonstrates respect for peoples choices at different stages of progressive illness, loss and bereavement

b. Demonstrates knowledge of how service users’ choices and treatment goals may change at different stages of progressive illness, loss and bereavement.

c. Recognises and responds to the changing needs of adults, families and carers during terminal or progressive illness

4.1

a. In partnership with people and their carers, plans, delivers and documents care that demonstrates effective risk assessment, infection prevention and control 21.8

b. Applies a range of appropriate measures to prevent infection including application of safe and effective aseptic technique 25.4

4.2

a. Discusses progress and changes in condition with the person, carers and the multidisciplinary team 28.9

b. Gives clear instruction and explanation and checks that the person understands the use of medicines and treatment options 40.3

c. Actively helps people to identify and use their strengths to achieve their goals and challenges situations where a patients dignity and choice may be compromised 2.14, 3.6





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All nurses must understand 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 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.

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a. Discusses sensitive issues in relation to public health and provides appropriate advice and guidance to individuals, communities and populations for example, smoking, obesity, contraception or substance misuse 9.19

b. Acts autonomously and takes responsibility for collaborative assessment and planning of care delivery with the person, their carers and their family 9.13


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55


All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report 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.

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a. Safely uses and maintains a range of medical devices appropriate to the area of work and keeps appropriate records in relation to the their use including reporting adverse incidents (e.g. NIBP, Blood Glucose Monitoring, Temperature monitors) 20.3, 20.4

b. Monitors and assesses people receiving intravenous, subcutaneous and oral fluids and documents progress against prescription and markers of hydration * 32.2, 32.3

c. Monitors infusion site for signs of abnormality and takes the required action reporting and documenting signs and actions taken 32.4

d. Uses national and local policies as sources of information to guide nursing practice and decision making e.g. British National Formulary, SIGN Guidelines 41.2


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56

Domain 3: Nursing Practice and Decision Making NMC Competence 7 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. 7.1 Adult nurses must recognise the early signs of illness in people of all ages. They must make accurate assessments and start appropriate and timely management of those who are acutely ill, at risk of clinical deterioration, or require emergency care.

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a. Acts autonomously and appropriately when faced with sudden deterioration in peoples condition or in emergency situations for example cardiac arrest, abnormal vital signs, challenging behaviour, self-harm 9.20

7.1

a. Responds appropriately when faced with an emergency or a sudden deterioration in a person’s physical or psychological condition

b. Detects, records and reports if necessary, deterioration or improvement and takes appropriate action autonomously 9.21, 10.8

c. Works inter-professionally and autonomously as a means of achieving optimum outcomes for people, referring to specialist members of the multidisciplinary team for additional or specialist advice 27.8


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57

Domain 3: Nursing Practice and Decision Making NMC Competence 8 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 Adult nurses must work in partnership with people who have long-term conditions that require medical or surgical nursing, and their families and carers, to provide therapeutic nursing interventions, optimise health and wellbeing, facilitate choice and maximise self-care and self-management.

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a. Initiates, maintains and closes professional relationships with service users and carers. 1.13

b. Works autonomously, confidently and in partnership with people, their families and carers to ensure that needs are met through care planning and delivery, including strategies for self-care and peer support 2.13

c. Works within legal and ethical frameworks taking account of personal choice 31.6

8.1

a. Engages with people in the planning and provision of care that recognises personalised needs and provides practical and emotional support

b. Uses appropriate and relevant communication skills to deal with challenging circumstances including, dealing with complaints, conveying unwelcome news and unexpected occurrences 6.13


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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.

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a. Uses appropriate strategies to empower and support the choices of patients and carers 3.7

b. Ensures access to independent advocacy where required 2.9

c. Recognises the significance of information and acts in relation to who does or does not need to know 7.6

d. Assesses and implements measures to manage, reduce or remove risk that could be detrimental to people, self and others 18.11

e. Works within local policies related to the area of practice ( e.g. HSWA, Moving and Handling, CALMS) and ensures the safety of others e.g. people’s homes and in the community setting 17.12


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Domain 3: Nursing Practice and Decision Making NMC Competence 10 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

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a. Seeks specialist advice as required in order to formulate and appropriate care plan 28.6

b. Shares information safely with colleagues and across agency boundaries for the protection of individuals and the public 11.6


Date


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60


Following an assessment of the nutritional needs of a service user you are asked to review on-

going care and support. Please record below how you would provide advice and support in

relation to:

Life style choices

Dietary preferences and requirements

Replacement meals / fluids / enteral feeding

Methods used to monitor and evaluate nutritional status

Working in partnership with the service user, families and the multidisciplinary team

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

demonstrating awareness of the complexity of meeting service user’s nutritional care needs.






Links to ESC

Clusters 27, 28, 29, 30, 31, 32

Please use this section to write notes on this activity



61


Demonstrate safe and effective practice in medicines management by completing the following:

Apply legislation to practice safe and effective prescribing and administration of

medicines and drugs relevant to care setting

Demonstrate full understanding of all methods of supplying medicines e.g. PGD’S,

Medicines Act exemptions and other forms of prescribing

Evaluate different types of prescribing including supplementary prescribing, nurse

prescribing and independent nurse prescribing


demonstrating awareness of numeracy and legal and ethical frameworks that underpin safe and

effective medicines management and possess a print out of the self-tests from SafeMedicate

demonstrating completion of practice modules 5 and 6.






Links to ESC

33,34.4,34.5,34.6,35,36.2,36.3,36.4*,36.5,36.

6,37.2,38.4*,39.2,40.2,40.3,40.4,40.5,41

Please use this section to write notes

SafeMedicate: Module 5 Completed/ Not Completed (please circle) Module 6 Completed/ Not Completed (please circle)



62


Reflect on Standard Infection Control Precautions required to protect service users, staff and members of the public. In accordance with local and national policy write a brief statement in the box below demonstrating what measures are necessary to prevent and control infection in a community setting. Consider how you would manage a specific infection risk e.g. norovirus, H1N1(swine flu), personal protective equipment. Discuss your findings with your mentor.

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

thereby identifying measures necessary to effectively prevent and control infection in

the community setting.


Domain 1 Professional Values



Domain 4 Leadership, management and team

working

Links to ESC

21.7,21.9,21.10,21.11,22.8,24.4,26.4



63


A patient in your care is identified as having active clostridium difficile. Review methods used to prevent dehydration and discuss with your mentor how you would initiate and maintain appropriate infection control measures according to the route of transmission for this patient. Reflect on and discuss the following with your mentor:

Local and national policies for the prevention of infection, including referral to specialist advisers

Prevent the spread of infection and minimise risk to other service users, family, health care staff and visitors

How you would challenge non-compliance with infection control policies in the care environment?


identifying measures necessary to effectively prevent and control infection in the care environment.






Links to ESC

21.7, 21.8, 21.0, 21.10, 22.7, 22.8, 22.9, 22.10, 22.11, 23.5, 23.6, 23.7, 23.8, 24.4, 26.4, 26.5

Please use this section to write notes to discuss with your mentor



64


Identify a patient/service user in your care that has a breach in their skin integrity (e.g. wound,

pressure ulcer, venous/arterial ulcer)

Demonstrate the appropriate skills and knowledge required to redress the site using standard

infection control precautions. Discuss with the patient, methods to promote healing and

prevent deterioration.

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. Demonstrate your knowledge of infection transmission routes

and how to minimise risk to the patient. Discuss the properties of the wound dressing/access

site dressing with your mentor and your rationale for selection.

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

demonstrated the importance of asepsis/clean /non-touch technique






Links to ESC

25.4, 25.5, 25.6




65


Demonstrate safe and effective practice in medicines management by completing the following:

Safely and accurately carry out medicines calculations relevant to the care environment

Demonstrate knowledge of safe administration of medicines via appropriate routes

Under supervision involve service users and carers in self-administration and administration of

medicines

Maintain accurate records for all drugs administered using prescription charts correctly

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


demonstrating awareness of numeracy and legal and ethical frameworks that underpin safe and

effective medicines management and possess a print out of the self-tests from SafeMedicate

demonstrating completion of practice modules 5 and 6.






Links to ESC

20.2, 33, 34, 35, 36, 37, 38, 39, 40, 41,42


SafeMedicate: Module 5 Completed/ Not Completed (please circle) Module 6 Completed/ Not Completed (please circle)



66

67

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 Adult nurses must be able to provide leadership in managing adult nursing care, understand and coordinate inter-professional care

when needed, and liaise with specialist teams. They must be adaptable and flexible, and able to take the lead in responding to the

needs of people of all ages in a variety of circumstances, including situations where immediate or urgent care is needed. They must

recognise their leadership role in disaster management, major incidents and public health emergencies, and respond appropriately

according to their levels of competence.


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

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a. Consistently shows ability to communicate safely and effectively with people providing guidance for others 6.7

b. Works within ethical and legal frameworks and local policies to deal with complaints, compliments and concerns 12.9

c. Takes an effective role within the team, adopting a leadership role when appropriate 14.8

d. Challenges the practice of self and others across the multi professional team 14.7


Date


Date



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Domain 4: Leadership, Management and Team Working NMC Competence 2 All nurses must 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. Shares complaints, compliments and comments with the team in order to improve care 12.5

b. Actively responds to feedback 12.6

c. Supports people who wish to complain 12.7

d. Acts autonomously and as a team member to reflect and learn from safety incidents and contributes to the clinical learning environment 18.9


Date


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Domain 4: Leadership, Management and Team Working NMC Competence 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. Prioritises the needs of groups and people and individuals in order to provide care effectively and efficiently 10.7

b. Works within the requirements of the code (NMC, 2008) in delegating care and when care is delegated 15.2

c. Manages time effectively 16.5, 17.8

d. Negotiates with others in relation to balancing competing and conflicting priorities 16.6

e. Appropriately reports concerns regarding staffing and acts to resolve issues that may impact on the safety of service users within local policy frameworks 17.9


Date


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Domain 4: Leadership, Management and Team Working NMC Competence 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. Demonstrates insight into own practice and how these may impact on interactions with others

b. Uses reflection and evaluation to demonstrate commitment to personal and professional development and lifelong learning


Date


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

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a. Acts as a role model in promoting a professional image 1.10

b. Inspires confidence and provides clear direction to others 16.1

c. Prepares, supports and supervises those to whom care has been delegated 15.4

d. Takes steps not to cross professional boundaries and put self or colleagues at risk (e.g. social networking, relationships) 18.15


Date


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Domain 4: Leadership, Management and Team Working NMC Competence 6 All nurses must work independently as well as in teams. They must be able to take the lead in coordinating, delegating and supervising care safely, managing risk and remaining accountable for the care given.

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a. Acts as an effective role model in decision making, taking action and supporting others where appropriate 14.9

b. Takes responsibility and is accountable for delegating care to others 15.3

c. Takes the lead in coordinating, delegating and supervising care safely managing risk, remaining accountable for the care given.

d. As an individual, team member and team leader, actively seeks and learns from feedback to enhance care and own and others professional development 12.8

e. Takes decisions and is able to answer for these decisions when required 16.2


Date


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Domain 4: Leadership, Management and Team Working NMC Competence 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.

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a. Involves the person in review and adjustments to their care and works collaboratively with other agencies where needed to enhance the care of people, communities and populations 10.10

b. Identifies, recognises and refers to the appropriate clinical expert 21.9

c. Recognises stress in others and provides appropriate support or guidance to ensure safety to people and person centred care at all times 17.10, 17.11

d. Recognises limitations and gaps in knowledge, taking active steps to address these


Date


Date


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Identify clinical priorities effectively to ensure that quality of care is maintained Discuss the following with your mentor:

Identify how you interact with the case load manager/general practitioner when reporting concerns or changes in a service user’s condition

Reflect upon your role as a team member/team leader

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

relevance of teamwork to your clinical practice.






Links to ESC

16.1,16.5,16.6,17.7,17.8,17.9,17.10,17.1

1,17.12,18.11,18.12,18.13,18.14,18.15,1

9.3

Keep some notes here following reflection on your role as a team member/team leader.



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Activity to provide additional evidence of competence: COMMUNITY EXPERIENCE Inter Professional Learning/Experience

Select a service user with a package of care and in partnership with them:

Review their current needs and determine if the care package continues to be effective:

o Justify why the care package meets their needs

OR

o Where appropriate initiate referrals and liaise with the inter professional team

members or agencies to update and renew the package of care

Where appropriate record findings and interventions in the service user’s records

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

demonstrated the ability to identify the potential risks to the service user and refer appropriately

to the inter professional team/others, communicating accurately and concisely.






Links to ESC

6, 6.11, 6.13, 7, 7.6, 8, 8.4, 9, 9.17, 11,

11.6, 11.8, 11.9, 12, 12.7, 13, 14, 14.7, 16,

17, 18, 27.10

Inter Professional Learning/ Experience

Take notes on your findings here following reflection on this element of practice.



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Activity to provide additional evidence of competence: CONSOLIDATION EXPERIENCE Liaise with mentors, nurse manager, careers staff and personal development tutor to develop a Band 5 specific Personal Statement based on evidence and materials from your Ongoing Achievement Record (OAR) and any relevant life/employment experience.

Access the Band 5 profile for your current care delivery area.

Develop a Personal Statement appropriate for an employment application.

Reflect on how to incorporate and illustrate key skills sets in a well-rounded and employer

accessible format.

N.B. Your mentor must indicate by signing below that you have reflected on a range of skills

which might enhance your employment opportunities as a newly qualified RN.






Links to ESC

1.9, 12.8, 10.1, 16.1, 35.10

Take notes on your findings here following reflection and produce an example of a personal

statement which might be utilised by you as a newly qualified RN.



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Plan, deliver and evaluate a teaching programme for an appropriate learner in this care

environment. The learner might be any of the following; student nurse or other health care

professional, service user, patient, informal or paid carer.

Assess learning needs of an individual and identify learning opportunities.

Develop and deliver planned teaching activities, using adult learning theories, which address their learning needs.

Assess competence of the learner at the end of the teaching activities.

Evaluate the teaching plan and reflect with mentor about effective teaching. N.B. Your mentor must indicate by signing below that you have reflected on a range of

knowledge and skills which might enhance your teaching competence as a newly qualified RN.






Links to ESC

2.8, 2.13, 9.16,15.4, 15.5, 16.4, 40.2, 40.3,

40.4

Record key steps in the teaching learning process and reflect with your mentor about the

outcomes for your selected learner(s). Please attach an example of a teaching plan utilised

during placement.



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MOVING AND HANDLING COMPETENCIES

To be completed in Consolidation of Practice Experience


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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

N.B. Your mentor must indicate by signing below that you have completed this activity thereby demonstrating that you practice competently within legal and ethical frameworks that underpin safe and effective manual handling.

Activity Achieved Not Achieved

Links to ESC/Comments

Complies with manual handling legislation and employers systems of work

6.7, 8.5, 18.13, 18.14

Assesses and plans care appropriate to the service user

1.8, 2.8, 2.12, 2.14, 5.9, 8.4, 9.12, 10.6, 10.10

Assesses task, service providers capability and prepares environment to mitigate risk

1.9, 2.13, 15.2, 15.3, 15.4, 15.5

Uses equipment correctly when required as per manufacturers guidelines and employers policy

20.2, 20.3

Assists the service user without causing them, self or others harm

18.9, 18.11, 18.12

Evaluates effectiveness of care provided and records this in relevant notes

6.9, 10.8, 10.9, 39.2

Reflects on the possible impact of non-compliance on the health of the service user and or provider

2.10, 2.11, 6.13, 9.16, 14.7, 17.9

Mentor Signature: Date:


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Guidance for Mentors: Service user/carer feedback form

1. Mentors should encourage students to gain valuable feedback from service users and carers as an ongoing aspect of their care delivery. For the purposes on this feedback exercise the key points will be recorded on the form.

2. Service users and carers participating in the feedback exercise of students should be selected in

consultation with their mentor(s). Reassure the service user/ carer that they do not have to participate and if they do not want to it will not affect their future care or treatment.

3. Mentors should explain the feedback process using the information on the form to contextualise the feedback exercise. If the service user/care agrees the Mentor will ask the client/carer for feedback on the listed points and then write the comments on the form. They will read them back to the service user / carer to ensure that the wording is what they wanted to say.

4. It is the Mentor's responsibility to ensure the comments 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 and student will both sign the form indicating that this activity has taken place; the

service user/carer should not be identified on the form.

7. The mentor will gain feedback from clients and/or carers/family member and the following is recommended:

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.

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

9. These feedback forms have been approved by NHS Lothian Patient Focus and Public Involvement and NHS Borders Public Involvement (Clinical Governance and Quality).


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SERVICE USER/CARER FEEDBACK

SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT

Aim: We would value service users and/or carer’s/families’ view on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The student nurse requires evidence of feedback from one service user or carer/family member per placement. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.

Information to be given to the service user/carer/family member: 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 with the student. These comments will be anonymous and will be treated in confidence and will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to this will not affect your future care or treatment.

Please provide some details on the following:

Were you made to feel welcome?

Did you feel listened to?

Did you feel able to ask questions or raise concerns about what the student was saying or doing?

Did you feel respected?

Did you feel you could trust the student?

Did you feel that the student showed care and consideration?

What do you think the student could improve?

Thank you very much for your comments

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

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

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

Year 3 Placement 1


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SERVICE USER/CARER FEEDBACK

SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT

Aim: We would value service users and/or carer’s/families’ view on the contact the student has had with you. This helps the student nurse and their mentor to learn what you thought of what the student did for you and how she/he did it. The student nurse requires evidence of feedback from one service user or carer/family member per placement. The information you provide will be used to help the student’s learning and development and it will benefit future service users/carers.

Information to be given to the service user/carer/family member: 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 with the student. These comments will be anonymous and will be treated in confidence and will not affect your care in any way. You do not have to participate if you do not wish to do so and if you do not want to this will not affect your future care or treatment.

Please provide some details on the following:

Were you made to feel welcome?

Did you feel listened to?

Did you feel able to ask questions or raise concerns about what the student was saying or doing?

Did you feel respected?

Did you feel you could trust the student?

Did you feel that the student showed care and consideration?

What do you think the student could improve?

Thank you very much for your comments

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

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

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

Year 3 Placement 2


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85

Section 5

Record of Hours Worked Card


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Faculty of Health, Life and Social Sciences Practice Placement Record of Hours

Name

Matriculation number

Field

Intake

Reflective Group

Trimester

Placement area/s include all

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 in Room 1B13, Sighthill 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 either an average of 37.5 hours per week in practice or 30 hours when you have a study

day. Complete an average of 30 hours per week where a theory module is being studied simultaneously with practice (1 study day per week: as per student allocation sheet). The study hours will be allocated automatically through university systems and students will either engage with university classes or with self-study.

3. Deduct 60 minutes per day from the hours worked during every shift for a long day and 30 minutes for each core shift

4. Ensure you sign practice placement record of hours work card daily 5. 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. 6. Sick leave is noted as ‘S/L’ and Study Days/Reflection as ‘UNI’ in the appropriate space 7. Submit Practice Placement Record of Hours card to the designated person / sign-in box on the

date/time indicated by the University. 8. Never falsify Practice Placement records or assessments in any way. This would be considered

non-academic misconduct and dealt with accordingly (see regulations) 9. Ensure that the reflective group teacher signs the reflective / study day hours at the end of the

session in university.


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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

Mentors signature ____________________________________________________ Week 4 Commencing: ……………………


Total Start

Finish

Hours worked

Daily signature

Mentors signature ____________________________________________________ I confirm that this is an accurate representation of the hours I have worked in clinical

practice____________________________________ (student signature) Date________


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Week Commencing: ……………………


Total Start

Finish

Hours worked

Daily signature

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


Total Start

Finish

Hours worked

Daily signature

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


Total Start

Finish

Hours worked

Daily signature




Total Start

Finish

Hours worked

Daily signature

Mentors signature ____________________________________________________ I confirm that this is an accurate representation of the hours I have worked in clinical practice____________________________________ (student signature) Date________


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Faculty of Health, Life and Social Sciences Practice Placement Record of Hours

Name

Matriculation number

Branch

Intake

Reflective Group

Trimester

Placement area/s include all

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 in Room 1B13, Sighthill 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 either an average of 37.5 hours per week in practice or 30 hours when you have a study day.

Complete an average of 30 hours per week where a theory module is being studied simultaneously with practice (1 study day per week: as per student allocation sheet). The study hours will be allocated automatically through university systems and students will either engage with university classes or with self-study.

3. Deduct 60 minutes per day from the hours worked during every shift for a long day and 30 minutes for each core shift

4. Ensure you sign practice placement record of hours work card daily 5. 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. 6. Sick leave is noted as ‘S/L’ and Study Days/Reflection as ‘UNI’ in the appropriate space 7. Submit Practice Placement Record of Hours card to the designated person / sign-in box on the date/time

indicated by the University. 8. Never falsify Practice Placement records or assessments in any way. This would be considered non-

academic misconduct and dealt with accordingly (see regulations) 9. Ensure that the reflective group teacher signs the reflective / study day hours at the end of the session in

university.

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


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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



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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



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Total Start

Finish

Hours worked

Daily signature



Total Start

Finish

Hours worked

Daily signature






I confirm that this is an accurate representation of the hours I have worked in clinical practice____________________________________ (student signature) Date________


Total Start

Finish

Hours worked

Daily signature


Total Start

Finish

Hours worked

Daily signature


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Mentors signature ____________________________________________________ I confirm that this is an accurate representation of the hours I have worked in clinical practice____________________________________ (student signature) Date________


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

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Section 6

Appendices


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Appendix 1: 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/herself 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 are only permitted within

the columns adjacent to the competency statements. 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


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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 hours), 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 Competence 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, 2008). Students must also abide by the university academic and non-academic disciplinary regulations 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

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


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Appendix 2: 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 Competence. 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 Adult pathway has 3 routes to achieve registration: the 3 Year programme (3 year), Shortened Programme for Graduates (SPG) 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)

3 Year SPG CC

a) Secondary care experience - Medical Ward √ √ RPL

y/n

b) Primary and tertiary care experience - Community & Care Home √ √ RPL

y/n

c) Secondary care experience - Surgical Ward & Highly dependent patient experience (2 weeks)

√ √ RPL

y/n

d) Secondary care experience - Medicine of the Elderly & outpatient experience (1 week)

√ √ RPL

y/n

e) Primary care experience - community √ √ √

f) Elective experience - is in separate booklet √

g) Self-selected care experience can be Primary, Secondary or Tertiary √ √ √


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

Please see OAR for Whistleblowing Procedure flowchart and documentation. 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.

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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

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


104


105

Section 7

Glossary of Terms and Abbreviations


106

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

CALM Crisis Aggression Limitation and Management.

CB Competency Booklet.

CCP Cleanliness Champion Programme

CPR Cardiopulmonary Resuscitation

ESC Essential Skills Clusters

HEI Higher Education Institute

MH Manual Handling

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.

SOM Sign-Off Mentor

Edinburgh Napier University School of Nursing Midwifery and Social Care BN Higher Education in Nursing: Competence Booklet 2

107

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: Competence 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 Office 1.B.13.

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 Midway formative assessment of performance

o Final interview and submission assessment of performance

o Sign off mentor statement (NP 6 Only)