Northumberland Child and Adolescent Learning … 2 - Aug 2010 7 CHILD & ADOLESCENT LEARNING DISABILITIES TEAM (COMMUNITY NURSING) AREA PROFILE DESCRIPTION OF CLINICAL AREA, FUNCTION

Version 2 - Aug 2010

Date:

Dear Student Nurse, Enclosed is an information pack for you to read prior to the commencement of your placement within Northumberland Child & Adolescent Learning Disabilities Team (community nursing). It includes everything you need to know prior to your placement. On pages 4 and 5 there is a pre-placement information form for you to complete and return to your mentor prior to your placement. This will enable us to plan a range of experiences for you. It is also to help us develop each student’s skills and knowledge whilst on placement with us. We look forward to meeting you soon. Community Nurse

Northumberland Child and Adolescent Learning Disabilities Team

94 Newgate Street Morpeth

Northumberland NE61 1BU

Tel: 01670 516131

Fax: 01670 510909


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NORTHUMBERLAND CHILD AND ADOLESCENT LEARNING DISABILITIES TEAM

(COMMUNITY NURSING)

Profile of Learning Opportunities

August 2010


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CONTENTS PAGE

Guidance for Students and Mentors 3

Pre-placement information sheet 4-5

Area Profile 6-8

Student sickness/absence procedure 9

Learning Opportunities:

Interpersonal skills

Organisation of Care

Clinical skills

Biological processes

Health Development opportunities

Management skills

10-15

Student experiences during placement 16-17

Useful telephone numbers 18-19

Home visiting checklist and guidance 20-22

Mentor allocation sheet 23

Student/Mentor meeting recording sheets 24-26

Record of Policies & Procedures read 27

Witness testimony record 28

Student Evaluation sheets 29-31


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GUIDANCE NOTES

1. The Learning Profile is a comprehensive document detailing all the learning opportunities available in a specific clinical/residential area.

2. It is intended that students (supported by their mentor) can use the

information in order to select appropriate opportunities to help meet the specified competencies outlined in the practice portfolio for that placement and any agreed additional competencies.

3. Students should not expect to access all of the available learning

opportunities during one placement.

4. It is the responsibility of the manager of the clinical area to maintain this document.

5. It is recommended that the minimum review period for this document

is one year.


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NORTHUMBERLAND CHILD & ADOLESCENT LEARNING DISABILITY TEAM (COMMUNITY NURSING)

PRE-PLACEMENT INFORMATION

NAME: DATE OF PLACEMENT: MENTOR: CO-MENTOR: PLACEMENT LOCATION: TELEPHONE NUMBER: CONTACT NUMBER FOR STUDENT: CONTACT NUMBER FOR MENTOR (IF NOT AT BASE): Which year and trimester are you in for this placement?: Please give details of your previous experience of working with children and young people: Please give details of your previous experience of working with children and young people who have a learning disability: Please give details of your previous experience of working with children and young people with challenging behaviour: Please give details of any experience you have had in the following areas: Autistic Spectrum Disorder: ADHD: Epilepsy:

Have you any previous experience of communicating with parents and carers? Please give details:


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Please give details of any previous experience of lone working eg. 1:1 with a client/patient without other staff support: Please give details of any previous experiences of working with other professionals eg. GP’s, Paediatricians, Social Workers, Teachers etc.: Signature: Date:

Please return this information sheet to your mentor prior to your placement commencing.


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CHILD & ADOLESCENT LEARNING DISABILITIES TEAM (COMMUNITY NURSING)

AREA PROFILE DESCRIPTION OF CLINICAL AREA, FUNCTION OF SERVICE Northumberland, Tyne & Wear NHS Trust provides health services for people with learning disabilities in the North East. As community nurses we are part of the Northumberland Child & Adolescent Learning Disability Team. We take a multi-disciplinary approach in the assessment and treatment of children and adolescents who require specialist health care including:

Complex developmental disorders

Complex care needs

Epilepsy

Severe challenging behaviour

Skills development

Parenting

Group Work

Specific Syndromes We work closely with other agencies such as Social Services, Schools, Child Health Services in developing services and planning care for children and adolescents with a learning disability. LOCATION: Team Co-ordinators base: Morpeth Disrtrict Office, 94 Newgate Street, Morpeth, NE61 1BU. Tel: 01670 516131 Community nurses work into the six local authority areas of Northumberland – Berwick, Alnwick, Castle Morpeth, Wansbeck, Blyth Valley and Tynedale. Base offices are located in: Berwick Berwick Social Services, Walkergate, Berwick, TD15 1DB Tel: 01289 334000 Blyth Blyth Valley CVS, 22 Beaconsfield St, Blyth, NE24 2DP Tel: 01670 356165 Morpeth Admin. Building, Northgate Hospital, Morpeth, NE61 3BP Tel: 01670 394625 Hexham CHAD House, Hexham General Hospital, Corbridge Road, Hexham, NE46 1QJ Tel: 01434 656285 CLIENT GROUP: The Child & Adolescent Nursing Team work with children and adolescents up to the age of 18 years. Children must be statemented as having a specific learning disability and be placed in a special educational provision or supported in mainstream education. PHILOSOPHY: To provide services for children & adolescents who have a learning disability and their carers. Empowering and enabling the client to obtain their full potential. Exercising leadership and providing expert advice to others to maintain a high standard of care.


STAFFING/SKILL MIX:

One student can be accommodated in Berwick, Morpeth and Tynedale at any one time. Students need to be Branch nursing students in Learning Disabilities at the end of second to the beginning of the third year. The team can accommodate up to three intakes of students per year. ORGANISATION OF NURSING CARE: Each Community nurse manages their own case load. Referrals are discussed and allocated on a monthly basis at the team referral meeting. Caseload numbers are within a range of 15 – 25 depending upon input and complexity of individual client cases. Part-time staff work on a pro-rata basis. PRACTICAL ISSUES: Students will be expected to work hours as required up to 37 ½ hours per week (including study time and excluding lunch breaks). Any off-duty requests must be made at least a fortnight in advance. Any G.P., dental, etc appointments must be kept to outside of working hours (except in exceptional circumstances to be discussed with mentor). Students will be expected to dress in a casual and professional manner and in adherence to the Trust’s dress code policy. Students will be expected to adhere to the Trust’s Non Smoking Policy both within the base offices and within all community settings. Students should contact the team at least 2 weeks prior to the commencement of their allocation.

TEAM CO-ORDINATOR

MORPETH

JULIE CURTIS

COMMUNITY CHARGE NURSE

BERWICK

PATTI BOON


BLYTH

CLARE COLLINGS


HEXHAM

KIM KETTLES


HEXHAM

ALISON ASPINALL

COMMUNITY STAFF NURSE

MORPETH

KATE SWORD

COMMUNITY STAFF NURSE

BLYTH

LEE BOOTH

COMMUNITY SUPPORT WORKER

HEXHAM

AMANDA SUDWORTH

SECRETARY MORPETH

SAMANTHA IVES


MORPETH

SHIRLEY GREEN


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Students will be expected to travel independently to work with clients in a range of settings and locations, being punctual at all times. Whilst on placement the student may encounter issues such as bereavement and child abuse. The student has a responsibility to identify with their mentor any situations they may find particularly difficult/stressful.

During the placement students will:

Observe nursing practice in a range of settings

Work with individual clients

Be supervised in all work identified

Be guided closely, through their individual work with an appropriate level of support being given

Be asked to reflect on any individual work with feedback being given

Keep appropriate records, as per nursing standards, of all contacts involved in individual work with clients

Keep an accurate record of daily hours

Complete a diary sheet of contacts and visits, to be kept at the base location, updated as appropriate

Receive feedback following each contact undertaken jointly with a community nurse, enabling students to ask questions

At all times students are expected to conduct themselves in a professional manner and with respect for the client’s and carers confidentiality.


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NORTHUMBERLAND CHILD & ADOLESCENT LEARNING DISABILITIES TEAM

(COMMUNITY NURSING)

LEARNING OPPORTUNITIES

KEY ELEMENT: INTERPERSONAL SKILLS


RESOURCE/RELEVANT PERSONEL

Team Meeting Nursing/Psychology/Psychiatrist/OT

Nurse Meeting Community Nurses/Support worker

Liaison Meeting (School) Nurse/Teacher/SALT/SW/Paediatrician/OT/Physio/Ed Psychologist

1:1 with clients & carers Carer/Client

Record Keeping Community Nurse

Telephone contacts Carer/Client/Any other

Group work Clients/Community Nurse/OT/Psychology/School

Feedback sessions Community Nurse

Supervision sessions Community Nurse/Psychologist

Non-verbal skills

Verbal skills


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KEY ELEMENT: ORGANISATION OF CARE



Dairy Sheet

Community Nurses/Client/Carer

Time Management

Community Nurse/Client/Carer

Planning – person centred

Community Nurse/Client/Carer/Professionals involved with client

Prioritising Tasks

Community Nurse


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KEY ELEMENT: CLINICAL SKILLS



Functional Analysis Assessment of client

Person Centred Planning

Client/Carer/Community Nurse/Education/Social Services

Behavioural approaches Community Nurse/Psychology

Cognitive approaches Community Nurse/Psychology

PECS

Community Nurse/Speech & Language Therapist / School/Carer/Clients

TEACCH Community Nurse/Speech & Language Therapist/Communications Disorder Unit/School/Carer/Client

Social Stories Community Nurse/Psychology

Assessment

Community Nurse/Psychology/School/Carer/Client/Environment Behaviour Self-Help Skills Socialisation Communication


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KEY ELEMENT: BIOLOGICAL PROCESSES



Sex Education

School Nurse/Community Nurse (Group Work)

Bereavement School Nurse/Health Visitor/Social Services/OT/ Child Psychology/Child Psychiatry

KEY ELEMENT: HEALTH DEVELOPMENT OPPORTINITIES



Continence Problems Health Visitor/School Nurse/School/Parents & Carers/Community OT/School/OT

Skill Development Problems School/OT

Sleep Problems Health Visitor/Psychology/Psychiatry/Pediatrician

Accessing Primary Health Care G.P/Health Visitor/Pediatrician/School Nurse

Accessing Specialist Services

Physiotherapy/Speech & Language Therapist/OT/Child Protection Nurse/ Psychology/Psychiatry


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KEY ELEMENT: MANAGEMENT SKILLS



Chair Nurses Meetings

Community Nurse

Chair Team Meetings Community Nurse Psychologist Psychiatrist

Lead Facilitation of Group

Community Nurse


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STUDENT EXPERIENCES DURING PLACEMENT The Child & Adolescent Community Nursing Team placement reflects the following units: Community Care

The Needs of Children with Learning Disabilities and the importance of collaborative working

PROPOSED PLACEMENT EXPERIENCES

SCHOOL EXPERIENCES

Experience may include observational work relating to a particular child in school and the implementation of specific programme work.

It may be possible for the student to attend an annual school review.

The student will be encouraged to meet with the School Nurse to discuss the role.

DISABLED CHILDREN’S TEAM EXPERIENCE

Students will be encouraged to meet with social workers to discuss their role and the range of children they work with. Information regarding the case management process should also be identified.

It may be possible for students to attend a Looked After Review of a particular child.

HEALTH VISITOR

Students will be encouraged to meet with a local health visitor to discuss the role and aspects of child development.

It may be possible for the student to spend time with a health visitor observing practice within a child health clinic.

. PSYCHOLOGY

Students will be encouraged to meet with the child psychology members of the team to discuss their role and the service provided.

Students will be encouraged to share their experiences of working with specific children known to the psychology team as appropriate.

PSYCHIATRIST

Students will be encouraged to make contact with the child psychiatrist in the team to discuss the role and service provided.


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CHILD HEALTH

Students will be encouraged to examine the local child health services. This may include links with the Community Paediatrician, paediatric nursing service, G.P., physiotherapy, occupational therapy and speech and language therapy.

It may be possible for students to spend time observing the practice of these professionals if appropriate.

RESPITE SERVICES

Students will be encouraged to contact Monksfield NCH to gather information about the service provided.

Students will be encouraged to contact the Family Placement Team and for the Disabled Children’s Team to discuss other options available for respite provision.

ADULT SERVICES

Students will be encourage to make contact with nurses and social workers from the adult learning disabilities team to discuss the role and service provided.

Students will have the opportunity to discuss the care management process.

It may be possible for students to spend some time with members of the adult team to observe practice.

Contact with other services, as identified in the Learning Zone may be possible dependent upon student ability, motivation and individual client networks.


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USEFUL NUMBERS

Child Psychology 01661 514412 Joanne Nelson Ian Gale

Adult Learning Disabilities Team Morpeth 01670 516131 Alnwick/Berwick 01665 603411 Newbiggin 01670 810600 Hexham 01434 603582 Blyth 01670 354316

Psychiatry 01661 514391 Dr Dorothy Marsden Secretary:

Community Occupational Therapy 01670 395706 Child Health Centre

Community Paediatricians Dr Mark Baggot 01670 395706 Dr Jill Turner Dr Christine Jessen Dr Jonny Cardwell Dr Anna Redfearn Dr Karen Rollison

Physiotherapy 01670 521212 Wansbeck Hospital

Family Placement Team 01670 534489 Sheila Goodwin

Mental Health Occupational Therapy 01661 514506 Roz Knox

Disabled Children’s Team 01670 516131 Doris Ross Steve Ingham

Respite Services 01434 601594 Monksfield NCH 01665 602541 Barndale

Communication Disorder Service Hepscott Park 01670 534344

Children’s In-Patient Services The Riding 01661 514542 Fraser House 01661 514539 Stephenson House 01661 514536

Safeguarding Children’s Team 01670 593652 Margaret Tench Melanie Dewison Linda Lincoln

Specialist School Nurse Judith Gibson 01670 564070 0778586245


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Schools (Special Needs)

The Grove, Berwick 01289 306390 Barndale, Alnwick 01665 602541 Abbeyfields F.S., Morpeth 01670 513582 (special needs unit) Collingwood, Morpeth 01670 516374 Cleaswell Hill, Guidepost 01670 823182 Seaton Hirst M.S., Ashington 01670 815444 (special needs unit) Seaton Hirst H.S, Ashington 01670 522122 (special needs unit) East Hartford, Cramlington 01670 713881 Hillcrest, Cramlington 01670 713632 Priory, Hexham 01434 605021 Other mainstream school as appropriate

Speech and Language Therapy Child Health Centre 01670 395706

Health Visitor’s and G.P’s As appropriate to the child.


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HOME VISITING CHECKLIST AND GUIDANCE

PREPARATION

gather all information about the client/family/relatives/neighbours

remember it may take some time to get records through on new referrals

check with colleagues, GP, other disciplines

wherever possible make appointments, is the time of day or day of the week significant

inform the client about your role and the planned appointment so that they know what to expect

VENUE

do you have to visit the home

can you use another venue, e.g. clinic, GP practice

check the address

consider the geographic area

know exactly where you’re going BEFORE SETTING OFF

have you been trained in recognizing aggression, de escalation techniques

remember to leave your itinerary and notify colleagues of any changes

is there a protocol for requesting assistance or other staff to accompany you on the visit

brief anyone covering your visits

dress appropriately, do not wear expensive looking jewellery

check equipment

check your mobile is charged

have some change available to use a pay phone if needed TRAVELLING BY CAR

plan your route in and out

consider time of day

don’t run out of petrol

lock your cal while traveling, if possible

don’t leave any items on view in your car

keep equipment in the boot and plan it for easy access

consider places of safety on the route, e.g. garages, shops, police stations

in cases of road rage do not make eye contact or gestures and drive to a place of safety

beware of faked “accidents” and other ploys to get you to stop


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TRAVELLING BY PUBLIC TRANSPORT

plan your route in and out

don’t carry too much

on buses try to sit near the driver

on metros or trains try to sit in the middle of the carriage

on metros or train try to sit where there is another person, wherever possible women should sit near other women

if you feel uneasy in a particular carriage for whatever reason get off at the next stop and change to another one

have change for your fare ready and easily accessible WALKING

don’t carry too much

plan your route, avoid waste ground, subways, places where people loiter

keep to well lit routes and paths

be alert and look confident don’t switch off to the world by wearing a personal stereo

wear shoes and clothes that don’t restrict movement

know where you’re going

consider places of safety on your route, e.g. garages, shops, pubs

walk facing oncoming traffic

keep to the outside of the pavement

never accept lifts from strangers

keep at least one had free

if you must carry a handbag make sure it is small, holds little of value and can be work diagonally across the shoulder

keep your car and house keys and a small amount of money separate from your bag

don’t walk with your hands in your pockets

continually assess the situation if in doubt be prepared to abandon or postpone the visit PARKING

well lit, when parking in daylight consider what the area will be like in the dark

observable/busy road

lock your car

close all windows and the sunroof

don’t leave anything on view

do not use “doctor on call”, “nurse on call” signs

reverse park so you can drive straight out

never leave car registration documents in your car

have your car keys ready when returning to your car

check the interior of your car before you get in

be particularly careful and vigilant when getting equipment into and out of the boot EQUIPMENT

if you have access to a mobile phone check it is charged and that you know how to use it

mobile phones should be programmed for the local police number and your base number

remember the limitations of mobile phones, they are unlikely to work properly in basements, lifts and high rise buildings

keep a list of emergency contact numbers, including those for out of hours

personal alarm, check the battery – remember it’s useless in the bottom of your bag

don’t carry too much, if necessary make two journeys

be prepared to give up equipment/bags “without a fight”, things can be replaced, you can’t

always carry some loose change separate from your bag or purse


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HIGH RISE FLATS

always use the door entry system so that the client you visit knows you are on your way up

be confident and know what floor you want before you get in the lift

do not get into a lift if you feel unsure about its conditions, e.g. doors not closing properly or the lift or lights aren’t working correctly

trust your instincts do not get into a lift with a person you feel unsure about

if someone gets into a lift and you do not feel safe get out even if it’s the wrong floor

always try to stand near the doors close to the control panel/alarm button (or intercom) in the lift THE VISIT

remember you have a choice – visit or withdraw, if in doubt don’t go in

remember your own behaviour can trigger or prevent aggression, treat patients courteously and allow them to retain optimum control and dignity, you are a guest in their home

do any of the family members (or cohabiters) give cause for concern

remember the dynamics of the visit can change, e.g. if someone else comes into the house or room

consider the need for peer support, return with a colleague if necessary

who knows where you are and when you’re due back, leave an itinerary at your base

follow the client, in noting locks and access

try to dissuade clients from locking you in

note the layout of the house, in particular the way out

always try to sit between the client and the exit

if violence is threatened, leave immediately unless medical requirements make this impossible

ask for pets to be removed from the room during the visit, stress the safety aspects, e.g. getting jostled when carrying out treatment

show your identity card/badge (but don’t wear it while traveling)

ensure all parties are satisfied with the treatment or interaction that has occurred, if there are problems be able to explain the complaints procedure

leave when you are finished, it’s not a social call

whenever possible return to base or phone in when you are expected to notify any changes in plans or delays

recognize the limits of your own ability to deal with a situation and the time when it becomes prudent to leave

ACTION FOLLOWING AN INCIDENT

allow yourself time to recover, seek practical support from your colleagues and manager

contact your manager

return to base

contact the police, if appropriate

seek proper medical attention for any physical injuries

share information with others who work in the area or visit the particular address or client, if appropriate add information to patient notes

report all incidents through the formal reporting procedures

be prepared for natural post trauma reactions. Even after very minor incidents, feelings may be difficult to control and may affect your ability to deal with any further problems that arise. This is a perfectly natural reaction – if in doubt – take time out

ask for de-briefing and further counseling if post trauma reactions persist

whenever appropriate institute a formal case review

try to identify where control was lost and how, so that practice and training can be improved accordingly


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CHILD & ADOLESCENT LEARNING DISABILITIES TEAM (COMMUNITY NURSING)

MENTOR ALLOCATION

Dear Colleague Practice Placement Information Please complete the attached slip and return within five days of receipt to Margaret Jewell, Practice Placement Facilitator, Northgate Hospital. Thank you for your co-operation. ---------------------------------------------------------------------------------------------------------------------------------- Ward/Team: Manager: Please complete the following: 1. Student Name: Allocated from: to Mentor: Co-Mentor:

Mentor will/will not be available on first day of placement.

During this allocation the Mentor will/will not have planned absence(s) (inc. night duty) from the clinical area.

Date From To (inclusive) Reason

The Co-Mentor will/will not be available during the Mentor’s absences. Manager/Deputy signature: Date:


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NORTHUMBERLAND CHILD & ADOLESCENT LEARNING DISABILITIES TEAM (COMMUNITY NURSING)

INITIAL INTERVIEW RECORD Student: Mentor: Placement Period:

ACTIVITY COMMENTS SIGN/DATE

1. Introductions Information gathering:-

Previous Placements

Hopes for this placement

Skills/theories/knowledge wishes to develop

Expectations of mentor

2. Discuss mentor expectations of student e.g. confidentiality, courtesy, punctuality, conduct on visits, I.D badge, etc

3. Identify role and function of the team

4. Discuss learning outcomes and explore means of achievement

5. Identify and agree allocated study time

6. Give out Week 1 and Week 2 timetable and discuss

7. Inform of date/time of next meeting

8. Carry out team induction/introduction to staff


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WEEKLY REFLECTIVE SESSION RECORD Student: Mentor: Placement Period:

ACTIVITY COMMENTS/ACTION PLAN

1. Discuss/reflect on weeks experiences:-

Achievements

Any difficulties

How student feels about progress

2. Feedback on performance:-

Honest/constructive

Identify strengths/weakness

Be specific

What can/needs to be changed

Two-way process

3. Discuss areas for further development, goals, next stage

4. Plan and complete next timetable

5. Arrange date and time for next reflection session

Student Signature:

Mentor Signature:


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INDUCTION RECORD Student: Mentor: Placement Period:

TOPIC DATE STUDENT SIGNATURE

MENTOR SIGNATURE

Welcome to the department Introduction to Team Members – introduce to associate mentor

Tour of the department and base office building

Introduction to Administrative staff Administrative procedures explained Use of telephone/post

Fire drill and procedures within the office

Sickness Procedure

Complaints Procedure

Accident/Incident Reporting

Personal Safety/Internal Security

Moving and Handling


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Student: Mentor: Placement Period: RECORD OF POLICIES AND PROCEDURES READ

POLICY/PROCEDURE DATE READ

SIGNATURE

H1 Health and Safety

H2 Reporting of Injuries, Diseases and Dangerous Occurrences and Procedures

H4 Fire Policy Statement and Fire Policy

H5 Policy in relation to Smoking

H7 Moving and Handling Policy

H9 Security and Crime Prevention Policy

H10 Alcohol and Drug Misuse policy

M4 Complaints Procedure

M17 Reporting of Serious Untoward Incidents

P1 Absence & Lateness Policy

P9 Individual Grievance Policy & Procedure

P30 Induction Policy


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PRE-REGISTRATION NURSING STUDENT

WITNESS TESTIMONY RECORD (Making a Difference Curriculum)

This is to be used when the witness is someone other than the student’s Mentor/Co-Mentor

Student name:

Date of event:

Description of event: (please include identification of competency e.g. 1.1a,b, continue over page if necessary)

Witness Name (please print): I confirm that the account above is a true record of the event: Signature of witness: Date:

Witness status categories in relation to the candidate (please tick) 1 - Service user 2.- Carer/relative 3.- Registered Nurse 4. - Staff Team Member 5.- Other Professional (please state):

Mentor signature: Date:


Northumberland Child & Adolescent Learning Disabilities Team

Student Evaluation

Name ___________________________

Location of placement _______________________

Date of placement – from ____________ to ______________

Dates of Reflective sessions:-

*

*

*

*

*

*

*

*

*

Date reflective session information given to the student _____________

Placement evaluation sheet completed

Yes

NO

If no identify reason for this __________________________________

__________________________________________________________________

__________________________________________________

Student Signature __________________________

Mentor Signature ________________________ Date ____________


NORTHUMBERLAND CHILD & ADOLESCENT LEARNING DISABILITIES TEAM

(COMMUNITY NURSING)

Student Evaluation

Name:……………………………………… Date:……………….. Location of placement: …………………………………………………. Were you allocated a mentor and a co-mentor? Did you complete the induction process? Did you feel part of a team? Please give details. Did staff have clear understanding of your learning outcomes? Were you shown the programme of learning opportunities, was it supportive in assisting your progress, if not why not? Did you meet weekly with your mentor throughout your placement to monitor your progress, if not why not? Did you work 50% of your time with you mentor or co-mentor, if not why not?


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Were you given sufficient information about clients and their needs?

Were you given appropriate information regarding health and safety issues e.g. lone working? Was the placement of sufficient length to enable the learning objectives to be achieved? Did you have learning opportunities with other members of the Multi Disciplinary Team? Did you feel supported by other members of the Multi Disciplinary Team? What was the most positive aspect of your placement? Were there any negative aspects, if so what? Have you any suggestions that we could implement to support future students? How would you grade your placement experience? Poor Average Good Excellent Could students please complete this evaluation throughout the last week of placement and hand to mentor. Information gained will be taken by each mentor for discussion at the next team meeting.

Documents

Northumberland Child and Adolescent Learning … 2 - Aug 2010 7 CHILD & ADOLESCENT LEARNING DISABILITIES TEAM (COMMUNITY NURSING) AREA PROFILE DESCRIPTION OF CLINICAL AREA, FUNCTION