BSc in Nursing Studies / Registered Nurse Field: Mental ...

i

BSc in Nursing Studies / Registered Nurse

Field: Mental Health

Practice Assessment Document

2

Cohort: Student Name: Guidance Tutor (GT): GT Tel No: GT Email: GT Group Number: Base Trust: Practice Placement Facilitator:

Submission Dates Placement 1: 09/01/17 Placement 2: 08/05/17 Placement 3: 10/08/17

1

VERIFICATION PAGE to be completed by anyone who signs this document

SURNAME FIRST NAME DESIGNATION LOCATION SIGNATURE NMC pin number

Any assessment in this document should only be completed by a registered nurse. Any professional completing any aspect of the documentation should have undergone training and development that has enabled them to be competent to support and assess students.

2

EVIDENCE DEVELOPMENT OPPORTUNUITIES

PLACEMENT ONE PLACEMENT TWO PLACEMENT THREE

Skills Passport* Updated Skills Passport*

TAPP Assessments

Safe Medicate report (formative)* Updated skills passport

DOPS

TCC Assessment

* Evidence from University and available at the beginning of the indicated placements

** TAPP reports will be available if and when the appropriate documentation has been completed

TAPP Assessments

TCC Assessment

TCC Assessment

DOPS DOPS

Total Client Care (TCC) assessments to be completed twice during each placement.

Team Assessment of Performance in Practice (TAPP) assessments are to be completed in the final two placements, if appropriate.

Direct Observation of Practical Skills (DOPS) can be completed at any time in placement during year two and three and more than once as required.

Witness testimony, structured reflection and documented discussion with mentor are other forms of evidence that can be completed at any point

during the clinical experience (templates for this evidence are contained within the student’s PPDF).

TAPP Report **

3

Any individual who signs within this document must complete the verification section on page two

At the start of each placement the student and mentor should carefully study the content of this practice assessment documentation. This should include a review of the students overall progress and any previous practice assessment and development plans

At any point the mentor or student may contact the Practice Learning Team (GT or PPF) for additional support or clarification

The initial interview between mentor and student should be conducted within the first week. This interview should consider learning opportunities (including the collection of evidence), goals and expectations. The student and mentor should agree which competencies will be targeted and these should be documented alongside a learning plan in the appropriate section

A mid placement review must be conducted and documented

If the student is failing to make the required progress or any other areas of concern are identified at any point during the placement, contact MUST be

made with the Guidance Tutor or PPF

The student must be made aware of any concerns as soon as possible

Evaluation of student performance in individual competencies can take place throughout the placement. Prior to the evaluation of an individual competency the student should collect and identify relevant evidence

By the end of the placement the mentor should have evaluated evidence and performance in all of the targeted competencies and document this evaluation

During the final week of placement the summative assessment of the students overall performance should occur. This will involve the completion of the appropriate summative assessment form and identification of students strengths, areas for development and an agreed development plan

By the end of the year student ability in ALL competencies listed within this document must be evaluated. Competencies can and should be re-assessed if performance improves after assessment and in subsequent placements.

ASSESSMENT GUIDANCE

Glossary of terms & evidence:

PAD - Practice Assessment Document. All associated evi-dence should be documented within your PAD and stored within your PPDF.

PPDF - Personal and Professional Development File. The PPDF is the file in which you store your record of learning, development and achievements in university and in practice.

Potential evidence for triangulation with observed

student performance (examples are given for each progression criteria/competency on their associated page):

TAPP - Team Assessment of Performance in Practice report

TCC - Total Client Care assessment

DOPS - Direct Observation of Practical Skills assessment

Safe Medicate - report

Skills Passport - evidence of session attendance

Structured reflection - template available in the PPDF

Documented discussion with mentor - template available in the PPDF

Witness Testimony report - template available in the PPDF

Module assessments

Other forms of relevant evidence that may be identified by mentor or student

See pass/fail criteria on the following page and the student and mentor guides for additional information and guidance.

4

COMPETENCY SCALE

MEETS EXPECTATIONS FOR REGISTRATION

Accomplished

Demonstrates capability for independent practice and often exceeds expectations

Skilled

Demonstrates capability for independent practice

BORDERLINE FOR REGISTRATION

Supported

Needs occasional direct supervision or support

Assisted

Needs regular direct supervision or support

NEEDS DEVELOPMENT FOR REGISTRATION

Dependent

Needs constant direct supervision or support

Criteria for Appraisal of Competence Adapted from Bondy, K. N. (1983) Criterion-referenced defi-nitions for rating scales in clinical evaluation. Journal of Nursing Education, 22(9); 376-382

All three placements will be assessed on a pass/fail basis by the students mentor

Mentors should triangulate evidence from a variety of tools and sources to aid and inform the evaluation of competency and the students overall performance. The final decision to pass or fail a student remains with the students identified mentor

The student may be identified as failing for the following

reasons:

The student fails to act with professionalism, integrity and/or within recognised ethical and legal frameworks

The student is unable to practise safely or demonstrate an

awareness of their own limitations

The student fails to make the required progress towards the target competencies by the end of the placement/year

The student fails to provide appropriate evidence

By the end of the year the student must reach the level of SUPPORTED or above in ALL competencies contained in this document. This will indicate that the student has also met the second progression point criteria identified by the NMC (2010)

Students should however attempt to ACHIEVE all

competencies by reaching the level of SKILLED Competencies not achieved (i.e. below skilled) this year must be

carried over and re-assessed in the final year (alongside final year competencies). It is therefore good practice to re-assess any competency where the student can demonstrate improved performance in subsequent placements.

PASS/FAIL CRITERIA

Levels of Practice

ACHIEVED

MINIMUM PASS LEVEL

5

PR

OG

RE

SS

Placement (Tick box when

Assessed)

Level of practice (Tick box when level

obtained)

Competency 1 2 3 Supported (Pass)

Skilled or above

(Achieved)

P

rofe

ssio

na

l Valu

es

A1

A2

A3

A6

A7

A1.1

A3.1

C

om

mu

nic

atio

n a

nd

in

terp

ers

on

al s

kills

B1

B2

B3

B6

B7

B8

B1.1

Placement (Tick box when

Assessed)

Level of practice (Tick box when level

obtained)

Competency 1 2 3 Supported (Pass)

Skilled or above

(Achieved)

Nu

rsin

g p

rac

tice a

nd

d

ec

isio

n m

ak

ing

C2

C3

C5

C6

C7

C8

C9

C10

C5.1

C7.2

C8.1

L

ea

de

rsh

ip

ma

na

ge

me

nt

an

d te

am

w

ork

ing

D4

INSTRUCTIONS FOR USE This progress chart can be completed by the mentor, guidance tutor or student at any time but should be kept up to date. It is a summary of what has been assessed and the level of competency achieved. A1– D4 refer to the competencies that must be assessed by the end of the year . The documentation for their assessment can be found from page 32 onwards. Remember the student must reach a minimum level of supported in all competencies to progress into the final year and should aim to achieve as many as possible by reaching the level of skilled or above.

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PLACEMENT ONE

Clinical area: _____________________________________ Mentor: _________________________________________ Dates: From: _____________ To: ______________

MENTOR / STUDENT CHECK LIST

1. Pre placement contact

2. Orientation to practice area

3. Initial interview (This should include

discussion of previous experience)

1. Mid point formative assessment

2. Discussion of reasonable adjustments

3. TCC Assessments completed

4. DOPS completed*

5. Summative assessment

* (If appropriate)

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PLACEMENT ONE ATTENDANCE RECORD

Week

Commencing:

Location

(eg Ward 5, STGH)

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Mentor

Signature

Student

Signature

31/10/16

07/11/16

14/11/16

21/11/16

28/11/16

05/12/16

12/12/16

Student Name_________________________________Please Print)

The chart below must be completed weekly and signed by the student and mentor or another member of the nursing staff. Please record the number of HOURS worked each day. Please enter ZERO or DO for a day off (do not leave blank) and also document sickness and absence. This record must be completed prior to submission, failure to do so could cause disruption to your registration. * Please note students are required to complete 37.5 hours per week in practice.

THE ATTENDANCE SHEET MUST BE WRITTEN IN INK AND MUST NOT BE ALTERED. TIPPEX SHOULD NOT BE USED.

8

INITIAL INTERVIEW—PLACEMENT ONE

This interview should be completed within the first week. A learning plan should be developed and documented below

The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence

The student and mentor should set goals which will include identifying target competencies, please summarise below

Target competencies should reflect the students previous experience, their current learning needs and the nature of the clinical environment.

When target competencies have been identified consideration should be given to what learning strategies and resources will be utilised to achieve these targets

A suitable week for the mid placement formative assessment and review of this learning plan should be identified

Learning plan:

Identified Competency Targets* (document in the boxes below)

Mentor Signature & Date

Student Signature & Date

* select approximately 1/3rd per placement, the number of targets is negotiable, additional targets can be added at the mid placement review.

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INITIAL INTERVIEW—PLACEMENT ONE



The MNurs programme is a four year programme where mapping of prior learning and experience enables completion in TWO years. At the initial interview it is important to establish the students’ previous experience in clinical and supportive

care to ensure they can be both challenged and supported in practice

The student and mentor should set realistic goals which will include identifying target competencies, please summarise below

Target competencies should reflect the students previous experience, their current learning needs and the nature of the

clinical environment.



Learning plan:





10

FORMATIVE ASSESSMENT

Student’s Name: ________________________________________________ Intake: ___________________ Placement: ___________________

Student reflection on progress and self assessment

Mentor comments on progress and areas for development

Mentor / Educator signature: _________________________ Student signature: _________________________ Date: ____________________

Additional Action Plan required? (please circle):

No Yes

For further guidance on Action Planning see the reverse of this sheet. If an additional Action Plan is required the students Guidance Tutor and/or the PPF should be contacted for support.

11

Criteria Actions / Resources

No additional Action Plan

required

Is identified as working successfully towards all of the agreed learning outcomes /progression criteria/ competencies .

No remedial action is necessary; to continue as per original learning plan

Is working successfully towards most of the agreed learning outcomes /progression criteria/ competencies in the practice setting. However needs development in the identified area listed on the action plan.

Inform GT/PPF of action plan status and arrange meeting as required

Identify the specific learning outcome /progression criteria/ competency that needs development in an agreed action plan

Identify how opportunities and evidence will be provided. Regularly review the action plan (See the practice placements website for the action plan template)

Additional Action Plan required Is not progressing as required to meet the agreed

learning outcomes/ progression criteria/competencies. Failure to reach the appropriate level in these areas by the end of the identified practice experience will result in the student failing the placement and the associated module to which this period of practice is attached.

Arrange a tripartite meeting with GT and seek support from practice learning team

Identify specific learning outcomes/progression criteria/competencies that need development in an agreed action plan

Identify criteria for success and identify how opportunities and evidence will be provided

Instigate regular meetings between the mentor and student and provide regular feedback to the Guidance Tutor

(See the practice placements website for the action plan template)

12

Replace this page with the SPA2 document

13

RECORD OF STUDENT FAILURE

To be completed by the mentor if the student has failed

Please indicate areas for concern and the associated competencies

RECORD OF VARIANCE



Please record a detailed rationale where a decision has been made to mark a competency as achieved when the available evidence would suggest non-achievement. Or the student has not achieved a competency despite evidence to the contrary.

14

Additional Placement Comments

This page can be used by the student, mentor or other member of the Practice Learning Team to make additional comments or for the Guidance Tutor to record details of a clinical visit.

Date Comment Signature Designation Outcome/Action

15

PLACEMENT TWO





3. Initial interview



6. TAPP Assessments*


8. DOPS completed*


* (If appropriate)

16

PLACEMENT TWO ATTENDANCE RECORD

Week

Commencing:

Location

(eg Ward 5, STGH)

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Mentor

Signature

Student

Signature

27/02/17

06/03/17

13/03/17

20/03/17

27/03/17

03/04/17

10/04/17

17/04/17




17

INITIAL INTERVIEW—PLACEMENT TWO

Learning plan:








Target competencies should reflect the students previous experience, their current learning needs and the nature of the clinical environment. Please refer to the Development Plan completed in the previous placement and take account of overall

progress towards competency achievement in each domain (documented on page five)



18

INITIAL INTERVIEW—PLACEMENT TWO



The MNurs programme is a four year programme where mapping of prior learning and experience enables completion in TWO years. At the initial interview it is important to establish the students’ previous experience in clinical and supportive

care to ensure they can be both challenged and supported in practice

The student and mentor should set realistic goals which will include identifying target competencies, please summarise below

Target competencies should reflect the students previous experience, their current learning needs and the nature of the clinical environment. Please refer to the Development Plan completed in the previous placement and take account of

overall progress towards competency achievement in each domain (documented on page five)



Learning plan:





19




20







No Yes


21



required














22


23




RECORD OF VARIANCE




24

PLACEMENT THREE





3. Initial interview



6. TAPP Assessments*


8. DOPS completed*


* (If appropriate)

25

PLACEMENT THREE ATTENDANCE RECORD

Week

Commencing:

Location

(eg Ward 5, STGH)

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Mentor

Signature

Student

Signature

26/06/17

03/07/17

10/07/17

17/07/17

24/07/17

31/07/17

07/08/17 *




* Thursday the 10th is submission day. It may be possible to gain a short extension if absolutely necessary but this MUST be authorised via the normal processes for obtaining an extension. Mentors will be unable to sign off attendance in the final week. The proposed off duty should be filled in prior to submission but if the student is sick/absent at all in the final week after submission it is requested that the mentor notify the students Guidance Tutor to ensure that this has been recorded.

26

Learning plan:




INITIAL INTERVIEW—PLACEMENT THREE




Target competencies should reflect the students previous experience, their current learning needs and the nature of the clinical environment. Please refer to the Development Plan completed in the previous placement and take account of overall

progress towards competency achievement in each domain (documented on page five)

In the final placement students should target ANY competency NOT previously assessed at the level of SUPPORTED or above as this is the minimum pass level . In addition they should continue to strive to ACHIEVE ALL competencies by

getting re-assessed any not at SKILLED or above



27







No Yes


28



required














29


30




RECORD OF VARIANCE




31




32

COMPETENCY: A1 All nurses must practise with confidence according to The Code: Professional Standards of practice and behaviour for

nurses and midwives (NMC 2015), and within other recognised ethical and legal frameworks. They must be able to recognise and address

ethical challenges relating to people’s choices and decision-making about their care, and act within the law to help them and their families

and carers find acceptable solutions.

AC

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Further guidance specific to this competency is provided over the page.

Domain: Professional Values

*Signature & Date:

* Signature & Date:

* Only use if re-evaluated (no need to re-evaluate if previously achieved)

Mentor to identify the level of practice based on triangulation of evidence and document below

Level of practice

Level of support Signature & Date:

Accomplished


Meets expectations for registration

Skilled Demonstrates capability for independent practice

Borderline for registration

Supported Needs occasional direct supervision or support

Needs development for registration

Assisted Needs regular direct supervision or support

Dependent Needs constant direct supervision or support

Evidence Reviewed: Please sign in the box that the evidence highlighted

over the page has been reviewed

33

COMPETENCY: A1

Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Team Assessment of Performance in Practice (TAPP) Patient/client completed witness testimony report Documented discussion with mentor Structured reflection

Student documentation of evidence for review: To be completed by the student prior to evaluation

GUIDANCE:

Supported Level: Progression point two criteria

Skilled Level: Progression point three criteria

10.2 Works with the limitations of own knowledge and skills to question and provide safe and holistic care 11.4 Documents concerns and information about people who are in vulnerable situations 14.2 Supports and assists others appropriately

1.10 Acts as a role model in promoting a professional image 8.4 Uses helpful and therapeutic strategies to enable people to understand treatments and other interventions in order to give informed consent 8.5 Works within legal frameworks when seeking consent 8.6 Assesses and responds to the needs and wishes of carers and relatives in relation to information and consent 8.7 Demonstrates respect for the autonomy and rights of people to withhold consent in relation to treatment within legal frameworks and in relation to people’s safety

34

COMPETENCY: A2 All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports

social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality,

discrimination and exclusion from access to care.

AC

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L

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*Signature & Date:

* Signature & Date:



Level of practice


Accomplished











35

COMPETENCY: A2

Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Team Assessment of Performance in Practice (TAPP) Witness testimony report DOPS—Nutrition


GUIDANCE:



2.3 Determines people’s preferences to maximise comfort and dignity 3.4 Acts professionally to ensure that personal judgements, prejudices, values, attitudes and beliefs to not compromise care 3.5 Is proactive in promoting and maintaining dignity 3.6 Acts autonomously to challenge situations or others when someone’s dignity may be compromised 4.4 Upholds people’s rights and speaks out when these are at risk of being compromised 4.5 Is acceptant of differing cultural traditions, beliefs, UK legal frameworks and professional ethics when planning care with people and their families and carers 4.6 Acts autonomously and proactively in promoting care environments that are culturally sensitive and free from discrimination, harassment and exploitation

36

COMPETENCY: A3 All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and

populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how

these activities influence public health.

AC

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*Signature & Date:

* Signature & Date:



Level of practice


Accomplished











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COMPETENCY: A3

Potential evidence for triangulation with observed student performance Public health module viva feedback Documented discussion with mentor Witness testimony report


GUIDANCE:



9.3 Understands the concept of public health and the benefits of healthy lifestyles and the potential risks involved with various lifestyles or behaviours, for example, substance misuse, smoking, obesity

9.4 Recognises indicators of unhealthy lifestyles

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

9.22 Works within a public health framework to assess needs and plan care for

individuals, communities and populations

38

COMPETENCY: A6 All nurses must understand the roles and responsibilities of other health and social care professionals, and seek to work

with them collaboratively for the benefit of all who need care.

AC

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*Signature & Date:

* Signature & Date:



Level of practice


Accomplished











39

COMPETENCY: A6

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Documented discussion with mentor Witness testimony report


GUIDANCE:



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

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

7.7 Acts appropriately in sharing information to enable and enhance care (carers,

MDT and across agencies boundaries)

40

COMPETENCY: A7 All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing

professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation,

supervision and appraisal.

AC

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D

MIN

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PA

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L

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*Signature & Date:

* Signature & Date:



Level of practice


Accomplished











41

COMPETENCY: A7

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Total Client Care (TCC) Assessment Documented discussion with mentor Structured reflection DOPS


GUIDANCE:



1.7 Uses professional support structures to learning from experience and make appropriate adjustments

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

14.4 Reflects on own practice and discusses issues with other members of the team to enhance learning

17.5 Uses supervision as a means of developing strategies for managing own

stress and for working safely and effectively

42

COMPETENCY: A1.1 Mental health nurses must understand and apply current legislation to all service users, paying special attention to the

protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and

those approaching the end of life.

AC

HIE

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D

MIN

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M

PA

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L

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*Signature & Date:

* Signature & Date:



Level of practice


Accomplished











43

COMPETENCY: A1.1

Potential evidence for triangulation with observed student performance Documented discussion with mentor Structured reflection Witness testimony report


GUIDANCE:



44

COMPETENCY: A3.1 Mental health nurses must promote mental health and wellbeing, while challenging the inequalities and discrimination

that may arise from or contribute to mental health problems.

AC

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L

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*Signature & Date:

* Signature & Date:



Level of practice


Accomplished











45

COMPETENCY: A3.1

Potential evidence for triangulation with observed student performance Documented discussion with mentor Structured reflection


GUIDANCE:



46

COMPETENCY: B1 All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory

communication. They must take account of individual differences, capabilities and needs.

AC

HIE

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D

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L

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Domain: Communication and interpersonal skills

*Signature & Date:

* Signature & Date:



Level of practice


Accomplished











47

COMPETENCY: B1

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Service User completed witness testimony report Total Client Care (TCC) assessments


GUIDANCE:



1.6 Forms appropriate and constructive professional relationships with families and other carers 2.2. Actively empowers people to be involved in the assessment and care plan-ning process 2.4 Actively support people in their own care and self care 2.5 Considers with the person and their carers their capability for self care

1.11 Acts as a role model in developing trusting relationships, within professional bound-aries 1.12 Recognises and acts to overcome barriers in developing effective relationships with service users and carers 1.13 Initiates, maintains and closes professional relationships with service users and car-ers 2.8 Is sensitive and empowers people to meet their own needs and make choices and considers with the person and their carer(s) their capability to care 2.13 Works autonomously, confidently and in partnership with people, their families and carers to ensure that needs are met through care planning and delivery, including strate-gies for self care and peer support

48

COMPETENCY: B2 All nurses must use a range of communication skills and technologies to support person-centred care and enhance

quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make

informed choices and share decision making. They must recognise when language interpretation or other communication support is needed

and know how to obtain it.

AC

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D

MIN

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M

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L

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*Signature & Date:

* Signature & Date:



Level of practice


Accomplished











49

COMPETENCY: B2

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Total Client Care Assessment (TCC) Witness testimony report


GUIDANCE:



6.6 Uses strategies to enhance communication and remove barriers to effective communication minimising risk to people from lack or poor communication

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

50

COMPETENCY: B3 All nurses must use the full range of communication methods, including verbal, non-verbal and written, to acquire,

interpret and record their knowledge and understanding of people’s needs. They must be aware of their own values and beliefs and the

impact this may have on their communication with others. They must take account of the many different ways in which people communicate

and how these may be influenced by ill health, disability and other factors, and be able to recognise and respond effectively when a person

finds it hard to communicate.

AC

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*Signature & Date:

* Signature & Date:



Level of practice


Accomplished











51

COMPETENCY: B3

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Total Client Care Assessment (TCC) Documented discussion with mentor


GUIDANCE:




5.7 Makes appropriate use of touch 5.8 Listens to, watches for, and responds to verbal and non-verbal cues 6.7 Consistently shows ability to communicate safely and effectively with people providing guidance for others 6.10 Acts autonomously to reduce and challenge barriers to effective communication and understanding 6.11 Is proactive and creative in enhancing communication and understanding 6.12 uses the skills of active listening, questioning, paraphrasing and reflection to support a therapeutic intervention

52

COMPETENCY: B6 All nurses must take every opportunity to encourage health-promoting behaviour through education, role modelling and

effective communication.

AC

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*Signature & Date:

* Signature & Date:



Level of practice


Accomplished











53

COMPETENCY: B6

Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Documented discussion with mentor Structured reflection Witness testimony report


GUIDANCE:




4.7 Manages and diffuses challenging situations effectively 5.6 Anticipates how people might feel in a given situation and responds with kindness and empathy to provide physical and emotional comfort 5.11 Recognises circumstances that trigger personal negative responses and takes action to prevent this compromising care 6.13 Uses appropriate and relevant communication skills to deal with difficult and challenging circumstances, for example, responding to emergencies, unexpected occurrences, saying ‘no’, dealing with complaints, resolving disputes, de-escalating aggression, conveying ‘unwelcome’ news

54

COMPETENCY: B7 All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate

and plain language.

AC

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*Signature & Date:

* Signature & Date:



Level of practice


Accomplished











55

COMPETENCY: B7

Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) DOPS


GUIDANCE:



14.5 Communicates with colleagues verbally, face-to-face and by telephone, and in writing and electronically in a way that the meaning is clear, and checks that the communication has been fully understood 21.2 Participates in assessing and planning care appropriate to the risk of infection thus promoting the safety of service users 21.3 Participates in completing care documentation and evaluation of interventions to prevent and control infection

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

56

COMPETENCY: B8 All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance

with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal

information with others when the interests of safety and protection override the need for confidentiality.

AC

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*Signature & Date:

* Signature & Date:



Level of practice


Accomplished











57

COMPETENCY: B8

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Documented discussion with mentor Structured reflection


GUIDANCE:



9.10 With the person and under supervision, plans safe and effective care by recording and sharing information based on the assessment 13.1 Assists in preparing people and carers for the transfer and transition through effective dialogue and accurate information 13.3 Assists in the preparation of records and reports to facilitate safe and effective transfer

7.5 Acts professionally and autonomously in situations where there may be limits to confidentiality, for example, public interest and protection from harm 7.6 Recognises the significance of information and acts in relation to who does or does not need to know 7.7 Acts appropriately in sharing information to enable and enhance care (carers, MDT and across agencies boundaries) 7.8 Works within the legal frameworks for data protection including access to and storage of records 7.9 Acts within the law when confidential information has to be shared with others 8.4 Uses helpful and therapeutic strategies to enable people to understand treatments and other interventions in order to give informed consent 11.6 Shares information safely with colleagues and across agency boundaries for the protection of individuals and the public

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COMPETENCY: B1.1 Mental health nurses must use skills of relationship-building and communication to engage with and support people

distressed by hearing voices, experiencing distressing thoughts or experiencing other perceptual problems.

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COMPETENCY: B1.1

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Service User completed witness testimony report Total Client Care (TCC) Assessment


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COMPETENCY: C2 All nurses must possess a broad knowledge of the structure and functions of the human body, and other relevant

knowledge from the life, behavioural and social sciences as applied to health, ill health, disability, ageing and death. They must have an in-

depth knowledge of common physical and mental health problems and treatments in their own field of practice, including co-morbidity and

physiological and psychological vulnerability.

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COMPETENCY: C2

Potential evidence for triangulation with observed student performance Documented discussion with mentor Total Client Care (TCC) Assessments DOPS


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9.5 Contributes to care based on an understanding of how the different stages of an illness or disability can impact on people and carers 9.11 Where relevant, applies knowledge of age and condition-related anatomy, physiology and development when interacting with people

10.6 Provides safe and effective care in partnership with people and their carers within the context of people’s ages, conditions and developmental stages

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COMPETENCY: C3 All nurses must carry out comprehensive, systematic nursing assessments that take account of relevant physical, social,

cultural, psychological, spiritual, genetic and environmental factors, in partnership with service users and others through interaction,

observation and measurement.

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COMPETENCY: C3

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Total Client Care Assessment (TCC) DOPS


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9.6 Measures and documents vital signs under supervision and responds appro-priately to findings outside the normal range 9.7 Performs routine, diagnostic tests for example urinalysis under supervision as part of assessment process (near client testing) 9.8 Collects and interprets routine data under supervision, related to the assess-ment and planning of care from a variety of sources 9.9 Undertakes the assessment of physical, emotional, psychological, social, cul-tural and spiritual needs, including risk factors by working with the person and records, shares and responds to clear indicators and signs

9.12 In partnership with the person, their carers and their families, makes a holistic, per-son centred and systematic assessment of psychological, social, cultural and spiritual needs, including risk, and together, develops a comprehensive personalised plan of nurs-ing care 9.13 Acts autonomously and takes responsibility for collaborative assessment and plan-ning of care delivery with the person, their carers and their family

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COMPETENCY: C5 All nurses must understand public health principles, priorities and practice in order to recognise and respond to the

major causes and social determinants of health, illness and health inequalities. They must use a range of information and data to assess the

needs of people, groups, communities and populations, and work to improve health, wellbeing and experiences of healthcare; secure equal

access to health screening, health promotion and healthcare; and promote social inclusion.

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COMPETENCY: C5

Potential evidence for triangulation with observed student performance Public health module viva Total Client Care (TCC) Assessments Documented discussion with mentor


GUIDANCE:



9.3 Understands the concept of public health and the benefits of healthy lifestyles and the potential risks involved with various lifestyles or behaviours, for example, substance misuse, smoking, obesity 9.4 Recognises indicators of unhealthy lifestyles 21.6 Discusses the benefits of health promotion within the concept of public health in the prevention and control of infection for improving and maintaining the health of the population

9.16 Promotes health and well-being, self care and independence by teaching and em-powering people and carers to make choices in coping with the effects of treatment and the ongoing nature and likely consequences of a condition including death and dying 9.18 Discusses sensitive issues in relation to public health and provides appropriate ad-vice and guidance to individuals, communities and populations for example, contracep-tion, substance misuse, smoking, obesity 9.22 Works within a public health framework to assess needs and plan care for individu-als, communities and populations

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COMPETENCY: C6 All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions,

including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report

any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the

collection of local and national data and formulation of policy on risks, hazards and adverse outcomes.

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COMPETENCY: C6

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Total Client Care Assessment (TCC) DOPS


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17.3 Contributes as a team member to leading and safely managing care 18.7 Contributes to promote safety and positive risk taking 22.5 Safely uses and disposes of, or decontaminates, items in accordance with local policy and manufacturers guidance and instructions 22.6 Adheres to requirements for cleaning, disinfecting, decontaminating of ‘shared’ nursing equipment, including single or multi-use equipment, before and after every use as appropriate, according to recognised risk, in accordance with manufacturers’ and organisational policies

20.2 Works within legal frameworks and applies evidence based practice in the safe se-lection and use of medical devices 20.3 Safely uses and maintains a range of medical devices appropriate to the area of work, including ensuring regular servicing, maintenance and calibration including report-ing adverse incidents relating to medical devices 20.4 Keeps appropriate records in relation to the use and maintenance of medical devic-es and the decontamination processes required as per local and national guidelines 20.5 Explains the devices to people and carers and checks understanding

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COMPETENCY: C7 All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and

respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe.

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COMPETENCY: C7

Potential evidence for triangulation with observed student performance Documented discussion with mentor OSCE feedback/score sheet Total Client Care (TCC) Assessments Structured reflection


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10.5 Detects, records, reports and responds appropriately to signs of deteriora-tion or improvement

9.20 Acts autonomously and appropriately when faced with sudden deterioration in peo-ple’s physical or psychological condition or emergency situations, abnormal vital signs, collapse, cardiac arrest, self-harm, extremely challenging behaviour, attempted suicide 9.21 Measures, documents and interprets vital signs and acts autonomously and appro-priately on findings 10.8 Detects, records and reports if necessary, deterioration or improvement and takes appropriate action autonomously

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COMPETENCY: C8 All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health

and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare

needs, involving families and carers where appropriate, to maximise their ability to care for themselves.

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COMPETENCY: C8

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Total Client Care (TCC) Assessments Witness testimony report


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9.16 Promotes health and well-being, self care and independence by teaching and em-powering people and carers to make choices in coping with the effects of treatment and the ongoing nature and likely consequences of a condition including death and dying

9.18 Discusses sensitive issues in relation to public health and provides appropriate ad-

vice and guidance to individuals, communities and populations for example, contracep-

tion, substance misuse, smoking, obesity

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COMPETENCY: C9 All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take

reasonable steps to protect them from abuse.

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COMPETENCY: C9

Potential evidence for triangulation with observed student performance Structured reflection Documented discussion with mentor


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11.4 Documents concerns and information about people who are in vulnerable situations

11.5 Recognises and responds when people are in vulnerable situations and at risk, or in need of support and protection 11.6 Shares information safely with colleagues and across agency boundaries for the protection of individuals and the public 11.7 Makes effective referrals to safeguard and protect children and adults requiring sup-port and protection 11.8 Works collaboratively with other agencies to develop, implement and monitor strate-gies to safeguard and protect individuals and groups who are in vulnerable situations

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COMPETENCY: C10 All nurses must evaluate their care to improve clinical decision-making, quality and outcomes, using a range of

methods, amending the plan of care, where necessary, and communicating changes to others.

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COMPETENCY: C10

Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Witness testimony report


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9.8 Collects and interprets routine data under supervision, related to the assessment and planning of care from a variety of sources 14.5 Communicates with colleagues verbally, face-to-face and by telephone, and in writing and electronically in a way that the meaning is clear, and checks that the communication has been fully understood

16.1 Inspires confidence and provides clear direction to others 16.2 Takes decisions and is able to answer for those decisions when required 16.3 Bases decisions on evidence and uses experience to guide decision-making

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COMPETENCY: C5.1 Mental health nurses must work to promote mental health, help prevent mental health problems in at-risk

groups, and enhance the health and wellbeing of people with mental health problems.

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COMPETENCY: C5.1

Potential evidence for triangulation with observed student performance Public health module feedback Documented discussion with mentor


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COMPETENCY: C7.2 Mental health nurses must work positively and proactively with people who are at risk of suicide or self-harm,

and use evidence-based models of suicide prevention, intervention and harm reduction to minimise risk.

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COMPETENCY: C7.2

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COMPETENCY: C8.1 Mental health nurses must practise in a way that promotes the self-determination and expertise of people with mental

health problems, using a range of approaches and tools that aid wellness and recovery and enable self-care and self-management.

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COMPETENCY: C8.1

Potential evidence for triangulation with observed student performance Team Assessment of Performance in Prac-tice (TAPP) Total Client Care Assessment (TCC) Public health module feedback


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COMPETENCY: D4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect

their practice. They must maintain their own personal and professional development, learning from experience, through

supervision, feedback, reflection and evaluation.

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Domain: Leadership, Management and Team Working

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COMPETENCY: D4

Potential evidence for triangulation with observed student performance Personal and Professional Development File (PPDF) Documented discussion with mentor Structured reflection


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10.2 Works with the limitations of own knowledge and skills to question and pro-vide safe and holistic care 10.4 Actively seeks to extend knowledge and skills using a variety of methods in order to enhance care delivery

3.4 Acts professionally to ensure that personal judgements, prejudices, values, attitudes and beliefs to not compromise care 5.10 Has insight into own values and how these may impact on interactions with others 5.11 Recognises circumstances that trigger personal negative responses and takes ac-tion to prevent this compromising care 5.12 Recognises and acts autonomously to respond to own emotional discomfort or dis-tress in self and others

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Additional Comments (can be used by the student, mentor or other member of the Practice Learning Team to make comments)

BSc in Nursing Studies / Registered Nurse Field: Mental ...

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