Faculty of Health Science Certificate in Competency Assessment …student.ucol.ac.nz/MyProgramme/Programme Handbooks/Certificat… · Formative Assessment: Critical Incident Analysis

2019 Workbook and Candidate Handbook

Faculty of Health Science

Certificate in Competency Assessment for

Registered Nurses (Training Scheme), Level 7

Programme Code: MA4303

Disclaimer

The information contained in this handbook replaces all information contained in any

previous handbook and is intended as a guide only.

UCOL is committed to innovation and continuous improvement, and reserves the right to

change any aspect(s) of the programme. This may affect the currency of the information

contained in this handbook, e.g.

Programme location

Lecture times

Staff

Other matters

UCOL Faculty of Health Science – Student Workbook & Handbook 2019 1 of 107 Certificate in Competency Assessment for Registered Nurses (Training Scheme), Level 7


CONTENTS

QUICK LINKS .......................................................................................................................... 3

WELCOME............................................................................................................................... 6

STAFF .................................................................................................................................... 7

PROGRAMME STRUCTURE ........................................................................................................ 8

Length of Programme ........................................................................................................... 8

Programme Aim .................................................................................................................... 8

Learning Outcomes ............................................................................................................... 8

Graduate Profile and Career Options .................................................................................... 8

Table Showing Planned Programme Structure...................................................................... 9

Off Campus Learning ............................................................................................................ 9

Texts and References ........................................................................................................... 9

UCOL INFORMATION ON ASSESSMENT ..................................................................................... 11

SUMMATIVE ASSESSMENT REQUIREMENTS .............................................................................. 15

SUMMARY OF RESPONSIBILITIES: CLINICAL PRACTICE .............................................................. 17

The Simulated Ward (Nursing Skills Labs) .......................................................................... 21

ASSESSMENT FOR COMPETENT NURSING PRACTICE ................................................................ 24

Feedback on clinical performance ....................................................................................... 25

SCOPE OF PRACTICE ....................................................................................................... 26

CHECKLIST ........................................................................................................................... 27

ORIENTATION TO CLINICAL AREA .................................................................................. 28

Learning Outcomes ............................................................................................................. 32

Clinical Activities and Skills Record ..................................................................................... 42

Formative Assessment: Critical Incident Analysis ............................................................... 56

CANDIDATE SELF ASSESSMENT OF CLINICAL PLACEMENT ........................................... 58

Formative / Summative Feedback Documentation .............................................................. 62

LEARNING CONTRACT ........................................................................................................... 68

RECORD OF CLINICAL PROGRESS .......................................................................................... 72

COMPETENCE ASSESSMENT FORM FOR THE REGISTERED NURSE SCOPE OF PRACTICE .............. 78

End of Programme Feedback ............................................................................................. 97

Clinical Provider Evaluation................................................................................................. 99

Clinical Lecturer Feedback .................................................................................................................. 101


Quick Links Student Intranet You can access the UCOL student intranet at http://student.ucol.ac.nz to find the most up to date policies, procedures, guidelines and forms. These are located in Policies and Procedures under UCOL Info. The Academic Statute and Student Discipline Statute (Non-academic), two important documents that set out the main rules and processes you need to be aware of, can be found under Related Documents to the left of the Policies and Procedures page. Outstanding Fees All fees are due to be paid in full by the first day teaching starts. Students who have not paid all of their fees (including outstanding library fines or other debts with UCOL) will not be eligible to graduate. See Academic Statute. Computer Suites The computer facilities provided by UCOL are available to every enrolled student. Your password is the key to your account. Never share your login and password details with anyone else. You will also be held responsible for any activities that take place under this account name. Further information about computer use at UCOL can be found on the Information Technology page. See Computer Use Policy. Student ID Cards Your student ID card helps you access certain rooms, borrow library equipment and other important functions. You can obtain your ID card from the Information Centre. Printing and Photocopying Printers and photocopiers are operated from your student ID card. The cost of using them is deducted from your account. You can top up your credit at the Information Centre and check your balance at http://student.ucol.ac.nz/MoneyMatters/Pages/Print-Credit.aspx. Internet Access Instructions for internet access at UCOL are available at http://connect.ucol.ac.nz. Car Parking Car parks are provided for UCOL students and staff only. For Palmerston North car parks, all vehicles must be registered and display a current year UCOL car parking sticker. This sticker can be obtained at the Information Centre. Further information is available on the Car Parking Information page. Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) acknowledges what you have learned from other programmes and qualifications, life experiences, work experiences, training programmes and workshops and measures this against the requirements of the programme you are enrolled in. You can be awarded credit towards a qualification if you can satisfactorily demonstrate that your prior qualifications and experience reaches the required standard. You should apply

http://student.ucol.ac.nz/

http://student.ucol.ac.nz/UcolInfo/Pages/PoliciesAndProcedures.aspx


http://student.ucol.ac.nz/UcolInfo

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Academic%20Statute%202016%20(Draft).pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Student%20Discipline%20Statute%20(Non-academic)%202013.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Student%20Discipline%20Statute%20(Non-academic)%202013.pdf




http://student.ucol.ac.nz/LearningStudy/Pages/Information-Technology.aspx

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Computer%20Use%20Policy.pdf

http://student.ucol.ac.nz/MoneyMatters/Pages/Print-Credit.aspx

http://connect.ucol.ac.nz/

http://student.ucol.ac.nz/Pages/CarParking.aspx


within two weeks of starting the course. See Recognition of Prior Learning Procedure and Recognition of Prior Learning Application Form. Student Support Student support is available to help you succeed. Possible types of support include:

Health services

Disability support

Learning services

Maori education support

Scholarships and financial hardship support

Library resources More information on how to access this support is provided on the student intranet on the Learning & Study and Health Matters pages. Concerns and Complaints Please refer to the Student Complaints Policy and Student Concerns and Complaints Procedure for information on how you can raise a concern or complaint and the process that follows. Health and Safety We all have a responsibility to maintain a safe, healthy work and study environment. See Student Health and Safety Obligations Policy and Student Health and Emergency Procedure. Smoking, Drugs and Alcohol For the safety and well-being of yourself and others, UCOL has policies regarding smoking, drugs and alcohol. Smoking is not permitted on any UCOL campus or facility. This smoke free policy applies 7 days a week, 24 hours a day. See Smoke Free Policy. You may be excluded from class or any UCOL activity if a staff member considers you are under the influence of drugs/substances. This may lead to suspension from your programme and even to having your enrolment cancelled. The Police may be notified of any illegal activity related to the use or possession of drugs or substances. See Drug Free Campus and Substance Abuse Policy. You may be excluded from class or any UCOL related activity if a staff member believes you are under the influence of alcohol. See Alcohol Policy. Withdrawal Before you decide to withdraw from your programme, you should talk to staff on your programme. Remember, if you are having difficulties with your programme there are ways UCOL can help you. If you do decide to withdraw, you must complete a Change of Circumstances Form. These can be obtained from the Information Centre.

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Recognition%20of%20Prior%20Learning%20Procedure.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Recognition%20of%20Prior%20Learning%20Application%20Form.pdf

http://student.ucol.ac.nz/LearningStudy/Pages/default.aspx

http://student.ucol.ac.nz/HealthMatters/Pages/default.aspx

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Student%20Complaints%20Policy.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Student%20Concerns%20and%20Complaints%20Procedure.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Student%20Concerns%20and%20Complaints%20Procedure.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Student%20Health%20and%20Safety%20Obligations%20Policy.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Student%20Health%20and%20Emergency%20Procedure.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Student%20Health%20and%20Emergency%20Procedure.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Smokefree%20Policy.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Drug%20Free%20Campus%20and%20Substance%20Abuse%20Policy.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Drug%20Free%20Campus%20and%20Substance%20Abuse%20Policy.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Alcohol%20Policy.pdf

http://www.ucol.ac.nz/Documents/Change%20of%20Details%20and%20Circumstances.pdf



Fee Refunds – Domestic Students The rules for fee refunds if you withdraw are outlined in the Admission & Enrolment Guide and Student Fee Refund Procedure. Fee Refunds – International Students Please refer to the International Student Fees and Refunds Procedure for more information about fee refunds for international students. International Students International Student Support can help international students with any questions they might have. Further information is available on the International Students page. See International Students Procedure. Whanau Room All three campuses have a whanau room or marae facility. The whanau room is a space for all UCOL students, where principles of whānaungatanga, whakaruruhau, oranga, akonga, matauranga and hapainga I te reo Māori me ona tikanga are fostered and nurtured.

http://www.ucol.ac.nz/Documents/UCOL%20Admission%20and%20Enrolment%20Form.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Student%20Fee%20Refund%20Procedure.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/International%20Student%20Fees%20and%20Refunds%20Procedure.pdf

http://student.ucol.ac.nz/LearningStudy/Pages/International-Students.aspx

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/International%20Students%20Procedure.pdf

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/International%20Students%20Procedure.pdf


WELCOME Kia Ora and welcome to the Certificate in Competency Assessment for Registered Nurses (Training Scheme), Level 7. The aim of this competency assessment programme is to provide you with the opportunity to demonstrate competence against the Nursing Council of New Zealand (NCNZ) Competencies for Registered Nurse Scope of Practice (2007). The pathway to gain a current NCNZ practicing certificate is

Registered Nurse without a current NZ Practising Certificate

MA4303 Certificate in Competency Assessment for Registered Nurses

(Training Scheme) , Level 7

Current NZ Practising Certificate

We look forward to meeting and working with you. Please do not hesitate to contact your UCOL support lecturer if you have any questions or concerns. Vicki-Lee Tyacke RN, MN Carol Stewart RN, MN Head of School - Palmerston North Head of School - Regional Nurse Education Team Nurse Education Team Faculty of Health and Sciences Faculty of Health and Sciences Ph: 06 9527001 ext 70406 Ph: 06 9527001 ext 60728 Email: [email protected] Email: [email protected]

mailto:[email protected]



STAFF EXECUTIVE DEAN Penny O’Leary RGON, BA (Soc Sci), M Mgt, Cert T Tchg Phone: 06 9527001 ext 70037 Email: [email protected] Head of School - Palmerston North Vicki-Lee Tyacke RN, MN Phone: 06 9527001 ext 70406 Email: [email protected] Course Lecturer Kathy Corner RN, MN Phone: 06 9527001 ext 70414 Email: [email protected]





PROGRAMME STRUCTURE Length of Programme This is a 38 credit programme offered full-time over 380 hours. Programme Aim The aim of the Certificate in Competency Assessment for Registered Nurses (Training Scheme), Level 7 programme is to provide candidates with the opportunity to demonstrate competence against the Nursing Council of New Zealand (NCNZ) Competencies for Registered Nurse Scope of Practice (2007). Definition of Competence “Competence is the combination of skills, knowledge, attitudes, values and abilities that underpin effective performance as a nurse” (NCNZ, 2006) Learning Outcomes At the completion of this course the candidate will be able to:

1. Demonstrate knowledge of contemporary New Zealand nursing practice 2. Discuss and apply professional responsibility as it relates to professional, legal and

ethical responsibilities and cultural safety. 3. Demonstrate management of nursing care including client assessment and managing

client care which is responsive to clients’ needs 4. Apply nursing knowledge and evidence based research in the clinical setting 5. Demonstrate understanding of pharmacology and pharmaco-dynamics as they relate

to the relevant clinical setting. 6. Establish and maintain interpersonal and therapeutic communication with clients, other

nursing staff and inter-professional communication and documentation. 7. Demonstrate ability to communicate effectively for the purpose of practicing within the

NCNZ scope of practice. 8. Apply knowledge of interprofessional health care and quality improvement in the

clinical setting. Graduate Profile and Career Options The qualification allows nurses to apply for Registration as nurses with the NCNZ (according to their scope of practice). Applications are assessed on an individual basis and in accordance with the requirements of the Health Practitioners Competence Assurance Act (2003).


Table Showing Planned Programme Structure

Title

Assessment Methodology Achievement Competency

Other

Unit Standard/

Course Number

Entry Information

Level Local

Credits

Supervised Clinical Hours

Certificate in Competency Assessment for RN’s

C n/a - 7 38 Up to 320

Totals for programme

- - - 38 320

Off Campus Learning NCNZ Standards for Competence Assessment programmes (2008) Standard One states: 1.2 Appropriate clinical placements that enable the candidate to demonstrate all the competencies for the registered nurse, enrolled nurse or nurse assistant scopes of practice 1.3 Appropriate placements are: · - all DHB’s

- non-DHB placements that have been approved by the Council and meet the standards for non DHB clinical placement providers. These may include private surgical hospitals, aged care and primary health settings.

While on your clinical experience you will be allocated a lecturer who will be in regular contact, at least weekly, to ensure that your clinical experience works out well and to provide you with additional support should the need arise. You or your preceptor can always contact the lecturer if and when required. Student Learning Off-Campus Policy Student Learning Off-Campus Procedure Student Work Place Procedure Texts and References Required Texts These are the textbooks and/or readings you need to help you complete the requirements of the programme. All these are available on the Nursing Council of New Zealand website.

Nursing Council of New Zealand. (2012). Competencies for the registered nurse scope of practice. Wellington, New Zealand: Author.

Nursing Council of New Zealand. (2011). Guidelines for cultural safety, the Treaty of Waitangi, and Maori health in nursing education and practice. Wellington, New Zealand: Author.

Nursing Council of New Zealand. (2012). Code of conduct for nurses. Wellington, New Zealand: Author.

Nursing Council of New Zealand. (2011). Guideline: Responsibilities for Direction and Delegation of care to Enrolled Nurses. Wellington, New Zealand: Author.

Nursing Council of New Zealand. (2011). Guideline: Delegation of care by a registered nurse to a health care assistant. Wellington, New Zealand: Author.

http://teams.ucol.ac.nz/business/corpsys/Official%20Documents/Student%20Work%20Experience%20and%20Off-campus%20Learning%20Policy.pdf

http://teams.ucol.ac.nz/business/corpsys/Official%20Documents/Student%20Learning%20Off-Campus%20Procedure.pdf

http://teams.ucol.ac.nz/business/corpsys/Official%20Documents/Student%20Work%20Experience%20Procedure.pdf

http://teams.ucol.ac.nz/business/corpsys/Official%20Documents/Student%20Work%20Experience%20Procedure.pdf

http://www.nursingcouncil.org.nz/Cultural%20Safety.pdf

http://www.nursingcouncil.org.nz/Cultural%20Safety.pdf


Highly Recommended Texts

Rebeiro, G., Jack, L., & Scully, N. (2012). Fundamentals of nursing: Clinical skills workbook. Chatswood, Australia: Elsevier. Recommended Texts These are the textbooks and/or readings you might like to read for additional information. You do not have to purchase these texts/readings as the UCOL Library has multiple copies.

Arnold, E.C., & Boggs, K.U. (2015). Interpersonal relationships: Professional communication skills for nurses (7th ed.). Philadelphia, PA: W. B. Saunders. Brown, D., & Edwards, H. (2015). Lewis's medical- surgical nursing: Assessment and management of clinical problems (Australian & New Zealand version, 4th ed.). Sydney, Australia: Lippincott Mosby Elsevier. Burgess, M. E. (2008). A guide to the law for nurses and midwives (4th ed.). Auckland, New Zealand: Prentice Hall. Crisp, J., & Taylor, C. (Eds) (2016). Potter & Perry’s Fundamentals of Nursing (Austrlian Version) (5th ed.). Chatswood, Australia: Elsevier Australia. Farrell, M., & Dempsey, J. (Eds.). (2010). Smeltzer & Bares textbook of medical surgical nursing (2nd ed.). Sydney, Australia: Lippincott Williams & Wilkins. Jarvis, C., Forbes, & Watts E. (2016). Jarvis’s physical examination and health assessment (ANZ 2nd ed.). Chatswood, Australia: Elsevier Australia. Lehne, R. A. (2015). Pharmacology for nursing care (9th ed.). St Louis, MO: Saunders Elsevier. Levett-Jones, T., & Bourgesis, S. (2014). The clinical placement: An essential guide for nursing candidates (3rd ed.). Chatswood, Australia: Elsevier. Lynn, P. B. (2014). Taylor's clinical skills: A nursing process approach (3rd ed.). Philadelphia, PA: Lippincott Williams & Wilkins. Macnee, C. L. (2008). Understanding nursing research: Using research in evidence-based practice (2nd ed.). Philadelphia, PA: Lippincott Williams & Williams. New Zealand Resuscitation Council. (2016). Resuscitation – A guide for health professionals

(1st ed.). Wellington, New Zealand: Author. Sauer, E. S. (2007). Procedure checklists to accompany Craven & Hirnle's (2007) Fundamentals of Nursing (5th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. Wepa, D. (Ed.). (2015). Cultural safety in Aotearoa New Zealand. (2nd ed.). Auckland, New Zealand: Pearson Education New Zealand.


UCOL INFORMATION ON ASSESSMENT Grading Scale The grading scale used in this programme is: P Pass/Complete N/A Not Achieved. Incomplete (ie, did not complete course successfully) F Ungraded Fail (no assessment undertaken) W Withdrawn DNC Did not complete both all compulsory assessments and CAR Te Reo Māori UCOL acknowledges the principles of the Treaty of Waitangi and endorses the right of its students to use Te Reo Māori in assessments. If you are fluent in Te Reo and wish to be assessed in it, you should inform your lecturers of this at the beginning of the programme. See Assessment in Te Reo Māori Procedure. Formative Feedback

Formative assessment includes all assessment strategies used by lecturers and provider staff for the sole purpose of providing you with feedback in regard to your personal and professional behaviour, knowledge and skill level and communication. Observations, your degree of participation during activities, discussions with provider staff and interviews with you are all effective strategies to obtain the information required for formative feedback. The main purpose of formative feedback is to give you an indication of your current performance and provide you with constructive feedback, giving you the opportunity to address any areas that may need further development. Summative Assessment

Summative assessments are the formal assessments for the course i.e.

Demonstration of competence in the Nursing Council of New Zealand Domains of Competencies for Registered Nurse Scope of Practice.

METHOD OF ASSESSMENT

FINAL GRADE

Assessment One: Clinical Assessment Competent Clinical Performance All candidates must achieve 100% in the drug calculation test before they can commence clinical practice.

Competent (Pass) / Not Yet Competent

You are expected to meet all competencies as set out in the four (4) domains of competence by the Nursing Council of New Zealand. More in-depth information about the expected competencies and criteria can be found in Appendix 1 of this workbook.

http://student.ucol.ac.nz/UcolInfo/Official%20Documents/Assessment%20in%20Te%20Reo%20Maori%20Procedure.pdf


You will be assessed by means of a portfolio which will contain evidence that you demonstrate: 1. The minimum standard of nursing competence for registration in New Zealand.

2. A level of theoretical knowledge relevant to your scope of practice and any NCNZ

imposed conditions in respect of the context in which you undertake supervised nursing practice.

3. Formative and summative theory assessments (these will relate to the clinical setting). Formative Portfolio will include:

1. Evidence of meeting NCNZ (2009) competencies in the clinical setting using UCOL formative and summative assessment and NCNZ competency assessment forms. (Appendix 1).

2. Attendance and active participation in theory and clinical workshops and tutorials.

3. Copies of completed formative clinical tools; clinical activities and skills records sheets and individual learning plan.

4. At least one example of a “critical incident analysis”. Self-Assessment

Self-assessment complies with the philosophy that underpins this curriculum: The principles of adult learning. For this reason you are required to self-assess your own clinical performance on an on-going basis. ‘Doing’ your self-assessment the day before it is due is denying yourself a learning opportunity and significantly reduces your ability to be in control of a large part of the summative assessment process. Self-assessment is directly linked to achieving your personal learning objectives as well as the Competencies for Clinical Practice. Academic Appeals The academic appeals process is outlined in Part IX of the Academic Statute. Inability to Meet Programme Requirements Under certain circumstances, an individual study contract may be drawn up to encourage you to meet programme requirements. Any failure to meet this contract may result in you being asked to leave the programme. If you have a serious health problem or other personal circumstances that impact on your ability to meet programme requirements, please inform your Lecturer. Remember, if you are having difficulties with your programme there are ways UCOL can help you. If you do decide to withdraw, you must complete a Change of Circumstances Form. These can be obtained from the Information Centre.





Student Exclusion You may be excluded from the programme in the following circumstances:

a. Where you are in breach of the UCOL Academic Statute; b. Where your behaviour interferes with other students’ learning; c. Where you have failed a clinical practice course on two successive attempts, and the

NCNZ has not granted permission for a further attempt; d. Where your enrolment has exceeded the maximum enrolment period of five years and

the NCNZ has not granted an extension; e. Where you have breached the terms of your probation; f. Where you have demonstrated persistent and sustained failure to progress. The Executive Dean or the Head of School may recommend exclusion. The final decision for exclusion rests with the Chief Executive. Inability to Meet Course Requirements Standards of Behaviour Standards of behaviour indicate awareness of professional attitudes and responsibilities and are essential for success in the competency assessment programme. If you behave below the expected standard you will be informed. Often in the first instance you are told that it must not happen again. Assistance to change the inappropriate behaviour is offered. If the behaviour recurs, a ‘caution’ is given to you. This is written documentation of the areas of unsatisfactory performance and the change, or improvement required, is discussed with you. This record remains on your file for the remainder of the competency assessment programme. As for any other area of assessment, failure to improve following a caution results in probation. You will receive notification when you are not meeting course requirements as expected. The following outlines the disciplinary processes that may be used: Cause for concern Cause for concern forms are used for those situations that warrant a written record for the future. Cause for concern forms are usually used for ‘negative’ situations, such as behaviour that is considered ‘unprofessional’ or inappropriate. The form will:

1. Describe the observed behaviour 2. Document action(s) taken

You can write comments if you wish and sign the form. Your signature does not necessarily mean that you agree with the content, but only that you are aware that something has been documented. You have a right to a copy of the cause for concern. Cause for concern forms are placed on your file. Learning Contract Identify areas that require improvement and competencies yet to be met. Cautions Cautions usually, but not necessarily, follow on from cause for concern forms. Thus if you do NOT improve your behaviour and have received a previous cause for concern you will be given a CAUTION. In some instances unprofessional behaviour may warrant a caution without a prior cause for concern being noted.


Caution forms will:

1. Describe the behaviour or performance. 2. Indicate the change or improvement required. 3. The actions taken to improve.

You can write comments if you wish and you are required to sign the form. A signature does not necessarily mean that you agree, but only that you are aware that something has been documented. You will receive a copy of the caution and another copy is filed. Probation If you have been cautioned about any aspect of performance and have received written confirmation of this and fail to show the required improvement, you are then put on probation. A letter from the Head of School will inform you that you have been placed on probation. This letter will define the terms of the period and offer an immediate interview with you to discuss these terms. Because of the importance of ensuring a professional standard of conduct and safety to practice, failure to meet required standards at any stage of the programme can result in probation and/or removal from the SCCRN programme.

Change of Address Please ensure that NCNZ has your current address by emailing them WITH your NCNZ number.

Please ensure UCOL has your current postal address by emailing [email protected].

Applying for Practicing Certificates For Return to Nursing nurses -You need to apply for your practicing certificates about two (2) weeks after documents are sent to NCNZ.

For International nurses you will be sent registration application forms from NCNZ around 3-4 weeks after receiving the documentation from UCOL. You may not receive these if you do not inform NCNZ of any changes of address. UCOL Certificate Certificate in Competency Assessment for Registered Nurses (Training Scheme) certificates will be mailed out following you passing the course i.e. after the end of course dates, i.e. the date your enrolment period expires. Rules regarding returning to practice Return to nursing competency graduates are required by NCNZ to return to practice within six months of programme completion. “Any nurses requiring variation to this policy need to put their request in writing to the Nursing Council Registrar/Chief Executive for consideration” (NCNZ June, 2010).



SUMMATIVE ASSESSMENT REQUIREMENTS To meet the requirements of competency assessment programme you are expected to demonstrate competency in the following:

1) Meet Nursing Competencies for the programme as outlined by the NCNZ 2) Complete Formative and Summative requirements of this practicum

100% pass in Drug calculation test

Worksheets

Individualised learning plan

Clinical activities and skills record

Self assessment Reflection and your Clinical Activities Sheets Reflection helps to provide an insight into your clinical practicum experience. This reflection is included in the recording of your clinical activities and skills sheets, interim feedback and Self Assessment. You could further support your ‘reflection on action’ by maintaining a reflective journal, concept mapping and critical incident analysis during clinical experience. In your reflection you may consider addressing any or all of the following: a) your overall impression of the day b) key experiences and the significance to your practice c) links to theory d) responsiveness to feedback received e) directions for learning/exploring/reflection Interim Feedback

Feedback discussion opportunities are continual throughout the competency assessment programme

There is an interim reflection/discussion feedback opportunity in the second week of the programme that is aimed toward supporting your progress and identifies any areas that may need more focus.

You are expected to actively participate in the interim and begin to critically reflect on your practicum experience and link to the Nursing Competencies.

Self Assessment You are required to reflect on your own professional nursing practice during the practicum and to consider the following: a) Your ability in the practice setting and how you are meeting the NCNZ competencies. b) Difficulties you encountered c) Meeting identified learning needs d) Actively seeking feedback from: Clients ) Provider Staff ) your response to feedback? Lecturers ) e) Discussion with your lecturer around strengths and identified areas which could be

further developed


At the end of the practicum it is expected that you will demonstrate progression in your professional critical reflection of your nursing practice. Summative Assessment Your practicum appraisal is progressive throughout your clinical experience: a) your self-assessment is realistic and congruent with NCNZ competencies b) you have taken responsibility for your learning c) you have responded appropriately to feedback d) you have met the stated criteria Final Summative with clinical Lecturer and preceptor:

This appraisal is based on observing (if it is possible) you demonstrating safe practice, caring, communication, critical reflection, application of the nursing process, responsiveness to feedback during practicum and responsibility for your professional development.

Your practicum lecturer will seek feedback from clinical nursing staff and associated health personnel throughout the programme.

Active participation in tutorials/discussions is also taken into account. NB: If you have any extra conditions for registration stated on your NCNZ approval to undertake competency letter it is your responsibility to ensure that they have been met and evidence is provided before the summative assessment is completed.


SUMMARY OF RESPONSIBILITIES: CLINICAL PRACTICE MRSA

At the commencement of the programme you will be tested for MRSA. MRSA stands for Methicillin-Resistant Staphylococcus Aureus (S. Aureus), some strains of which may be resistant to several antibiotics. MRSA behave in the same way as ordinary S. aureus and do not cause different or more serious infections. However, infections with MRSA can be more difficult to treat as we have fewer antibiotics with which to treat them. For these reasons, there is concern about MRSA in hospitals and patients with MRSA may be isolated in side rooms or special wards, and strict precautions taken to prevent spread to others. All candidate s are required to screen for MRSA prior to commencing their first practice placement as a nursing candidate. At any time during the nursing programme additional MRSA screening is required when:

You have worked in a clinical area where MRSA has been identified, or when you become aware of the fact that you have been in contact with a person with MRSA;

You have infected lesions such as paronychia (infection of your finger nail);

You change practice placements between District Health Boards i.e.: Wairarapa Health (Masterton Hospital), Whanganui District Health Board, and MidCentral Health. You need to be fully aware of this policy and you are responsible for initiating your own MRSA testing well in advance of the next placement in another area;

You come into contact with MRSA positive clients due to part-time employment;

If you return a positive MRSA result you need to inform the Candidate Practicum Manager as soon as possible.

Please note: In all the above situations access to nursing practice will be denied until a

negative swab results is returned. YOU MUST NOT COMMENCE CLINICAL PLACEMENT BEFORE SWAB RESULTS ARE KNOWN. Failure to observe this practice will be deemed to be MISCONDUCT. You will be removed from the practice setting and, depending on the potential seriousness of the situation; disciplinary procedures such as ‘Probation’ may follow. MRSA screening information The appropriate form and swabs for testing are available on request at the Student Health Centre or General Practitioner. It is your responsibility to return the used swabs with a fully completed Laboratory Request Form containing all your personal details to the Student Health Centre. Two (2) swabs are required:

Nasal Swab: Dip swab into transport medium to lubricate the swab before inserting into both nostrils (only swab the nostril entrance).

Perineal Swab: Lubricate the swab as above. Do a good groin-perineal sweep from back to front.

Please note: If you have any areas of broken skin extra swabs are required to test these

areas as well. Please label ALL swabs clearly with Full Name and Site from which swab was taken. Place in specimen bag with request form in front pocket and return to the Student Health Centre.


Clinical Aspects

While completing the requirements for the programme, you will have a clinical lecturer assigned to you who will be in contact with your area at least once per week. This is to enable you to integrate more effectively into the multi-professional team and to expose you to the working realities of, and to prepare you for, your future role as a New Zealand registered nurse. It is important however that you make contact with the clinical lecturer as soon as possible should you have any concerns or difficulties over the course of the placement. Please ensure that you know and inform your clinical lecturer of your duty roster, your days off and what duty you are working. If you are going to be late for duty or absent due to sickness, please notify the provider and your clinical lecturer as early as possible. The following summarised overview may be helpful to clarify for you the responsibilities of candidates, provider staff, and UCOL lecturers: Practice Protocols

There are three (3) major issues: consent, confidentiality, and boundary keeping. Consent

The law recognises that every person has the right to have his/her body protected against invasion by others and this includes invasion in the form of nursing care. Strictly speaking, ‘touching’ of a client can be interpreted as a tort (a civil wrongdoing) or worse as battery. It is the client's consent; either implied or expressed which makes the touching legally permissible. Rules of consent

The client must have the mental capacity to consent

The client should be given full information regarding treatment

The client must understand the nature of the treatment

The client's consent must be voluntary and is not obtained under duress While there are certain circumstances where treatment may be given without consent i.e. emergencies situations and unconscious clients, under ‘normal’ conditions you should always make sure that you discuss with your clients what your intentions are and ask for their permission. Confidentiality

Confidentiality is certainly not a new concept. The International Council of Nurses Code of Ethics (2000) states: “The nurse holds in confidence personal information and uses judgement in sharing this information”. Section 50 of the Area Health Boards Act 1983 reads: “...no person to whom this section applies shall disclose to any person any information concerning the condition or medical history of any patient who is receiving or has received services provided by the board, without the prior consent of the patient or his representative, whether or not the patient is in hospital”. The right to confidentiality in respect of all communication (verbal and written) between health care personnel and the person concerned is one of major importance and you are reminded of the requirement to safeguard confidentiality in regard to clients, peers, colleagues, or provider matters. The Privacy Act (1993) applies to all persons or agencies engaged in collecting personal information. Within the health sector the principles of the Privacy Act are captured in ‘The Health Information Privacy Code 1993’ and this Code applies to the collection of all "health information", which includes the individual's medical history, disabilities, test results, services provided to the individual and any other information collected incidental to the provision of


any health services. The Code applies to all health provider and their employees (temporary, permanent, honorary) and this includes you as a candidate nurse. While you need to familiarise yourself with the 12 Principles of the Privacy Act (1993), and the Code of Health and Disability Services Consumers Rights (1996), these will be covered in a timetabled class. As mentioned before, confidentiality also includes written client information and more specifically the safe keeping of written information. Given that you work at all times under the supervision of your clinical lecturer, or provider staff, the following guidelines will apply:

1. You may only access the files of clients you are caring for. This access is to be in conjunction with, or at the direction of provider staff supervising your practice, and with consent of the client.

2. You may only access client information that is required to support the provision of safe and effective care to the client.

3. Safe keeping of the file and the maintenance of the privacy of the information in the file is the responsibility of the person who removes the file from storage area/filing cabinet.

4. At no time are you allowed to remove client files from the clinical area unless specifically directed to do so by the provider staff supervising your practice.

5. It is your responsibility not to leave the file unattended and to return it to its correct storage place immediately after use.

6. You are allowed to access files for the purpose of case management studies provided you receive specific permission from the provider staff in charge of the shift to do this and abide with the requirements already specified above.

7. Any information collected from clients, staff and/or client files is subject to confidentiality and privacy legislation. Information that will identify clients or provider staff may not be used in any assignments, case study or other course related work.

You MUST adhere to the above protocol in any clinical area unless these agencies have stricter protocols in place in which case you must adhere to their protocol. Please note: maintaining confidentiality is one of the hallmarks of professional nursing. Any

breach of confidentiality will be regarded as a very serious matter resulting in you being placed on probation or removed from the programme.

Boundary keeping Each year NCNZ investigates a number of complaints where nurses have experienced difficulties in maintaining a professional relationship. ‘Boundary keeping’ relates to what is appropriate professional behaviour and what is not, and it has everything to do with you being able to effectively care for a client. Caring can only take place in the context of ‘relating’ and it is thus important for you to develop only a professional relationship with your clients. Within the nursing context, a professional relationship is based on the actual or perceived needs of the client(s) and the nurse’s mandate to meet the therapeutic needs of the client through effective assessment and care. A professional relationship is not a dual relationship but focuses always first and foremost on the needs of the client; it is in essence a therapeutic relationship. You should be aware that in a professional relationship there is always a potential for ‘power imbalance’ as the client might perceive the professional (you) as ‘the one who knows best’. Make sure that you clearly define your role in the relationship, and that never use your position to advantage yourself, or coerce your client to comply with something that might benefit you but has no therapeutic value for your client. If you do or say something to a client that you would not do or say if your peers were present think again about the appropriateness of your actions. Violating professional boundaries is always considered a serious offence and may result in you being placed on probation or removed from the programme.


Uniform UCOL will issue you with an initial Identification Card that you are required to wear during nursing practice placement and after hours if you are using any campus facility. Replacement ID Cards are the responsibility of the individual candidate During placements in clinical agencies a standard of dress acceptable to that provider is required. There are variations in the requirements so please check with your lecturer. However the following is a useful guide: 1. Full UCOL candidate uniform (clean and tidy) with badge stating that you are a

candidate for registration must be worn; 2. Limited jewellery is permitted e.g. one pair of stud earrings. Please note that agencies

do not condone nose, tongue or eyebrow rings, facial studs or the like and can deny you access to their provider on these grounds. For this reason you are not allowed to wear these items while on any practice placement;

3. If you have a watch it must not be worn on the wrist; 4. Long hair must be tied back. . NB: As you do not have a current practicing certificate with NCNZ you cannot wear

any RN identification e.g. NZRN medals For Female Candidates:

- Regulation safari jacket with UCOL logo. (Supplied with deposit) - Black trousers - Black closed toe flat shoes with back

For Male candidates:

- Regulation safari jacket with UCOL logo. (Supplied with deposit) - Black trousers - Black closed toe flat shoes with back *no sports shoes to be worn with the UCOL uniform

You will be issued with two UCOL safari jacket. You might be required to pay a refundable deposit of $15.00 for each safari jacket. The cost of travel and accommodation associated with nursing clinical experience is to be met by you. Attendance

You are required to attend every day of the clinical experience at the specified time and for the full duration of the planned experience. If you unexpectedly have to leave the placement it is your responsibility to notify both the lecturer and the person in charge of that area. If you are not intending to be present on any day of clinical experience you must notify the provider and your lecturer prior to your usual start time. Please discuss minor illnesses such as skin infections or colds with regard to attendance requirements with the lecturer in your practice area. Routine medical and dental appointments must be scheduled whenever possible outside your clinical days.


Absence from your clinical placement You are required to inform both your lecturer and clinical provider of any instances of lateness or absence prior to the commencement of that day’s duty. Failure to comply will result in a record of your behaviour. Study days You must attend scheduled study days at UCOL and/or tutorials with your clinical lecturer. Absence MUST be negotiated prior to or at commencement of the placement with the Charge Nurse, Clinical Manager, Preceptor and Clinical Lecturer. Clinical Skills in your Scope of Practice Candidates for registration are not permitted to perform clinical skills or to undertake activities for which they have not been prepared in their course of study. This includes the administration of medications and intravenous therapy. For example, if you have not learned about or practised a skill, such as removing a central venous catheter, it is not safe to perform this skill in the clinical setting. To do so would breach the competency standards that relate to patient safety, recognition of own scope of practice and limitations, accountability and responsibility, having an adequate knowledge base for safe practice and performing nursing interventions (Australian Nursing and Midwifery Council 2002b, 2006, Nursing Council of New Zealand 2007a, 2007b) (Halley, 2009, p.192). Safety in Nursing Practice In all clinical contexts UCOL candidates and lecturers will follow the specific policies for the administration of medications applicable to the clinical area in which they are working. The Simulated Ward (Nursing Skills Labs) In this area specific hazards in regard to lifting and needle stick injuries have been identified. UCOL has developed a range of policies with your safety in mind. These will be discussed with you at appropriate times during the programme i.e. in course 505 It is the intention of the programme staff to achieve and maintain a safe, healthy work and study environment for all of those involved in its operations. As a competency assessment candidate you are responsible for the following:

Identify your clinical placement (address, start and finish time, phone number, dress code).

Type of placement and potential clients.

Pre-reading relevant to placement/knowledge and skills

Travel arrangement (if necessary)-Pastoral care services may assist you with this

Identifying and documenting your learning objectives at the start of the placement and to share these with your assigned preceptor and clinical lecturer;

Actively negotiating/pursuing appropriate learning opportunities;

Recognising and acknowledging your own limitations;

Adhering to your scope of practice as a nurse seeking registration with NCNZ. See http://www.nursingcouncil.org.nz/index.cfm/1,22,0,0,html/Scopes-of-Practice for

guidance. You can also check protocols for candidates with the clinical agency and preceptor and discuss your scope of practice with your UCOL clinical lecturer.

Asking for regular feedback and responding appropriately to any feedback;

Ensuring that all skills performed for the first time are supervised by either your assigned staff member/preceptor or your clinical lecturer.

Immediately informing your assigned preceptor of any changes in the client’s condition.

http://www.nursingcouncil.org.nz/index.cfm/1,22,0,0,html/Scopes-of-Practice


Immediately informing your clinical lecturer of any situations that require the completion of an incident/accident form and to delay completing the required documentation until your clinical lecturer has arrived;

Ensuring that your assigned preceptor is kept informed about your activities and whereabouts on an ongoing basis. This includes absences for tutorial/teaching sessions;

Being aware of and maintaining professional boundaries in all your interactions with clients, provider staff, lecturers and others;

Informing the provider staff member (assigned staff member) and lecturer of any personal concerns related to your ability to perform nursing duties safely and adequately.

Please note: Adherence to all the policies and guidelines as set out by the provider is a

fundamental requirement for safe practice and you can be removed from the practice setting if these standards/requirements are not upheld/met. If you withdraw yourself from clinical practice and your withdrawal is related to incomplete performance i.e. you have been provided with feedback that is indicative of incomplete performance, then the withdrawal equals the ‘Not Met’ category, which means that you have not successfully met the requirements of the unit. If your withdrawal is related to sickness, injury, or pregnancy, you may be able to repeat the practice placement within the same academic year as a first attempt. In these cases, you will be required to produce evidence to support this.

There are many things that you will want to find out before you begin placement. Here are some common questions:

What are the shift times?

What is my duty rota and where do I find this?

Where should I go on my first day and who do I report to?

Are there changing facilities available?

What are the break times? Can I stay in the placement at break times?

Can I bring food to the placement or where can I buy it? The assigned provider staff member (referred to as your Preceptor) is responsible for:

Introducing themselves to you and ensuring that you are orientated to the area on the first day in clinical practice;

Ensuring that you are aware of any safety protocols/procedures specific to the provider;

Ensuring that the clinical environment is conducive to learning and that you are free from harassment or bullying;

Acting as a role model by overtly displaying the beliefs and values that are inherent in professional nursing and caring;

Having the required knowledge/understanding of the curriculum insofar as it concerns clinical experience, and awareness of the protocols and procedures (including health and safety requirements, safe drug administration);

Immediately informing the lecturer of any situations involving you which may require completing an incident/accident form or any other document that might implicate the candidate (s);

Facilitating your understanding of the links between theory and practice, and enabling you to master a variety of nursing skills by being supportive of your specific learning needs and objectives;

Delegating client care under appropriate supervision and whilst maintaining overall responsibility for the quality of care delivered;


Allowing you to use your initiative consistent with your level in the programme and your knowledge/skills displayed while on practicum;

Providing regular daily feedback that is honest, clear, and constructive and focuses on your performance as a candidate nurse;

Providing regular feedback (at least weekly) to the lecturer concerning candidate performance throughout the duration of the placement.

Working with/supervising candidates in conjunction with the clinical lecturer in clinical settings and conducting formative and summative candidate assessments.

The UCOL Lecturer is responsible for:

Ensuring that current, required documentation is provided to the clinical area;

Maintaining regular (minimum once weekly) contact with the nursing team leader and the assigned provider nurses for the purpose of exchanging relevant candidate information as well as seeking feedback on the candidate ’s performance/learning issues;

Supporting the clinical provider staff by providing curriculum information, and the expected learning outcomes and clinical competencies for individual candidates;

Supporting you to make links between theory and practice, and to develop a variety of nursing skills;

Arranging tutorials in advance and at such times as convenient to the provider, the candidate s and the lecturer;

Risk management by closely observing and/or working alongside those candidate s whose performance has been identified as a concern;

Assisting you with the completion of incident/accident forms or any other such documentation;

In consultation with the Clinical Practice Manager, removing any candidate from practicum who has demonstrated unsafe nursing/caring practice, or who has displayed behaviour unbecoming of a (candidate ) nurse;

Ensuring that you and the clinical staff know how to contact the lecturer when required;

Ensuring that your learning objectives are appropriate for your programme level and relevant to the clinical experience;

Responding to any requests or concerns from the provider within agreed timeframes.

Assisting the preceptor with formative and summative feedback.


ASSESSMENT FOR COMPETENT NURSING PRACTICE The Role of Provider staff

Provider staff, normally the key preceptor, is required to assess candidates in terms of their level of competency. As competency is a complex concept there will be multiple assessment strategies. Assessment is about collecting evidence and, in the case of competency, assessment is making a judgement about the level of knowledge and the quality of the skills performed, mixed with the right balance of attributes including motivation, determination, willingness to work as a member of a team and so on. To be fair to all candidates it is important that all staff involved in the assessment of candidates take great care to be honest and fair in every aspect of the assessment process. As an assessor, provider staff need to be able to justify their assessment findings, whether these are positive or negative. Examples need to be provided as to how and why candidates were rated. The Nurse Education Team believes that to be able to assess a candidate’s competency, the assessor is always required to actively collect information about the candidate’s clinical/professional achievements by a whole range of means such as:

Working on a regular basis ‘alongside’ the candidate to measure actual performance and progress over the clinical assessment period;

Observing the candidate ‘in action’, noting in particular skilled performance, fluency of actions, and time management;

The standard of completion of nursing actions. Was it the bare minimum or did the candidate go ‘the extra mile’?

Focussed discussions with the candidate to determine the rationale behind their actions, their level of knowledge and their ability to transfer this knowledge to other situations;

The candidate’s knowledge level as reflected in clinical discussions and decision-making situations;

Specific and precise feedback on the candidate’s performance from other provider staff;

Feedback on the candidate ’s performance/behaviour given by clients;

The candidate’s level of motivation and determination as reflected by the degree of overall involvement in clinical situations, for example willingness to accept appropriate responsibility, follow-up discussions after reflection and quality and depth of questions raised as a result of clinical situation/dilemmas.

It is important to start the assessment process in the first week by providing your candidate with constructive feedback and keeping a summarised record of the discussions. In any situation where you are unclear about the processes or expectations please contact the candidate’s lecturer immediately and ask for clarification and/or assistance.


Your Role as a Competency Assessment Candidate for registration with NCNZ. Learning in the practice setting using the clinical competency assessment tools. Assessment is a co-operative and collaborative process in which you must be actively involved. Self assessment involves reflection on practice, self evaluation, and the setting of new goals. By the end of the placement you will have completed the self-assessment documentation; using:

Provider staff/preceptor – who will provide ongoing feedback and guidance;

Lecturer feedback – ongoing, and includes formative feedback and summative assessment. Feedback will be constructive and resulting from the lecturer’s own observations, discussions with you, and information received from your assigned preceptors.

In order to comply with the Privacy Act (1993) you need to be aware that, while gaining

clinical experience, information about your competence may be shared with provider staff,

other lecturers, the Candidate, Programme Leader – Clinical Experience and/or the Head of

School especially if there are concerns. Of course, the lecturer will share this information

with you in the form of feedback, formative (interim) feedback, and summative (final)

assessment. A copy of all written documentation concerning your experience/assessment is

placed in your file, which will be accessible during office hours. You can at all times ask if

you can make a copy of any document that is held in your file.

Please note: Information can be withheld if the release of such information is an unreasonable intrusion on the person who provided the information.

Feedback on clinical performance It is vital that you receive regular feedback in regards to your professional/clinical performance. Make it a habit to ask for feedback every day on at least one specific area e.g. report writing, time management, effective team membership, knowledge base, specific clinical skills and so on. Make sure that the provider preceptor(s) who has worked with you most often, completes the Formative Feedback documentation by the end of the third week of the placement. This is an ideal time to critically reflect on your progress in relation to the nursing council domains and the graduate profile. The preceptor is responsible for completing this feedback documentation with you. This is also an ideal time for you and your preceptor to develop strategies to help you successfully achieve any areas identified as needing focus prior to the completion of your clinical experience. The Formative Feedback may be the only written feedback that you will receive. Not obtaining the formative feedback might severely disadvantage you if a disagreement arises in regards to your final assessment.


SCOPE OF PRACTICE

Please note that candidates are not yet registered in NZ and therefore cannot undertake roles and responsibilities that require a NZRN.

The UCOL Handbook and work book for Certificate in Competency Assessment for Registered Nurses (Training Scheme), Level 7 (2019) states: Clinical Skills in your Scope of Practice Candidates for registration are not permitted to perform clinical skills or to undertake activities for which they have not been prepared in their course of study. This includes the administration of medications and intravenous therapy. For example, if you have not learned about or practised a skill, such as removing a central venous catheter, it is not safe to perform this skill in the clinical setting. To do so would breach the competency standards that relate to patient safety, recognition of own scope of practice and limitations, accountability and responsibility, having an adequate knowledge base for safe practice and performing nursing interventions (Australian Nursing and Midwifery Council 2002b, 2006, Nursing Council of New Zealand 2007a, 2007b) (Halley, 2009, p.192). Safety in Nursing Practice In all clinical contexts UCOL candidates and lecturers will follow the specific policies for the administration of medications applicable to the clinical area in which they are working. To clarify: UCOL Certificate in Competency Assessment for RN (CCRN) candidates are advised that:

They cannot administer IV therapy but can participate, under NZRN preceptor supervision, in the preparation and procedures involved in the preparation of IV therapy.

CCRN candidates who have successfully completed the agencies drug administration competencies can administer medications if the NZRN preceptor is confident they are competent.

CCRN candidates should not check or administer controlled drugs.

If using “Medimap” the SCCRN candidate will log off and the NZRN who is supervising the CCRN candidate will log in and administer the controlled drug i.e. the controlled drug should be administered under the preceptors Medimap login. The CCRN candidate could then continue on with the remaining medication having re logged on. The CCRN candidate should observe and be familiar with the whole process.


CHECKLIST

Certificate in Competency Assessment for Registered Nurses (Training Scheme), Level 7

NAME: ______________________________________ UCOL ID NO: ________________

Before Commencing DONE or N/A DATE

Has NCNZ confirmation letter (International candidates only)

Pastoral care staff have meet international candidates

Placement arranged

Accommodation for placement as required

Lecturer Supervision/cover arranged

Health and vaccination checks commenced

Enrolled with UCOL Health Centre

On Arrival DONE or N/A DATE

MRSA

Check Vaccinations completed

Drug calculation test achieved

Computer access

ID Card

Library orientation

Campus orientation

Orientation DATE

Attendance at full 2 week theory programme

Uniform

During Placement DATE

Ensure preceptor fully informed

Maintain adequate records

Candidate self assessment

Interim Assessment

On Completion DATE

Summative and NCNZ forms signed and completed

Final UCOL clinical forms completed

All documentation to NCNZ

Letter of thanks to preceptor from candidate

Evaluation forms completed and returned to UCOL Resource Centre

UCOL uniforms returned to UCOL Resource Centre

COMMENTS:


It is important to have an awareness of the environment in which you will be working to ensure the safety of both yourself and that of the client and other staff members. This form also helps you to identify your roles and responsibilities in relation to your clinical experience. You are required to complete Points 1 and 2 of this orientation form within your first day of clinical experience. The rest must be discussed with your preceptor and clinical

lecturer and completed by the end of the first week. Your orientation form must be signed by your Preceptor and Clinical Lecturer upon completion.

Certificate in Competency Assessment for Registered Nurses, Level 7

ORIENTATION TO CLINICAL AREA

Commencement Date of Clinical Experience:

Candidate name:

Clinical lecturer:

Commencement Date of

Clinical Experience:


You are reminded that items 1 and 2 on this orientation questionnaire and checklist must be

completed within the first day of clinical experience. The rest must be completed by the end of week

1. I know my responsibilities in the event of: Candidate Signature Date

Fire

Cardiac Arrest/Respiratory Arrest

Emergencies

Security Related Emergencies

Manual Handling

2. I have identified the following equipment:

Oxygen

Suction

Resuscitation Trolley

Emergency Alarms

Fire Extinguisher

Hoist/s

Slippery Sam

Pat Slide

3. I am aware of and have discussed with my clinical lecturer, safety issues in this setting,

related specifically to my responsibilities in relation to the correct handling and disposal of clean/contaminated objects.

4. I have identified the physical layout of the building and I know where the following are:

Staff Toilet

Dirty Utility Room

Clean Utility Room Linen Cupboard Patient Showers, Bathrooms and Toilets Lifts, Stairs Cafeteria / Staff Room Tutorial Room (if applicable) Library (if applicable)

5. I am able to demonstrate correct use of the call bell system.

6. I know where to find relevant phone numbers and the correct protocol for answering the

phone.

7. I have identified the role of the nurse in this agency.


8. I know where I can find information on the specific nursing responsibilities/protocols for this

area.

9. I know where I can find information on manual handling responsibilities/protocols for this area.

10. I have discussed with my preceptor my need for ongoing feedback and guidance throughout my clinical experience.

11. I have discussed with my preceptor and clinical lecturer my responsibilities in relation to supervision by my allocated preceptor throughout my clinical experience.

12. I have discussed my assessment practice framework, including formative feedback, self-assessment and summative assessment with my preceptor and clinical lecturer.

13. I have discussed my tutorial attendance requirements with my preceptor and clinical lecturer.

14. I have read, and will continue to consult, the Handbook.

15. I am aware of confidentiality issues in this clinical environment

16. I am aware of my own safety and the safety of health consumers, colleagues and peers and others that I may be in contact with in this clinical environment

17. I am aware of Drug Administration Policy in this clinical environment

Preceptor / Clinical Lecturer Comments (if applicable):

Signed by:

Preceptor:

Date:

Clinical Lecturer:

Date:

Candidate:

Date:



UCOL MA 4303

Certificate in Competency Assessment for Registered Nurses (Training

Scheme) (Level 7)

Course title and code:

MA 4303 Certificate in Competency Assessment for

Registered Nurses (Training Scheme) (Level 7)

Length of course (hours):

Max clinical component 320

hours

6-8 weeks at 40 hours a week.

Clinical lecturer support (up to 2

hours per week).

Course Coordinator:

TBA

Learning Outcomes At the completion of this course the candidate will be able to: 1. Demonstrate knowledge of contemporary New Zealand nursing practice

2. Discuss and apply professional responsibility as it relates to professional, legal and ethical responsibilities and cultural safety.

3. Demonstrate management of nursing care including client assessment and managing client care which is responsive to clients’ needs

4. Apply nursing knowledge and evidence based research in the clinical setting

5. Demonstrate understanding of pharmacology and pharmaco-dynamics as they relate to the relevant clinical setting.

6. Establish and maintain interpersonal and therapeutic communication with clients, other nursing staff and inter-professional communication and documentation.

7. Demonstrate ability to communicate effectively for the purpose of practicing within the NCNZ scope of practice.

8. Apply knowledge of interprofessional health care and quality improvement in the clinical setting.


Wk No Content Assessment Resources

Wk

1

Candidate presents written documentation to the clinical placement coordinator/site coordinator to confirm MRSA status the week prior to placement. Course/site coordinator to inform clinical lecturer of failure to submit and/or situation which may prevent placement

Candidate introduction to preceptor/s

Candidate orientation to clinical environment o Day One – orientation form o Day Five - orientation form completed

Candidate has initial meeting(s) with clinical lecturer and discusses individual learning plan Candidate discusses assessment framework with clinical lecturer and preceptor

Candidate submits daily activity sheet to preceptor for signature

Candidate begins to: o Clarify relevant available skills in context o Clarify relevant competence -level NCNZ

competencies

Group discussion as appropriate to debrief from week one

Clinical lecturer rechecks candidate’s MRSA status soon as possible on the first day of placement and takes appropriate action as necessary

Clinical lecturer reviews individual learning plans

Daily feedback to candidate from preceptor

Preceptor signs daily activity sheet

Candidate provided with feedback/liaison from clinical lecturer

Candidate has formal weekly meeting with clinical lecturer

Clinical lecturer checks daily activity sheet

Clinical lecturer checks completion of orientation form.

Candidate demonstrates understanding of clinical requirements

Candidate identifies placement goals related specifically to the clinical learning experience for week two

Clinical lecturer reviews placement goals for week two

Short course in Competency Assessment Handbook

NCNZ clinical assessment forms

Short course in Competency Assessment Experience Moodle site

Wk

2

Candidate explicitly relates theoretical learning to practice placement experiences.

Candidate reviews progress of completion placement goals for week two

Candidate completes developmental self-assessment of progress to date against NCNZ competencies prior to developmental assessment in week two

Candidate facilitated discussion as appropriate to share learning opportunity


Preceptor signs daily activity sheet


Candidate has formal weekly meeting with clinical lecturer, including review of progress towards meeting all practice placement requirements

Clinical lecturer checks daily activity sheet

Developmental assessment meeting with preceptor and clinical lecturer, which includes feedback re progress towards attainment of NCNZ competencies

Short Course in Competency Assessment Handbook


Short Course in Competency Assessment Experience Moodle site


Candidate identifies placement goals related specifically to the clinical learning experience for week three

Clinical lecturer reviews placement goals for week three

Wk

3

Candidate explicitly relates theoretical learning to practice placement experiences when completing competency signoff

Candidate reviews progress towards completion of placement goals for week three

Candidate completes self-assessment of progress to date against NCNZ competencies prior to formative assessment



Preceptor signs daily activity record


Candidate has formal weekly meeting with clinical lecturer, including review of progress towards meeting all practice placement requirements

Clinical lecturer checks daily activity record

Formative assessment meeting with preceptor and clinical lecturer, which includes feedback on available skills in context clinical skills and attainment of maintenance of competence -level NCNZ competencies

Candidate identifies placement goals related specifically to the clinical learning experience for week four

Clinical lecturer reviews placement goals for week four




Wk

4

Candidate explicitly relates theoretical learning to practice placement experiences when completing skills acquisition signoff and competency signoff

Candidate reviews progress towards completion of placement goals for week four

Candidate facilitated discussion to share learning opportunity

Candidate completes draft of at least one critical incident analysis.



Candidate provided with feedback/liaison from clinical lecturer.

Candidate has formal weekly meeting with clinical lecturer, including review of progress towards meeting all practice placement learning requirements

Clinical lecturer checks daily activity record.

Clinical lecturer reviews critical incident analysis.

Candidate identifies placement goals related specifically to the clinical learning experience for week five

Clinical lecturer reviews placement goals for week five

Learning goals negotiated with candidate towards achieving achievement NCNZ competencies.





Wk

5


Candidate reviews progress towards completion of placement goals for week five


Candidate commences self-assessment for summative in week 6





Review of progress of learning contract if appropriate


Candidate identifies placement goals related specifically to the clinical learning experience for week six

Clinical lecturer reviews placement goals for week six




Wk

6

Candidate completes 2nd self-assessment in preparation for Summative assessment


Increasing emphasis on candidate completing competency assessment

Candidate reviews progress towards completion of placement goals for week six

Candidate facilitated discussion as appropriate to share learning opportunity.

Summative assessment of candidate progress against NCNZ competencies






Candidate provided with feedback/liaison from clinical lecture

Summative assessment OR learning contract initiated for 2 more weeks clinical practice

Summative assessment Clinical lecturer checks that all have competencies are backed up by evidence of achievement. Checks that all documentation is completed and signed.

Completed UCOL and NCNZ competence/clinical assessment forms of successful candidates returned to Programme Leader within three working days of completion of placement.

IF on learning contract

Candidate identifies placement goals related specifically to the clinical learning experience for week seven

Clinical lecturer reviews placement goals for week seven





Wk

7

Candidate explicitly relates theoretical learning to practice placement experiences

Increasing emphasis on candidate completing competency assessment Special emphasis on successfully completing identified learning goals.

Candidate demonstrates continued achievement of available skills in context clinical skills acquisition, attainment of maintenance of competence-level NCNZ competencies,

Candidate reviews progress towards completion of placement goals for week seven








Candidate identifies placement goals related specifically to the clinical learning experience for week eight

Clinical lecturer reviews placement goals for week eight




Wk

8

Candidate explicitly relates theoretical learning to practice placement experiences when completing competency signoff

Candidate reviews progress towards completion of placement goals for week eight

FINAL Summative assessment of candidate progress against NCNZ competencies






Summative assessment of practice

Clinical lecturer checks that all have competencies are backed up by evidence of achievement. Checks that all documentation is completed and signed.

Completed UCOL and NCNZ competence/clinical assessment forms of successful candidates returned to Programme Leader within three working days of completion of placement.






Candidate Record Sheet for MA4303 (Certificate in Competency Assessment for RN’s (Training Scheme) – 6 week clinical placement

Please ensure this document is signed daily. It will be used to reflect the actual hours the candidate was present in placement and will be used for their clinical record.

Candidate Name……………………………………………………………….

Week One Date Shift Preceptor Signature

Week Two Date Shift Preceptor Signature

Day 1

Day 1

Day 2

Day 2

Day 3

Day 3

Day 4

Day 4

Day 5

Day 5

Week Three Date Shift Preceptor Signature

Week Four Date Shift Preceptor Signature

Day 1

Day 1

Day 2

Day 2

Day 3

Day 3

Day 4

Day 4

Day 5

Day 5

Week Five Date Shift Preceptor Signature

Week Six Date Shift Preceptor Signature

Day 1

Day 1

Day 2

Day 2

Day 3

Day 3

Day 4

Day 4

Day 5 Day 5


Candidate Record Sheet for MA4303 (Certificate in Competency Assessment for RN’s (Training Scheme) – 6-8 week clinical

placement

Please ensure this document is signed daily. It will be used to reflect the actual hours the candidate was present in placement and will be used for their clinical

record.

Name……………………………………………………………….

Week Seven Date Shift Preceptor Signature

Week Eight Date Shift Preceptor Signature

Day 1

Day 1

Day 2

Day 2

Day 3

Day 3

Day 4

Day 4

Day 5

Day 5


User guide for preceptors:

This tool is to assist you with the formative assessment of candidates for registration with Nursing Council of New Zealand. The candidate should complete the form daily, i.e. describe the clinical activity, relate NCNZ competencies and critically analysis their own performance then bring it to her/his preceptor to be signed. Please initial daily and when they reach “I/C” –independent /competent please sign with the date.

Independent/ competent (I/C) Refers to being safe & knowledgeable; proficient & coordinated and appropriately confident and timely

Supervised: (S) Refers to being safe & knowledgeable; efficient & coordinated; displays some confidence and undertakes activities within a reasonably timely manner. Requires occasional supporting cues.

Assisted: (A) Refers to being safe and knowledgeable most of the time; skilful in parts however is inefficient with some skill areas; takes longer than would be expected to complete the task. Requires frequent verbal and some physical cues

Dependent: (D) Refers to concerns about being unsafe and being unable to demonstrate behaviour or articulate intention; lacking in confidence, coordination and efficiency. Continuous verbal and physical cues/interventions necessary.

Adapted from:

Crookes, P., & Brown, R. (2010). The development of pre-registration nursing competencies for use across Australian universities: Pilot guidance

package: Competency assessment tool – nursing. Sydney, Australia: Australian Learning and Teaching Council.



Certificate in Competency Assessment for Registered Nurses (Training Scheme)

Clinical Activities and Skills Record (to be maintained daily)

You are expected to demonstrate that you have successfully completed a wide range of skills and activities. You are expected to critically evaluate and analyse your practice.

You must complete a minimum of 10. Candidate name and ID: ____________________________________________________ Clinical period dates: __________________________________________________________________________

Clinical setting: ______________________ Lecturer: ________________________ SCALE: (this score will entered by your preceptor) Candidates should repeat the skill and or activity until they achieve I/C

I /C Independent / Competent

S Supervised

A Assisted

D Dependant

Adapted from: Rebeiro, G., Jack, L., & Scully, N. (2012). Fundamentals of Nursing, Clinical skills workbook. NSW, Australia: Elsevier.


Date: Description of Clinical Activity and/or Skill

Related NCNZ

competencies

Performance Code

Please initial every entry

Additional feedback:

Description of Clinical Activity Critical Analysis

I/C Independent /

Competent

S Supervised

A Assisted

D Dependent

Preceptor Signature: ____________________________

Date: ________________________


I/C Independent /

Competent

S Supervised

A Assisted

D Dependent


Date: ________________________



Related NCNZ

competencies

Performance Code




I/C Independent /

Competent

S Supervised

A Assisted

D Dependent


Date: ________________________


I/C Independent /

Competent

S Supervised

A Assisted

D Dependent


Date: ________________________



Related NCNZ

competencies

Performance Code




I/C Independent /

Competent

S Supervised

A Assisted

D Dependent


Date: ________________________


I/C Independent /

Competent

S Supervised

A Assisted

D Dependent


Date: ________________________



Related NCNZ

competencies

Performance Code




I/C Independent /

Competent

S Supervised

A Assisted

D Dependent


Date: ________________________


I/C Independent /

Competent

S Supervised

A Assisted

D Dependent


Date: ________________________



Related NCNZ

competencies

Performance Code




I/C Independent /

Competent

S Supervised

A Assisted

D Dependent


Date: ________________________


I/C Independent /

Competent

S Supervised

A Assisted

D Dependent


Date: ________________________



Related NCNZ

competencies

Performance Code




I/C Independent /

Competent

S Supervised

A Assisted

D Dependent


Date: ________________________


I/C Independent /

Competent

S Supervised

A Assisted

D Dependent


Date: ________________________




INDIVIDUAL LEARNING PLAN

NAME UCOL ID DATE

CLINICAL LECTURER

CLINICAL SETTING

LEARNING OBJECTIVE 1 – MANUAL HANDLING COMPETENCY (NCNZ Competency 1.4) Performance Criteria (What do I have to do/achieve/learn?)

Candidate’s Comments

1.1 Week 1: Print off copies and familiarise self

with agency policies and procedures for manual handling and equipment used to transfer residents – show clinical lecturer

1.2 Week 2: Identify at least 2 different hoists

used within the agency, add to clinical activities for competency to be achieved and signed by preceptor – show clinical lecturer

1.3 Achieve agency competency (if applicable) in

manual handling by the end of week 2, including hoists, stand transfers, slippery sams and pat slides (if applicable).

1.4 Document different manual handling

techniques in clinical activities, obtain feedback and signature from preceptor as they are achieved.

1.5 Review an evidence based article (within last

7 years) on manual handling for health professionals.


1.6 Discuss findings with clinical lecturer

Date Learning Plan discussed with lecturer:____________________________________________

Signed (Lecturer)________________________Signed (Candidate)______________________

Lecturer Comment:___________________________________________________________

LEARNING OUTCOME ACHIEVED: YES / NO

Signed (Lecturer)______________________ Signed (Candidate)_______________________




NAME

UCOL ID DATE

CLINICAL LECTURER

CLINICAL SETTING

LEARNING OBJECTIVE 2 –

Performance Criteria (What do I have to do/achieve/learn?)


2.1 Week 2: In consultation with clinical

manager and preceptor: a) Identify staff group for education b) Identify topic for the session c) Set date and time of session

2.2 Familarise self with relevant agency

policies and procedures

2.3 Research topic, including reviewing an evidence based article which is no more than 7 years old

2.4 Develop a 20 – 30 minute presentation

2.5 Present session to staff

2.6 Obtain feedback from preceptor


Signed (Lecturer)_______________________ Signed (Candidate)_____________________ Lecturer Comment:___________________________________________________________


Signed (Lecturer)_______________________ Signed (Candidate)______________________




NAME UCOL ID DATE

CLINICAL LECTURER

CLINICAL SETTING

LEARNING OBJECTIVE 3:



3.1

3.2

3.3

3.4

3.5

3.6



Lecturer Comment:___________________________________________________________






NAME UCOL ID DATE

CLINICAL LECTURER

CLINICAL SETTING

LEARNING OBJECTIVE 4 –OPTIONAL:



4.1

4.2

4.3

4.4

4.5

4.6


Signed (Lecturer)________________________Signed (Candidate)______________________ Lecturer Comment:___________________________________________________________






Formative Assessment: Critical Incident Analysis

No more than 1-2 A4 pages

Can be a challenging or an everyday incident

Should include:

Brief description of the incident with key points.

Significance to practice and NCNZ (2007) competencies.

Links to theory and evidence based practice.

Any responses to feedback received, including any learning you achieved from this incident.

What changes you may consider to your practice and why you would make those changes.

What further exploration you would like to do.

You can find useful information on the following site about reflection which would make this

exercise interesting and useful for your practice in future.

www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php

http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php


Candidate SELF ASSESSMENT OF CLINICAL PLACEMENT

MA 4303 Certificate in Competency Assessment for Registered Nurses (Training Scheme) Guided practitioner: Requires minimal supervision

Candidate ’s Name Candidate ID No. Start Date

Day/Month/Year Finish Date

Day/Month/Year Course Code

Preceptors name

EVIDENCE CODE/INSTRUCTIONS: Please complete using the following abbreviation code: Observed (O), Third party feedback (T), Question and answer (Q & A), Simulation (S), Documentary evidence

(D), Reflection (R), Making satisfactory progress towards maintenance of competence at formative (MSP), Failing to maintain competence at formative (FTM), Failed to maintain competence at summative assessment(F)

Competencies Relate to the specific clinical placement context Candidate self assessment (week three) Candidate self assessment (week seven)

Evidence Comments Evidence Comments

1. Domain one: professional responsibility

1. Accepts responsibility for ensuring that his/her nursing practice and conduct meets the standards of the professional, ethical and relevant legislation requirements.

Example:

1. Discuss the principles of the NCNZ Code of Conduct for Nurses and their application to your current nursing practice.

2. Demonstrates the ability to apply the principles of the Treaty of Waitangi/Te Tiriti o Waitangi to nursing practice.

2. Discuss the principles of the Treaty of Waitangi/Te Tiriti o Waitangi and their application to your current nursing practice.

3. Demonstrates accountability for directing, monitoring and evaluating nursing care that is provided by enrolled nurses and others.

3. Justify the decision making process when assigning care, delegating activities and providing direction for enrolled nurses and others.

4. Promotes an environment that enables health consumer safety, independence, quality of life and health.

4. Manage risks by providing care that best meets the needs of health consumers and the public.

4.1 Demonstrate appropriate infection measures

4.2 Demonstrate use of emergency equipment in the practice setting.

5. Practises nursing in a manner that the health consumer determines as being culturally safe.

5. Demonstrate respect for individuals by acknowledging differences and avoiding prejudice and judgement.

Provide examples

UCOL Faculty of Health and Sciences – Student Workbook & Handbook 2018 Page 59 of 107 Certificate in Competency Assessment for Registered Nurses (Training Scheme), Level 7

2. Domain two: management of nursing care

1. Provides planned nursing care to achieve identified outcomes.

1. Demonstrate the application of the nursing process to provide accurate and evidence based care.

1.1 Practise available skills in context at maintenance of competence stage of development as documented in the Clinical Skills Handbook.

Provide examples

2. Undertakes a comprehensive and accurate nursing assessment of health consumers in a variety of settings.

2. Demonstrate skills of health assessment using appropriate assessment tools and relevant research.

Provide examples

3. Ensures documentation is accurate and maintains confidentiality of information.

3. Maintain clear and accurate documentation that is within the legal and ethical framework.

Provide examples

4. Ensures the health consumer has adequate explanation of the effects, consequences and alternatives of proposed treatment options.

4. Confer with health consumers regarding the appropriateness of interventions and care.

4.1 Discuss ethical issues related to nursing practice and health care.

Provide examples

5. Acts appropriately to protect oneself and others when faced with unexpected health consumer responses, confrontation, personal threat or other crisis situations.

5. Discuss emergency procedures and acts to minimise situations that may compromise safety.

Provide examples

6. Evaluates health consumer’s progress towards expected outcomes in partnership with health consumers.

6. Review effectiveness of health consumer response with health consumer and health care team using identified criteria for evaluation of expected outcomes of care.

Provide examples


7. Provides health education appropriate to the needs of the health consumer within a nursing framework.

7. Participate in formal and informal methods of health education relevant to health care needs and client understanding.

Provide examples

8. Reflects upon, and evaluates with peers and experienced nurses, the effectiveness of nursing care.

8. Demonstrate ability to assess own level of competence when determining level of care required by individual clients.

Provide examples

9. Maintains professional development. 9. Take responsibility for own and colleagues’ professional development.

Provide examples

3. Domain three: interpersonal relationships

1. Establishes, maintains and concludes therapeutic interpersonal relationships with health consumers.

1. Demonstrate ability to initiate, maintain and conclude therapeutic interpersonal interactions showing respect and empathy for clients.

Provide examples

2. Practises nursing in a negotiated partnership with the health consumer where and when possible.

2. Work in partnership with the health consumer to provide full information that contributes to informed choice.

2.1 Manage health consumer care that facilitates independence whilst acknowledging the perspective of health consumer and family/whanau.

Provide examples

3. Communicates effectively with health consumers and members of the health care team.

3. Demonstrate effective communication techniques for health consumers and health care professionals by using appropriate language, opportunity and resources as and when required.

Provide examples.


4. Domain four: interprofessional health care & quality improvement

1. Collaborates and participates with colleagues and members of the health care team to facilitate and coordinate care.

1. Collaborate with health consumer

and other health care professionals in planning continuity of nursing care and recovery including referrals, discharge planning and follow up.

1.1 Provide guidance and support to others in the clinical setting.

Provide examples

2. Recognises and values the roles and skills of all members of the health team in the delivery of care.

2. Discuss health consumer progress and interventions with other relevant health professionals to support safe management and discharge.

Provide examples

3. Participates in quality improvement activities to monitor and improve standards of nursing.

3. Review policies and procedures based on relevant research to ensure safe practice of self and others.

Provide examples


Formative / Summative Feedback Documentation Certificate in Competency Assessment for Registered Nurses (Training Scheme): Guided Practitioner: requires minimal supervision

To be completed at 3 weeks and 6 weeks - Repeat at 8 weeks as required Candidate ’s Name Candidate ID No. Start Date

Day/Month/Year Finish Date

Day/Month/Year Prog. Code

MA4303

Placement Setting (Actual Place)

Preceptor’s Name Hours Available Hours Completed (Do not include hours for Statutory Holidays)

The candidate is assessed against the Nursing Council competencies .

EVIDENCE CODE/INSTRUCTIONS: Please complete using the following abbreviation code: Observed O, Third party feedback T, Question and answer Q & A, Simulation S, Not applicable in this context N/A, Failed to Address F.

For each competency supply a supporting comment of how the nurse has met each competency, this can be an action or an example.

Learning Outcomes Judgement Statements Formative Feedback Summative Feedback

(use examples from current clinical setting) Evidence Comments/ examples Evidence Comments

1. PROFESSIONAL RESPONSIBILITY

1. Accepts responsibility for ensuring that his/her nursing practice and conduct meet the standards of the professional, ethical and relevant legislated requirements.

Is able to:

1a. Discuss the principles contained within the NCNZ Code of Conduct for Nurses (encompasses legislation, ethics, patient rights & professionalism).

b. Report as practising within professional, legal and ethical responsibilities.

c. Describe the scope of practice that demonstrates appropriate interventions and decisions.

2. Demonstrates the ability to apply the principles of the Treaty of Waitangi / Te Tiriti o Waitangi to nursing practice.

2. Discuss the principles of cultural safety and applies the principles of the Treaty of Waitangi/Te Tiriti o Waitangi to nursing practice.

3. Demonstrates accountability for directing, monitoring and evaluating nursing care provided by enrolled nurses and others.

3. Discuss the process for assigning care to enrolled nurses and others under supervision, appropriately designates and evaluates that care.


4. Promotes an environment that enables health consumer safety, independence, quality of life, and health.

4. Identify and manages risks, including infection control and use of emergency equipment to maintain safety for everyone involved.

5. Practices nursing in a manner that the health consumer determines as being culturally safe.

5. Demonstrate respect for individuals by acknowledging differences and avoiding prejudice and judgement.


(use examples from current clinical setting) Evidence Comments/Examples Evidence Comments 2. MANAGEMENT OF NURSING CARE

1. Provides planned nursing care to achieve identified outcomes.

Is able to:

1. Use the nursing process to provide accurate and safe care supported by evidence. Practices nursing skills and procedures competently.

2. Undertakes a comprehensive and accurate nursing assessment of health consumers in a variety of settings.

2. Demonstrate appropriate health assessment skills in context of the setting.

3. Ensures documentation is accurate and maintains confidentiality of information.

3. a. Maintain clear and accurate documentation that is within the legal and ethical frameworks.

b. Demonstrate literacy and the use of technology as an effective documentation tool.

4. Ensures the health consumer has adequate explanation of the effects, consequences and alternatives of proposed treatment options.

4. Inform and consult with health consumer re appropriateness of interventions and care.

5. Acts appropriately to protect oneself and others when faced with unexpected client responses, confrontation, personal threat or other crisis situations.

5. Understand emergency procedures and acts to minimise situations that compromise safety (e.g. reporting of untoward events).

6. Evaluates health consumer’s progress towards expected outcomes in partnership with health consumers.

6. Monitor health consumer progress and outcomes through documentation and participates in discharge planning where appropriate.


7. Provides health education appropriate to the needs of the health consumer within a nursing framework.

7 Participate in health education in a manner that is appropriate to the individual health consumer.

Participates in health education appropriate to the health consumer and their circumstances.

8. Reflects upon, and evaluates with peers and experienced nurses, the

effectiveness of nursing care.

8a. Demonstrate the ability to determine appropriate health consumer care through

identification of own level of competence. b. Access assistance and support as

necessary.

9. Maintains professional development. 9. Take responsibility for own professional development, updating knowledge relating to the area of practice & sharing this knowledge with colleagues.


(use examples from current clinical setting) Evidence Comments/Examples Evidence Comments 3. INTERPERSONAL RELATIONSHIPS 1. Establishes, maintains and concludes

therapeutic interpersonal relationships with health consumers.

Is able to: 1a. Demonstrate ability to initiate, maintain

and conclude therapeutic interpersonal interactions that show respect and empathy for health consumers.

b. Develop rapport and trust with all health consumers.

2. Practices nursing in a negotiated partnership with the health consumer where and when possible.

2a. In partnership with the health consumer, provides full information to allow informed choices to be made.

b. Manage health consumer care that promotes their independence while acknowledging the perspective of family/whanau.

3. Communicates effectively with health consumers and members of the health care team.

3. Demonstrate effective communication techniques for all health consumers and health care professionals by using appropriate language, opportunity and resources where required.



(use examples from current clinical setting) Evidence Comments/Examples Evidence Comments 4. INTERPROFESSIONAL HEALTH CARE AND QUALITY IMPROVEMENT

1. Collaborates and participates with

colleagues and members of the health care team to facilitate and coordinate care.

Is able to: 1a. Demonstrate the ability to collaborate with

health consumer in planning their care and documentation clearly show the progress of are, recovery, referrals, discharge and follow up.

b. Share information and support others in

the clinical setting.

2. Recognises and values the roles and skills of all members of the health team in the delivery of care.

2. Discuss health consumer progress and interventions with other health professionals and support safe management and discharge.

3. Participates in quality improvement activities to monitor and improve standards of nursing.

3. Use policies and procedures to ensure safe practice and reflects on these in light of current evidence and research.


Preceptor Comments:

Candidate comments:

UCOL Clinical Educator comments:

The Competencies required for this course have been:

by this candidate (please circle one)

I have had the opportunity to read and discuss the outcome of my assessment of practice.

Candidate Signature Formative Assessment………………………………………………. Date……..………………

Summative Assessment…………………………………..…..…… Date…….……………….

Preceptor Signature Formative Assessment………………………………………..……… Date…..…………………

Summative Assessment……………………………………..…….... Date……………………..

UCOL Clinical Educator Formative Assessment………………………….………… Date……………………..

Summative Assessment…………………………………..…..…… Date…….……………….

GOALS:

______________________________________

______________________________________

______________________________________

______________________________________

Additional feedback for candidate s that have not demonstrated competence: I have had the opportunity to read and discuss the outcome of my assessment of practice. Candidate Signature……………………..…….…………

Date…………..…….

Preceptor Signature………………………………………

Date…………………

MET NOT MET



UCOL Nurse Education Team MA 4303: Certificate in Competency Assessment for Registered Nurses (Training Scheme) (CCRN)

Learning Contract following

UCOL summative assessment of practice at 6 weeks To be achieved by Summative Reassessment of Practice and completion of NCNZ competency assessment form

(maximum 320 hours).

Name of Candidate: …………………………………………………………….. Placement Area:..................................................................................................................... Name of Clinical Lecturer: ................................................ ………………… Name of Preceptor: ................................................................................................................ Date of Learning Contract: ........................................................................ Date of Summative Reassessment:…………………………………………………………… A learning contract is a formal written negotiated agreement between the candidate and the preceptor/clinical lecturer in order to address identified learning needs (Bastable, 2008). Where candidate s have not met all competencies a learning contract must be negotiated with the candidate to address these competencies by the end of the an 8 week placement. Candidate s must maintain all competencies previously met at summative assessment of practice. The learning contract must specify:

a. outstanding competencies to be met b. an action plan detailing expected candidate performance in order to achieve the learning outcomes

Date Outstanding

Competency

e.g. 2.1, 3.2

Specific Learning Outcome(s)

Action Plan Strategies & Resources Evidence Codes e.g. Q & A, F


Contract agreed: Yes/No (please circle appropriate response)

Candidate Comment (optional): Signatures: ............................................................................................................................................................................................................................................................ …………….. (Candidate ) (Clinical Lecturer) (Preceptor) Achieved/Not achieved (please circle appropriate response) Date:……………………………… Where candidate has not maintained competence please identify competencies e.g. 2.1, 3.2 below:

Signatures: ............................................................................................................................................................................................................................................................ …………….. (Candidate ) (Clinical Lecturer) (Preceptor) Bastable, S.B. (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed.). London: Jones and Bartlett

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Candidate Name:

Candidate ID:

Candidate Mobile:

Start date:

Candidate copy.

Duty Roster Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

UCOL Nurse Education Team MA 4303 Certificate in Competency Assessment for Registered

Nurses (Training Scheme) (Level 7)

Record of Clinical Progress (Clinical lecturer supervision includes up to 2 hours of clinical

lecturer support per student per week).

Candidate: Please present this form to your preceptor for written comments at the end of each shift and to your clinical lecturer at each visit. Your comments are also very welcome. Please keep this form in your clinical portfolio folder. Preceptor: Please provide written feedback for your student a minimum of twice each week UCOL Clinical Lecturer: Please review preceptor feedback and provide written feedback following supervision visits.

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74

Candidate Name:

Candidate ID:

Candidate Mobile:

Start date:

Lecturer Copy.

Duty Roster Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Candidate: Please present this form to your preceptor for written comments at the end of each shift and to your clinical lecturer at each visit. Your comments are also very welcome. Please keep this form in your clinical portfolio folder. Preceptor: Please provide written feedback for your student a minimum of twice each week UCOL Clinical Lecturer: Please review preceptor feedback and provide written feedback following supervision visits.

UCOL Nurse Education Team MA 4303 Certificate in Competency Assessment for Registered

Nurses (Training Scheme) (Level 7)

Record of Clinical Progress

(Clinical lecturer supervision includes up to 2 hours of clinical lecturer support per student per week.)

75

Name

Week and Date

ID:

Person Contact

Mode of Contact

Candidate Progress

Preceptor

Clinical Lecturer

Candidate

Observation

Visit

Phone/txt

Other

Preceptor

Clinical Lecturer

Candidate

Observation

Visit

Phone/txt

Other

Preceptor

Clinical Lecturer

Candidate

Observation

Visit

Phone/txt

Other

Preceptor

Clinical Lecturer Candidate

Observation

Visit

Phone/txt

Other

Preceptor


Observation

Visit

Phone/txt

Other

Preceptor


Observation

Visit

Phone/txt

Other

Preceptor


Observation

Visit

Phone/txt

Other

Preceptor

Clinical Lecturer

Candidate

Observation

Visit

Phone/txt

Other

Preceptor


Observation

Visit

Phone/txt

Other

76

Name

Week and Date

ID:

Person Contact

Mode of Contact

Candidate Progress

Preceptor


Observation

Visit

Phone/txt

Other

Preceptor

Clinical Lecturer

Observation

Visit

Phone/txt

Other

Preceptor

Clinical Lecturer

Observation

Visit

Phone/txt

Other

Preceptor

Clinical Lecturer

Observation

Visit

Phone/txt

Other

Preceptor

Clinical Lecturer

Observation

Visit

Phone/txt

Other

Preceptor

Clinical Lecturer

Observation

Visit

Phone/txt

Other

Preceptor

Clinical Lecturer

Observation

Visit

Phone/txt

Other

Signed:

(Clinical Lecturer)

Date:

77

Applicant Number …………………..

REPORT FOR COMPETENCE ASSESSMENT PROGRAMME FOR INTERNATIONALLY QUALIFIED

NURSE REGISTRATION IN NEW ZEALAND

Competence assessment form for the registered nurse scope of practice

This form is to be used by internationally qualified nurses completing a competence assessment programme to gain registration as a registered nurse in New Zealand. All registered nurses assessing nurses in competency assessment programmes must have appropriate preceptor or assessment preparation. In some instances the registered nurse completing the assessment must be a Council-approved assessor. Please refer to the competencies for the registered nurse scope of practice for the specific indicators for each competency. Sufficient comments must be completed by the registered nurse preceptor/clinical educator under each competency to substantiate the assessment.

First Name(s) ……………………………………………… Last Name ……………………………………………….

Current Postal Address ………………………………………………………………………………………………….

Email address: …………………………………………… Date of birth ………………………………..

Date Course Started ….. /….. /….. Date Course Completed ...… /….. /…..

Locations(s) of clinical placement(s) (please specify institution, ward type and practice area) ……………………………………………………………………………………………………………………………

Theory hours completed ……………………….. Clinical hours completed ………………….

Assessor (name and signature).........………………………………………………………………………………..

Position ………………………………………… Date………………………………………………………….........

Address and phone number …………………………………………………………………………………............

………………………………………………………………………………………………………………………………

I do / do not support the applicant’s request for registration with the Nursing Council of New Zealand

Signature ………………………………………………. Date ………………………………………………………

Name ……………………………………………………… Position ………………………………………………….

Institution ...........................................................................................................................................................

COMMENTS

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There are four domains of competence for the registered nurse scope of practice. Evidence of safety to practise as a registered nurse is demonstrated when the nurse meets all the competencies within all four domains.

Domain one: Professional responsibility

Competency Met /

Not Met

Please complete this box

Please supply a supporting comment of how the nurse has met each competency, this can be an action or an example

Please refer to the indicators in the registered nurse scope of practice for each competency.

Competency 1.1 Accepts responsibility for ensuring that his/her nursing practice and conduct meet the standards of the professional, ethical and relevant legislated requirements.

Competency 1.2

Demonstrates the ability to apply the principles of the Treaty of Waitangi/Te Tiriti o Waitangi to nursing practice.

Competency 1.3

Demonstrates accountability for directing, monitoring and evaluating nursing care that is provided by enrolled nurses and others.

Competency 1.4

Promotes an environment that enables health consumer safety, independence, quality of life, and health.

Competency 1.5

Practises nursing in a manner that the health consumer determines as being culturally safe.

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77

Domain two: Management of nursing care

Competency Met /

Not Met




Competency 2.1

Provides planned nursing care to achieve identified outcomes.

Competency 2.2

Undertakes a comprehensive and accurate nursing assessment of health consumer in a variety of settings.

Competency 2.3

Ensures documentation is accurate and maintains confidentiality of information.

Competency 2.4

Ensures the health consumer has adequate explanation of the effects, consequences and alternatives of proposed treatment options.

Competency 2.5

Acts appropriately to protect oneself and others when faced with unexpected health consumer responses, confrontation, personal threat or other crisis situations.

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Competency 2.6 Evaluates health consumer’s progress toward expected outcomes in partnership with clients.


Competency Met /

Not Met

Please

complete this

box

Please supply a supporting comment of how the nurse has met each

competency, this can be an action or an example

Please refer to the indicators in the registered nurse scope of practice for each

competency.

Competency 2.7

Provides health education appropriate to the needs of the health consumer within a nursing framework.

Competency 2.8

Reflects upon, and evaluates with peers and experienced nurses, the effectiveness of nursing care.

Competency 2.9

Maintains professional development.

Domain three: Interpersonal relationships

Competency Met / Not Met Please complete this box

Please supply a supporting comment of how the nurse has met each competency, this can be an action or an example Please refer to the indicators in the registered nurse scope of practice for each competency.

Competency 3.1

Establishes, maintains and concludes therapeutic interpersonal relationships with health consumer.

Competency 3.2

Practises nursing in a negotiated partnership with the client where and when possible.

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Competency Met /

Not Met




Competency 3.3

Communicates effectively with health consumers and members of the health care team.

Domain four: Interprofessional health care & quality improvement

Competency Met /

Not Met




Competency 4.1

Collaborates and participates with colleagues and members of the health care team to facilitate and coordinate care.

Competency 4.2

Recognises and values the roles and skills of all members of the health care team in the delivery of care.

Competency 4.3

Participates in quality improvement activities to monitor and improve standards of nursing.

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Applicant Number __________

ENGLISH LANGUAGE PROFICIENCY

First Name(s) _________________________________________________________

Last Name ___________________________________________________________

English Language Test Passed (please tick) О IELTS О OET

Scores: Listening _____ Reading _____ Writing _____ Speaking _____

Fluency in English in General Conversation

Fluency in English in Discussion of Nursing Practice Issues

Fluency in English in Written Communication, ie. Nursing Notes

Signature _________________________ Date _____________________________

Name _____________________________ Position___________________________

Institution ____________________________________________________________

The personal information collected on this report form is required and held by the Nursing Council of New

Zealand for use concerning the applicant’s registration under the Health Practitioners Competence Assurance

Act 2003. The applicant has right of access to personal information held by the Council.

84

UCOL Faculty of Health and Science – Student Workbook & Handbook 2019 Page 85 of 107 Certificate in Competency Assessment for Registered Nurses (Training Scheme), Level 7

Competence assessment form

for the registered nurse scope of practice

This form is for registered nurses in clinical practice. Registered nurses who are working in

management, education, policy and/or research should access a form with specific

competencies related to their area of practice.

Please refer to the competencies for the registered nurse scope of practice included at the back of this form for the specific indicators for each competency. Sufficient comments must be completed under each competency to substantiate the assessment.

Please complete all the details in the following appropriate boxes:

This is (please circle) a verified self assessment or a senior nurse assessment or a peer assessment

Name of nurse .................……………………............Registration Number……...............................................

Date of birth…………….…………Practice area…...………………………….……………………………………..

Senior nurse assessor / peer assessor (recertification audit) OR programme coordinator (when completing a competence assessment programme)

Assessors Name (please

print).........…………………………………………Signature……………………………….

Registration number…………………….…..Job title…………………………………….………...........................

Address ……………………………………………………………….………Date…………………….......................

Phone number/s………………………………and / or email address……………………………………………



Self assessment: Verifying nurse (please have another registered nurse sign your assessment when completing a self assessment for audit)

Name (please

print)…………........…………………………………………….Signature………………………………..

Registration number…………………….…..Job title……………………………………………............................

Address ………………………………………………………………………Date………………………….................

Phone number/s………………………………and / or email address………………………………………….…..



There are four domains of competence for the registered nurse scope of practice. Evidence

of safety to practise as a registered nurse is demonstrated when the nurse meets all the

competencies within all four domains.

Domain one: Professional responsibility Competency Met /

Not Met Please

complete

this box

Please supply a supporting comment of how you / or the nurse has

met each competency, this can be an action or an example

Please refer to the indicators in the registered nurse scope of practice for each

competency.

Competency 1.1

Accepts responsibility for

ensuring that his/her

nursing practice and

conduct meet the standards

of the professional, ethical

and relevant legislated

requirements.

Competency 1.2

Demonstrates the ability to

apply the principles of the

Treaty of Waitangi/Te Tiriti

o Waitangi to nursing

practice.

Competency 1.3

Demonstrates

accountability for directing,

monitoring and evaluating

nursing care that is

provided by enrolled nurses

and others.

Competency 1.4

Promotes an environment

that enables client safety,

independence, quality of

life, and health.

Competency 1.5

Practises nursing in a

manner that the client

determines as being

culturally safe.




Competency Met /

Not Met Please

complete

this box

Please supply a supporting comment of how you / or the

nurse has met each competency, this can be an action or

an example

Please refer to the indicators in the registered nurse scope of

practice for each competency.

Competency 2.1

Provides planned

nursing care to achieve

identified outcomes.

Competency 2.2

Undertakes a

comprehensive and

accurate nursing

assessment of clients in

a variety of settings.

Competency 2.3

Ensures documentation

is accurate and

maintains confidentiality

of information.

Competency 2.4

Ensures the client has

adequate explanation of

the effects,

consequences and

alternatives of proposed

treatment options.

Competency 2.5

Acts appropriately to

protect oneself and

others when faced with

unexpected client

responses,

confrontation, personal

threat or other crisis

situations.




Competency Met /

Not Met Please

complete

this box



an example



Competency 2.7

Provides health

education appropriate

to the needs of the

client within a nursing

framework.

Competency 2.8

Reflects upon, and

evaluates with peers

and experienced

nurses, the

effectiveness of nursing

care.

Competency 2.9

Maintains professional

development.


Competency Met /

Not Met Please

complete

this box



an example



Competency 3.1

Establishes, maintains

and concludes

therapeutic

interpersonal

relationships with client.

Competency 3.2

Practises nursing in a

negotiated partnership

with the client where

and when possible.




Competency Met /

Not Met Please

complete

this box



an example



Competency 3.3

Communicates

effectively with clients

and members of the

health care team.

Domain four: Interprofessional health care & quality improvement

Competency Met /

Not Met Please

complete

this box



an example



Competency 4.1

Collaborates and

participates with

colleagues and

members of the health

care team to facilitate

and coordinate care.

Competency 4.2

Recognises and values

the roles and skills of all

members of the health

care team in the

delivery of care.

Competency 4.3

Participates in quality

improvement activities

to monitor and improve

standards of nursing.



End of Programme Feedback

Programme: Certificate in Competency Assessment for RN’s (Training Scheme programme Date surveyed: Faculty: Health and Sciences

Strongly

agree Agree Disagree

Strongly

Disagree

Unable to

Comment

1 The programme’s content is what I expected

2 The level of work is what I expected

3 The amount of work is what I expected

4 Assessment follows the schedules provided

at the beginning of the programme

5 The programme information I received at

time of enrolment was useful

6 The enrolment procedures for this

programme were effective

7 I know where to find the student handbook

Any extra comments re 1-7 (if further clarification is necessary)

Course material and equipment - please comment about workbooks, supplies, printers etc

Learning facilities - please comment about classrooms, student studios, computer suites, workshop,

laboratories etc

Student Services - please comment about library, learning support, counselling, health service,

disability support etc

Why are you undertaking this programme? (please circle one option)

To gain employment As a step to further Study Other

Any other comments

Thank you for taking the time to provide feedback.



Clinical Provider Evaluation

Agency Name

Preceptor Name

Course ID

Date surveyed

Standard One. The provider commits itself to providing a high quality clinical experience and

appropriate learning opportunities.

Strongly

Agree

Agree Disagree Strongly

Disagree

Unable to

comment

1.1 The provider has a best practice /quality assurance statement for student placements

1.2 The provider has established preceptor arrangements in place including an outline of the role and responsibilities of staff and students

1.3 The provider offers a supportive learning environment

1.4 The provider orientates the student to the facility on the first placement day

1.5 The provider offers a range of learning opportunities

Standard Two. The provider has administrative procedures in place to enhance the quality of the

practice experience.

Strongly

Agree


Disagree

Unable to

comment

2.1 The provider makes pre-placement

information available to the student

2.2 The provider has a manual available on

placement containing information on

orientation, health & Safety, assessment

processes and complaints procedures

2.3 The provider offers access to resources

such as relevant information folders, books,

journals and equipment


Standard Three. The provider offers students opportunities to practise the competencies and

managerial skills appropriate to the learning requirements.

Strongly

Agree


Disagree

Unable to

comment

3.1 The provider enables the student to participate in the placement on a supernumerary basis

3.2 The provider ensures that the student is allocated an appropriate workload

3.3 The provider encourages the student to engage in self-assessment

3.4 The student Receives adequate guidance throughout the duration of the placement

Standard Four. The provider allocates preceptors with appropriate skills and qualifications.

Strongly

Agree


Disagree

Unable to

comment

4.1 The preceptor provides the student with on-to-one supervision

4.2 The preceptor provides the student with constructive feedback

Standard Five. The provider assists in the assessment of students in line with established

assessment procedures

Strongly

Agree


Disagree

Unable to

comment

5.1 The preceptor keeps the clinical lecturer well-informed about the student’s progress in meeting the competencies

5.2 The preceptor contributes to the student’s assessment in association with the clinical lecturer at the conclusion of the clinical experience

Any comments you would like to make (write on the back of this page if required.)


Clinical Lecturer Feedback

Lecturer: __________________________________________

Course:

Date surveyed:

Strongly

agree Agree Disagree

Strongly

Disagree

Unable to

Comment

1 My clinical lecturer has actively

initiated and maintained contact

with me either via email, text, face

to face or in a tutorial at least once a

week

2 I can see that my lecturer plans and

provides relevant tutorials

throughout the clinical experience

3 My lecturer understands my

individual learning needs and tries to

meet these in collaboration with my

preceptor

4 I can see that my lecturer and my

preceptor/s meet on a regular basis

(at least once a week) to discuss my

progress and provide feedback

5 My clinical lecturer provides

constructive feedback on my

individual learning outcomes within

agreed timeframe

6 My lecturer’s feedback on my

assessments is useful. It helps me

understand how well I’m progressing

and the areas I need to focus on

What helped your learning most in this clinical experience?

What hindered your learning most in this clinical experience?

Do you have any suggestions for improving your learning in this clinical experience?