Profile of Learning Opportunities (PoLO) - 225.1 - polo katherine monk ward.pdf · Profile of Learning Opportunities (PoLO) for nursing and midwifery students in practice Practice

Profile of Learning Opportunities (PoLO) for nursing and midwifery students in practice

Practice Placement: Katherine Monk (ASU)

http://www.lsbu.ac.uk/

Introduction to the Ward

Welcome to: Katherine Monk, a 24 bedded unit, with 4 trolleys which together form the surgical

assessment unit (SAU). The unit was named after Katherine Henrietta Monk (1855 – 1915) who was

appointed as Matron at Kings in 1883.

Kings College Hospital is one of four major trauma centres and covers the south east of London.

Therefore patients may be transferred to the ward from Accident and Emergency for either acute

surgery or following major trauma, and receive care and treatment during the first 72 hours of the

acute stage.

Patients have to meet strict criteria for admission to the SAU which includes: under 65 years of age,

a National Early Warning Score (NEWS) <1, no seriously complex past medical history, and be

deemed appropriate to receive care whilst on a trolley for up to 48 hours. These patients are

typically admitted with appendicitis, an abscess that requires draining, and abdominal pain for

investigation.

Patients who have suffered major trauma often have multiple injuries and therefore require care

from a variety of specialist teams for example:

Trauma

Acute Surgical

Orthopaedics

Maxillofacial

Plastics

Neurosurgery

Cardiothoracic

Urology

Clinical nurse specialists

In following the patient’s surgical or trauma care pathway, from admission and pre-op assessment to

post op care within the first 72 hours, you will experience and participate in caring for patients for a

variety of reasons for example:

Appendicitis

Pancreatitis

Cholecystitis

Bowel obstruction

Urosepsis

Road traffic collisions (RTA)

Stabbing

Shooting

Falls from height

Location

We are located: 2nd floor Golden Jubilee Wing, Kings College Hospital, Denmark Hill, London SE5 9RS

Ward / Unit telephone: 020 3299 3317

Welcome to the team

Ward / Unit Manager is: Matron Josephine Betts [email protected]

Modern Matron is: Josephine Betts

Student co-ordinator is: Eleanor Cadigan [email protected]

Practice Development Nurse is: Sylvie Leung [email protected] and Dhawali Ogletree

[email protected]

The ward team consists of:

Registered Nurses including 6 x Band 6s

Health Care Assistants

Volunteers

Chaplaincy

Domestic / Housekeeper

Specialist surgical teams

Trauma team

Physiotherapists

Occupational therapists

Pharmacist

Dieticians

Red Thread (youth team)

Social workers

Speech and language therapists

Clinical nurse specialists for example:

Pain team

Tissue viability

Safeguarding (for younger adults)

mailto:[email protected]




Katherine Monk Ward Philosophy

Our ward culture encompasses the ‘Kings values’; we work as a team to ensure that

professional, compassionate, and patient centred care is given at all times.

We believe that every person is an individual, and should be treated with respect and

dignity at all times. The patient’s right to privacy will be respected and we will ensure

every effort will be made to maintain this throughout their stay on our ward.

We aim to provide compassionate, holistic care to our patients by providing a safe

and secure working environment where care needs are assessed, planned and

implemented in partnership with the multidisciplinary team, the patient and their

family.

Education is a fundamental part of our care delivery. Our aim is to always maintain

evidence based practice in order to offer the highest standard of care. We strive to

support all learners to acquire the necessary skills, knowledge and competencies in

order to deliver the highest quality patient care possible.

Shift pattern students may follow

5 day week 7 day week Weekends

12 hour shift: Early start: 07.30 to 20.15hrs

Night shift: 19.30 to 08.15hrs

Staffing establishment

Registered Nurses – Day shift = 8 Night shift = 6

Health Care Assistants – Day shift = 4 Night shift = 3

Meal breaks

You are permitted an hour break on a 12 hour shift plus a 30 minute concessionary tea/coffee break

To contact colleagues:

Bleeping:

Dial 736 followed by the bleep number and the extension you wish to be called back on. Wait for the

long tone and replace the receiver

Air calling and Paging:

Dial *737 and the operator will ask for your ‘call sign’ (i.e. page number e.g. KH 6789) and your

message. This is then sent to the person you are trying to contact

Useful numbers

Cardiac arrest 2222

Fire 2222

Security 2444

Bed Manager Bleep 390 (surgery)

Surgical Site Practitioner Bleep 143 (surgery)

Hub and Spokes for Katherine Monk ward

Katherine Monk

'hub'

Patient centred care

pre and post op emergency care

management of complex needs e.g. multi organ injury

management of complex discharge

and discharge planning

multi-disciplinary team working

patient repatriation to local hospital

assessment & management of acute pain

medication management

care of the acutely ill patient

implementing monitoring and evaluating care

assessment, planning and management of

patient need e.g. prioritisation

risk assessment and management

e.g. falls

care and management of

delirium e.g. post op/ sepsis

enhancing communication

skills

management of end of life care

management of patient with

traumatic orthopaedic injury

moving and handling patients

surgical assessment unit within ward

wound assessment and

managment care

management of spinal injury

Hub and Spokes following the patient journey

Patient

Operating theatres e.g.

orthopaedics, neuro CNS Pain

I-mobile

CNS Tissue viability

Trauma specialist nurse

Radiology e.g. X-ray, CT scan, MRI

Following the patient pathway :

pre-op to Theatre, to

recovery and return to the

ward

Endoscopy e.g. ERCP

Core Learning Opportunities for Surgery (Under Supervision): ward based

Participate in the assessment of individuals with acute surgical conditions or with poly

trauma – pre and post op for example:

Laparoscopic cholecystectomy

Orthopaedic injury e.g. fractures

You may participate in, observe/ identify (with context related examples):

Applying / measuring and interpreting clinical observations e.g. pain, neuro

observations, baseline pre-op

Neurovascular observations

Pain assessment e.g. monitoring prescribed analgesia effect, pain assessment tool

Recognising the deteriorating patient and escalation procedure e.g. NEWS, pyrexia,

abnormal respiratory rate, sepsis, shock

Developing skills in the use of related equipment under supervision e.g. dynamap

Observing diagnostic procedures e.g. X-ray, MRI, CT scan, bladder scan

Developing / enhancing communication skills e.g. questioning skills, listening skills,

non-verbal cues (pain)

Obtaining specific specimens as required e.g. MSU, stool, wound swabs, MRSA

screening

Risk assessment e.g. venous thromboembolism (VTE) prevention, pressure ulcer

prevention and limited mobility

Documentation e.g. admission procedure

Identifying the patient’s health and social care needs for discharge

The learning opportunities above are mapped against the Professional Values, Essential

Skills and Practice Assessments in your PLPAD and presented in the box below. This will

assist you to identify and plan for what you could achieve.

Adult Programme and Part 1, 2 or 3 as per PLPAD

Professional Values statements in PLPAD

Essential Skills PLPAD Outcome Number

BSc Part 1 and PGDip Part 1

1, 2, 4, 5, 6, 8-10, 12, 13 1-4, 6-9, 12, 13, 19, 20, 21, 22, 25-27, 30 Part 1 Practice Assessment ‘Episode of Care’


1, 2, 4, 5, 6, 8, 9, 11, 12, 13

1, 3, 4, 5, 7, 9, 10, 11, 18, 22, and Part 2 Practice Assessment ‘Episode of Care’


1, 2, 4, 6, 7, 9, 10, 13, 14

1, 2, 13, 16, 17, 18, 23, 24, 27, 29, 43, 49, 52, 53, 54, 55, 62, 66, 69 Part 3 Practice Assessment ‘Episode of Care’ and ‘Medicines Management’

Core Learning Opportunities (Under Supervision): ward based

Participate in the assessment of patients with complex needs pre-and post op – for

example:

Patients with co-morbidities e.g. diabetes, cardiovascular disease

Patients with Delirium e.g. post op

Patients with anxiety e.g. post ITU ‘stepdown’

Patients with Dementia

You may participate/ observe/identify (with context related examples):

Developing / enhancing observational skills e.g. agitation, non-verbal cues

Psychological needs e.g. referral to psychiatrist

Psychological assessment e.g. change of body image (trauma), end of life care, ability

to cope with surgery and post op care

Applying / measuring and interpreting clinical observations e.g. blood glucose

monitoring

Developing / enhancing communication skills

Analysing situations e.g. mental capacity for informed consent

Prioritising patient need

Decision making

Risk assessment e.g. change to risk level post op/surgical intervention

Identifying the patient’s health and social care needs




Adult Programme and part 1, 2 or 3 as per PLPAD




1, 2, 4, 5, 6, 8-10, 12, 13 1-4, 6-9, 12, 13, 19, 20, 21, 22, 25-27, 30


1, 2, 4, 5, 6, 8, 9, 11, 12, 13

1, 3, 4, 5, 7, 9, 10, 11, 18, 22, and Part 2 Practice Assessment ‘Episode of Care’ and ‘medicines Management’

BSc Part 3 and PGDip part 3

1, 2, 4, 6, 7, 9, 10, 13, 14 1, 2, 13, 16, 17, 18, 23, 24, 27, 29, 43, 49, 52, 53, 54, 55, 62, 66, 69 and Part 3 Practice Assessment ‘Episode of Care’ and ‘Medicines Management’

Core learning Opportunities (Under Supervision): ward based

Participate in the planning of individualised patient centred care:

Pre-operative e.g. pre-op procedure, anticipate patient need post op

Post-operative e.g. changes to anticipated plan of care due to patient’s immediate

needs

You may participate in/ observe/identify (with context related examples)

Prioritisation of patient need e.g. deteriorating patient, escalating concern, pain management, pressure ulcer prevention

Decision making e.g. MDT working/involving patient and family

Patient inclusion e.g. informed consent / capacity

Patient centred care e.g. determine patient’s priorities / preferences / specialist equipment

Patient risk e.g. unstable spine/pelvic fracture

Deteriorating patient e.g. escalation and action to take

Documentation e.g. confidentiality, pre-op checklist

Multi-disciplinary working e.g. discussion during ward rounds

Communication e.g. cultural / ethnic diversity, listening to patient / family

Discharge / care transfer planning








1, 2, 4, 5, 6, 8-10, 12, 13 1, 2, 3, 4, 6, 7, 8, 9, 11, 12 and Part 1 Practice Assessment ‘Episode of Care’


1, 2, 4, 5, 6, 8, 9, 11, 12, 13

1, 3, 4, 5, 16, 17, 18, 22, 43, and Part 2 practice Assessment ‘Episode of Care’


1, 2, 4, 6, 7, 9, 10, 13, 14 2, 8, 11, 13, 16, 17, 23, 24, 28, 41, 53, 67, 70 and Part 3 Practice Assessment ‘Episode of Care’

Core learning Opportunities: (Under Supervision) – ward based

Participate in implementing planned patient centred care pre-op and post-op.

Pre-operative: preparing for bowel surgery, orthopaedic surgery

Post trauma e.g. spinal injury, forensic injury, fall from height

Post- surgery e.g. cholecystectomy


Measuring and recording observations e.g. deteriorating patient and escalating

concern appropriately

Preparation of patient for theatre and pre-op check list (WHO)

Functional needs e.g. positioning post op following fracture stabilisation, spinal care

Meeting hygiene needs e.g. mouth care, post toilet care

Meeting elimination needs e.g. indwelling urethral /suprapubic catheter, bowel care

pre-op and management post op/prevention of constipation, stoma care

Meeting mobility needs e.g. pre and post op pressure ulcer prevention,

stable/unstable spinal injury, external fixation of fractures

Meeting psychological needs e.g. anxiety pre-op and preparation for theatre, post

trauma, change of body image, actively listening

Maintaining privacy and dignity

Meeting nutritional needs e.g. NJ, NG, TPN feeds, assisting at mealtimes

Maintaining fluid balance e.g. IV infusion, fluid measuring and recording

Care specific to identified risk e.g. falls, preventing pressure ulcer, manual

handling/specific equipment

Care evaluation, re-assessment and review e.g. with patients / family

Liaison, communication with MDT e.g. referral to dietician

Documentation and record keeping e.g. confidentiality

End of life care e.g. symptom control

Infection prevention and control e.g. PIC lines, Personal Protective Equipment (PPE)

Pain management and review e.g. medication administration and monitoring effect,

epidural, nerve blocks, PCA, pain team liaison

Wound care and management








1, 2, 4, 5, 6, 8-10, 12, 13 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 13, 21, 22, 23, 25, 26- 33, 35, 37, Part 1 Practice Assessment ‘Episode of Care’


1, 2, 4, 5, 6, 8, 9, 11, 12, 13 1, 3, 5- 7, 9, 10, 12, 13, 16- 18, 22, 27, 28, 32-36, 38, 41, 42- 43, 49, 50, 51 and Part 2 Practice Assessment ‘Episode of Care’ and ‘medicines Management’


1, 2, 4, 6, 7, 9, 10, 13, 14 1, 2, 3, 7, 8, 13, 14, 16-18, 20-22, 24, 25, 27, 29, 43, 46, 47, 49, 52, 53, 56, 59, 60, 62, 67, 70, 71, 76-78, 84, 82, 84, 87-89 and Part 3 Practice Assessment ‘Episode of Care’ and ‘Medicines Management’

Core Learning Opportunities (Under Supervision) – ward based:

Under supervision, participating in the administration of prescribed medication using a

variety of routes.

You may participate in the administration of (with context related examples)

Oral

Injections subcutaneous and intra-muscular e.g. VTE prophylaxis

Medication dose calculations

Observation only of IV drug administration

Observation of blood and blood products procedure

Syringe drivers

Pre-operative e.g. bowel preparation (enema)

Post-op medication e.g. analgesia, patient controlled analgesia (PCA)

Oxygen administration

Access British National Formulary (BNF)








1, 2, 5- 10, 12, 13 35, 36, 37


1, 2, 4, 5, 6, 8, 9, 12, 13 49, 50, 51 and Practice Assessment Part 2 ‘Medicines Management’


1, 2, 4, 5- 14 78, 79, 82, 83, 84, 87, 88 and Practice Assessment Part 3 ‘Medicines Management’

Core Learning Opportunities (Under Supervision) – ward based:

Participate in the assessment of patient risk:

Pre-operatively

Post operatively

Poly trauma

Unstable spinal injury


Tissue viability e.g. preventing pressure ulcer, skin assessment

Deteriorating patient e.g. NEWS score and escalation procedure

Falls e.g. neurological impairment, post op delirium

Nutrition / Hydration e.g. nil by mouth status

Mobility e.g. walking with crutches/non weight bearing, Venous Thromboembolism

(VTE), unstable spinal fracture

Continence e.g. restricted mobility

Manual Handling e.g. equipment, hoist, ‘log rolling’ patient

Infection control e.g. MRSA screening, intravenous access, indwelling urethral

catheter

Disability e.g. learning disability and specific needs

Safe guarding

Health & Safety

Medicine management e.g. allergies

The learning opportunities above are mapped against the Professional Values and

Essential Skills in your PLPAD and presented in the box below. This will assist you to

identify and plan for what you could achieve.





1, 2, 4, 5, 6, 8-10, 12, 13 1, 6, 12, 13, 14, 17, 19, 20, 21, 24, 31, 34


1, 2, 4, 5, 6, 8, 9, 11, 12, 13

4, 7, 10, 13, 22, 37, 41, 44, 48


1, 2, 4, 6, 7, 9, 10, 13, 14 5, 23, 29, 42, 43, 46, 47, 53, 55, 62, 66, 69, 73, 76, 90

Specific Learning Opportunities (Under Supervision) ward based:

Skills / strategies to communicate with patients with cognitive, and / or sensory

impairment for example

You may participate in /observe/identify (with context related examples):

Capacity assessment

Mini mental score evaluation (MMSE)

Patients with macular degeneration

Patients with a hearing impairment/wearing hearing aid

Patient with specific learning disability

Patient living with Dementia

Advocacy team role

Safeguarding team role

Enhance non-verbal communication skills








1, 2, 5, 6, 8, 9, 12, 13 1, 2, 3, 4, 7, 8


1, 2, 5, 6, 8, 9, 12, 13 1, 5


1, 2, 6, 7, 9, 10, 13, 14 1, 2, 3, 13, 14, 16, 18, 19, 24

Core Learning Opportunities (Under Supervision) – ward / unit based

Participate in preparing for patient discharge /care transfer /handover for example:

Admission to the ward

Pre and Post -surgery

Preparation for patient discharge home


management of complex discharge

effective handover at shift change

transfer to and from another clinical area e.g. Theatres/ED

documentation process

discharge process

MDT and other agencies working

Discharge co-ordinator

Patient / Family support and involvement

Social services liaison

Repatriation to local Trust




Adult Programme and part 1, 2 or 3 as per PLPAD




1, 2, 5, 8, 9, 12,13,

1, 2, 4, 6, 8, 9, 19,


1,8, 9, 12, 13 1, 3, 4, 5, 16, 17, 18, and Part 2 Practice Assessment ‘Episode of Care’


1, 2, 6, 9, 10, 13, 14

1, 2, 3, 7, 8, 9, 10, 11, 13, 16, 17, 24 and Part 3 Practice Assessment ‘Episode of Care’

Core Learning Opportunities (Under Supervision) – ward based

Participate in working within a multi-disciplinary team for example


Working alongside colleagues during patient interventions e.g. physiotherapist, I-

mobile

Multidisciplinary Team (MDT) board round

Ward rounds

MDT Trauma meetings (weekly)








1, 2, 5, 4, 6, 12, 13 1, 8, 14


1, 2, 4, 5, 6, 12, 13 1, 5, 18,

BSc Part 3 and PG Dip Part 3

1, 2, 4, 5, 6, 7, 9, 11, 13, 14

1, 2, 3, 16, 17, 20, 24, 35, 43

Specific Learning Opportunities (Under Supervision) ward based

Care and management of a patient’s wound for example:

Abdominal laparotomy e.g. bowel surgery for obstruction

Orthopaedic surgery e.g. stabilisation of fractures/internal fixation

Traumatic wound e.g. maxillo-facial

Chronic wound healing

Stoma formation

You may participate in / observe /recognise (with context related examples):

Post op wounds (surgical wound)

Pressure ulcer e.g. assessment/prevention

Aseptic Non Touch Technique (ANNT)

VAC therapy

PICO treatment

Wound drains e.g. ‘Readivac’ (abdominal)

Chest drains e.g. monitoring and removal

Pain assessment / management

Suture/clip removal

Wound assessment e.g. stage of healing/infection

Patient psychological support

Contributory factors for wound healing e.g. nutrition/hydration

Tissue Viability Nurse (TVN) liaison as required








1, 2, 4-12

1, 4, 6, 25-29


1, 2, 4-12

6, 9, 10, 11, 12, 27, 32, 33


1, 2, 4-14

1, 2, 13, 52, 59, 60, 62, 78, 82, 84


Participate in the care of patient with unstable spinal injury for example:

Fall from height

Road vehicle related trauma

You may participate in / observe (with context related examples):

assessment

ABC action

pressure area management

specialist advice for pressure relief e.g. TVN/Manual Handling Team

correct techniques for positioning patient e.g. ‘log rolling’

immobilisation e.g. mobilisation regime, physiotherapist, supportive neck collar

specific observations e.g. sensation, circulation, temperature control

elimination needs e.g. indwelling urethral catheter management

psychological support e.g. loss of independence/reliance on healthcare team

assisting with nutritional needs

meeting personal care needs/maintaining privacy and dignity






Essential Skills PLPAD Outcome


1, 2, 5, 8, 9, 12, 13

1 - 10, 11 - 13, 17, 19, 20 - 29, 31, 32, 34, 35


1, 8, 9, 12, 13 1-6, 7, 10-13, 16-18, 24


1, 2, 6, 9, 10, 13, 14

1, 7, 10, 13, 16-21, 23-25, 28, 29, 43, 46, 47, 49, 52, 66-71, 73, 75-77

Specific Learning Opportunities (Under Supervision): ward based

Participate in the assessment of the deteriorating patient for example:

Managing haemorrhage

Hypovolemic shock

Septic shock

You may participate in/ observe (with context related examples):

Developing / enhancing observational skills e.g. visual recognition of change in

patient’s condition

Applying / measuring and interpreting vital signs, Glasgow Coma Score (GCS),

cardiac monitoring (level 1 patient)

Identifying the need for and observing invasive monitoring e.g. CVP line

Developing / enhancing communication skills e.g. urgent situations (SBAR)

Analysing situations

Prioritising patient need

Decision making e.g. escalation to I-mobile/Hospital at Night/ITU

Risk assessment e.g. manual handling

Monitoring patient response to treatment

Maintaining patient safety

Psychological patient support

Family support e.g. understanding, providing information








N/A N/A for part 1 students


1, 2, 4, 5, 6, 8, 9, 11, 12, 13

1, 3, 4, 5, 7, 9, 10, 11, 18, 22, and Part 2 Practice Assessment ‘Episode of Care’ and ‘medicines Management’


1, 2, 4, 6, 7, 9, 10, 13, 14 1, 2, 13, 16, 17, 18, 23, 24, 27, 29, 43, 49, 52, 53, 54, 55, 62, 66, 69 and Part 3 Practice Assessment ‘Episode of Care’ and ‘Medicines Management’

Specific Learning Opportunities (Under Supervision) unit based:

Participating in caring for a patient with a ‘surgical’ tracheostomy for example:

Post trauma

You may participate in / observe / recognise (with context related examples):

Indications for tracheostomy

Establish safe environment e.g. risk assessment

Tracheostomy tubes types / equipment

Emergency equipment

Preventing complications e.g. airway occlusion / partial/ total

Stoma care / tissue viability care

Using suction equipment / procedure / humidification

Related anatomy & physiology

Communication needs: SALT, strategies, valves, non-verbal

Change of body image & psychological support

MDT working

Family support

Prevent / manage complications e.g. dysphagia, constipation






Essential Skills PLPAD Outcome


1, 2, 5, 6, 8, 9, 12, 13 1-4, 6, 7, 8, 12, 13, 19, 22, 23, 25, 29


1, 2, 5, 6, 8, 9, 12, 13 1, 3, 5, 10, 12, 22, 27, 33, 44


1, 2, 6, 7, 9, 10, 13, 14 1, 2, 7, 13, 14, 16, 18, 24, 27, 29, 43, 52

Specific Learning Opportunities ward based:

‘Shadowing’ to observe the role of other health and social care professionals within the

context of individual patient need:

You may participate in / observe activities undertaken by (with context related examples):

Trauma team

I-mobile

Pain CNS

Tissue Viability CNS

Speech and language therapist (SALT)

Physiotherapist

Occupational Therapist

Dietician

Substance misuse nurse








N/A N/A for part 1 students


1, 2, 4, 5, 6, 8, 9, 12, 13 1, 18


1, 2, 4, 5, 6, 7, 9, 10, 12, 14 1, 2, 16, 24

Specific Learning Opportunities (Under Supervision): ward based

Participate in the care of the patient to prevent, manage and treat pressure ulcers for

example:

Patient with spinal injury

Cognitive impairment

Post- operative period

Patient admitted with existing pressure ulcer

You may participate in/ observe/identify (with context related examples):

Meeting patient’s personal hygiene needs e.g. manage perspiration

Risk assessment e.g. Waterlow score, MUST (nutrition), body map tool

Observing skin integrity, skin moisture balance, checking pressure points/areas

High risk patient group e.g. peripheral vascular disease, medication effect

Fluid balance e.g. adequate intake, record intake/output

Continence management e.g. stool/urine

Continence Specialist team for advice

Physiotherapist/Occupational Therapist assessment for patient positioning

Tissue viability team referral/liaison as appropriate for specialist advice

Dietician referral e.g. ‘high risk’ patient following MUST score

Mobility needs e.g. pain management, pain team

Manual handling e.g. equipment, techniques, patient positioning

Manual handling advisors e.g. spinal patient

Equipment e.g. Prevalon boots, AURA cushion

Pressure relieving equipment e.g. profiling beds/Autologic 200/ Nimbus 3 (higher

risk) NOT for unstable spinal patients/ pelvic fracture

Mental capacity

Information transfer between care settings

Audit monitoring e.g. pressure ulcer incidence

Patient education/information

Access ‘Pressure Ulcer Prevention, Management and Treatment’ policy via KING’S

docs

Access ‘Safeguarding Adult and Skin Damage Protocol’ via KING’S docs

Pressure ulcer wound care e.g. assessment/grading, choice of dressing/treatment

Documentation and reporting (escalation)








1, 2, 5, 8, 9, 10, 11, 12, 13 1, 4, 6, 9, 12, 17, 23, 25, 31, 33, 34,


1, 5, 8, 9, 10, 11, 12, 13 6, 8, 9, 10, 11, 13, 18, 22, 31, 32, 34, 35, 36, 37, 38, 39, 40, 41, 44, 48, and Part 2 ‘Episode of Care’


1, 2, 6, 7, 9, 10, 11, 12, 13, 14

1, 2, 5, 7, 23, 24, 29, 45, 46, 49, 53, 63, 64, 66, 67, 68, 69, 70, 76,


Management of a group of patients under supervision: including assessing, planning,

implementing and evaluating care.

Relevant to complexity of patient need and student competence

Part 2 students the opportunity to develop/enhance skills and Part 2 Practice

Assessment Episode of Care

Part 3 students the opportunity to enhance skills and contribute to Part 3 Practice

Assessment Episode of Care

You may participate in and develop/enhance skills in (with context related examples):

Prioritisation of patient needs e.g. as patient advocate

Problem solving e.g. discharge planning

Decision making e.g. MDT ward round

Communicating e.g. handover at each shift , trauma meeting, MDT handover

Team working e.g. role limitation

Leadership e.g. raising concerns, escalation

Delegating appropriately

Supervising others



identify and plan for what you could achieve





N/A N/A


1-13 1, 3, 4-13, 16-19, 22, 26, 27, 28, 33, 34-37, 38- 44, 49-51


1-14 1, 2, 7-14, 16-25, 27, 31, 34, 35, 39 - 41, 53, 56-59, 63, 64, 66-73, 75-78, 81, 82-84, 88, 89

Reflective learning log

This reflective learning log may be used (optional) by you to record learning activity undertaken

during a spoke visit / learning opportunity. It provides you with additional evidence on which to

focus discussion with your mentor as part of formative feedback. Additionally it serves as a reminder

for your personal reflection.

Spoke learning opportunity: ___________________________________

Date / time: ___________________________________

Learning opportunities identified:

Comments / feed forward from practitioner in area:

Practitioner’s signature: _________________________________

Student Reflection Comments:

Student name / signature: ________________________________

Student Placement Evaluation

Please provide the practice team with feedback on your learning experience by answering the

questions below, and make any comments you wish to be considered. Please give this to your

mentor/ward manager/PDN/CPF or PDM/MPF before you leave. Thank you.

Domain 1 - Establishing effective working relationships (NMC 2008)

Did you receive an orientation to the practice placement?

Domain 2 – Facilitation of learning (NMC 2008)

How did you identify and select appropriate learning opportunities?

Domain 3 – Assessment and accountability (NMC 2008)

How were you provided with feedback on your development and progress?

Domain 4 – Evaluation of learning (NMC 2008)

Were you allocated a mentor and how much time did you spend with them?

Domain 5 – Create an environment for learning (NMC 2008)

How did your mentor and the practice team facilitate your learning?

Domain 6 – Context of practice (NMC 2008)

What did you learn about the specific nature of care provided in the placement?

Domain 7 – Evidence-based practice (NMC 2008)

How were you supported in applying an evidence base to your practice learning?

Domain 8 – Leadership (NMC 2008)

How well were your learning needs met?

How could we enhance your learning experience?

Please make any further comments in the box below.

Thank you for taking the time to complete this evaluation

Reference: Nursing and Midwifery Council (2008). Standards to support learning and assessment in practice. Online

available from www.nmc-uk.org

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

Suggested reading:

Blackhall, A., Hawkes, D., Hingley, D. and Wood, S. (2011) VERA framework: communicating

with people who have dementia. Nursing Standard. 26, 10, 35-39.

Lapham, R. and Agar, H. (2009) Drug Calculations For Nurses (3rd Edition). Hodder and

Arnold: London

NICE (2014) Pressure Ulcers: Prevention and Management of Pressure Ulcers – Clinical

Guideline 179, London. NICE. NICE (2015) Pressure Ulcers: – Quality Standard QS89, London.

NICE.

NHS England (2015) Serious Incident Framework https://www.england.nhs.uk/2015/serious-

incidnt-framwrk-upd.pdf accessed November 2015 Royal College of Nursing & National

Institute of Health and Clinical Excellence (2005). The management of pressure ulcers in

primary and secondary care: A Clinical Practice Guideline. London: RCN.

Royal College of Nursing (2007) Helping students get the best from their practice

placements. Online available from www.rcn.org.uk/publications/pdf

The National Institute for Health and Care Excellence (NICE) (2010) Venous

thromboembolism in adults admitted to hospital: reducing the risk. Online available from

https://www.nice.org.uk/guidance/cg92

Yates S. (2012) Differentiating between pressure Ulcers and Moisture Lesions. Wound

Essentials Vol 2 16-22

Useful sites:

Discharge Planning Guidelines www.doh.gov.uk

http://kingsdocs/docs/kchdocs/CG161%20Falls for NICE 2013 Falls: assessment and prevention of

falls in older people

London Clinical Network – Major Trauma www.londonscn.nhs.uk

MUST score – www.bapen.org.uk

The International Emergency Nursing Journal http://journals.elsevier.com/international-

emrgency-nursing/

The National Institute for Health and Care Excellence (NICE)

http://www.nice.org.uk/guidance/

http://www.rcn.org.uk/publications/pdf

https://www.nice.org.uk/guidance/cg92

http://www.doh.gov.uk/

http://kingsdocs/docs/kchdocs/CG161%20Falls

http://www.londonscn.nhs.uk/

http://www.bapen.org.uk/

http://journals.elsevier.com/international-emrgency-nursing/

http://journals.elsevier.com/international-emrgency-nursing/

http://www.nice.org.uk/guidance/

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