Catherine McAuley School of Nursing and Midwifery · 2019-01-23 · Catherine McAuley School of...

Catherine McAuley School of Nursing and Midwifery

University College Cork

&

Cork University Maternity Hospital

BSc (Hons) Midwifery

COMPETENCY ASSESSMENT BOOKLET

2015 INTAKE

(YEARS THREE – NU3069 AND FOUR – NU4075)

Note: The Student is responsible for returning this document in its original form

either in person or by registered post to Executive Assistant, at the School of

Nursing and Midwifery, UCC, on the dates specified by the School. Failure to do

so may result in failing the Practice Placement Module. Please ensure that you sign

for the submission of the document if you return it in person. Students submitting

the document by registered post should, in their own interest, make a photocopy of

the document before posting. Except in the case of a document lost in the post,

photocopied documents will not be accepted.

Student’s Name: _____________________________________________________

Student ID: __________________________________________________________

This booklet remains the property of the UCC School of Nursing and Midwifery at

all times. If found, please return this document to the School of Nursing and

Midwifery, University College Cork.

BSc (Hons) Midwifery Competency Assessment Year 3 and Year 4 Booklet 2015 Intake valid for 2017/2018 &

2018/2019

TABLE OF CONTENTS Page

Practice Placement Agreement 1-2

Introduction 3

Definition and Activities of a midwife 4

Practice Standards for Midwives 5

Practice Placement Assessment Details 6

Professional Behaviour and Standards 7

Student Declaration and Self-Assessment 8

Checklist/Guidelines prior to submission of booklet 9

Assessment of Practice Guidelines 10 - 15

Competency Assessment Years 3 and 4 16 - 37

Specialist Placements 38 - 39

Elective Placement Record 40 - 42

Reflection Time Record Sheet 44

Student Reflective Notes Years 3 and 4 45 - 72

Clinical Skills 73 - 89

Assessment of Practice Interviews 90

Orientation Interview Form 91

Assessment of Practice Interview Forms 92 - 115

Record of interactions or comments while learning to be a midwife 116 -123

Appendices

Appendix 1: Adapted Steinaker & Bell Guiding Framework 124 - 125

Appendix 2: Student Reflective Notes: Guidelines 126

Appendix 3: Gibbs’ Reflective Cycle 127

Appendix 4: Supportive Mechanisms for Student Learning 128 - 144

Appendix 5: Practice Module Descriptors/Required Reading 145

Appendix 6: End of Year 3 Clinical Assessment 146 - 147

Appendix 7: End of Year 4 Clinical Assessment 148 - 149

Comments by Link Lecturer on Competency Assessment Booklet 150

BSc (Hons) Midwifery Competency Assessment Booklet 2015 Intake valid for 2017/2018 & 2018/2019

1

SCHOOL OF NURSING AND MIDWIFERY, UCC AND

PARTICIPATING HEALTH SERVICE PROVIDERS

SAMPLE PRACTICE PLACEMENT AGREEMENT 2017

INTRODUCTION As a Midwifery student you are studying to obtain a University Degree that will allow you to register with the Nursing and

Midwifery Board of Ireland (NMBI), and upon registration, to work as a Registered Midwife. During your study you will

gain practice experiences in various health care settings, interacting with individuals1, members of staff2, and other health

care professionals. It is therefore essential that you agree with the conditions set out below to ensure that you can learn

effectively and become a competent midwife. These conditions are based upon NMBI’s Requirements and Standards for

the Midwife Registration Education Programmes (2005), http://www.nursingboard.ie/en/education.aspx, and Code of

Professional Conduct (2014) http://www.nursingboard.ie/en/code/new-code.aspx, University College Cork’s (UCC)

Student Policies http://www.ucc.ie/en/study/undergrad/orientation/policies/, and the School of Nursing and Midwifery’s

Student Policies http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/. Failure to comply with the conditions set

out in this agreement, which you will be asked to sign, may result in you not being allowed to continue in your BSc

Midwifery programme.

School of Nursing and Midwifery/

Participating Health Service Providers

Student Name: ________________________________Student ID Number: _______________

I AGREE THAT:

1. I will listen to individuals and respect their views, treat individuals politely and considerately, and respect their

privacy, dignity, and their right to refuse to take part in teaching.

2. I will act according to NMBI’s Code of Professional Conduct and Ethics for Registered Nurses and Midwives (2014).

3. My views about a person’s lifestyle, culture, beliefs, race, colour, gender, sexuality, age, social status, or perceived

economic worth will not prejudice my interaction with individuals, members of staff, or fellow students.

4. I will respect and uphold an individual’s trust in me.

5. I will always make clear to individuals that I am a midwifery student and not a registered midwife.

6. I will maintain appropriate standards of dress, cleanliness and appearance.

7. I will wear a health service provider identity badge with my name clearly identified.

8. I will familiarise myself and comply with the Health Service Provider’s values, policies and procedures.

9. I have read and understood the guidelines as set out in the current Practice Placement Guidelines Booklet

http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/.

10. I understand and accept to be bound by the principle of confidentiality of individuals’ records and data. I will

therefore take all necessary precautions to ensure that any personal data concerning individuals, which I have learned

by virtue of my position as a midwifery student, will be kept confidential. I confirm that I will not discuss individuals

with any other party outside the clinical setting, except anonymously. When recording data or discussing care outside

the clinical setting, I will ensure that individuals cannot be identified by others. I will respect all Health Service

Providers’ and individuals’ records.

11. I have read and understand the BSc Programme Grievance and Disciplinary Procedures

http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/.

1 ‘Individual’ also refers to a woman, patient, client, resident, significant other, colleague, other health care professional 2 ‘Member of staff’ refers to both academic and health service personnel

http://www.nursingboard.ie/en/code/new-code.aspx

http://www.ucc.ie/en/study/undergrad/orientation/policies/

http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/




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12. I understand that if I have (or if I develop) an impairment or condition that may impact in any way on my ability to

learn, perform safely in the clinical environment or affect the welfare of myself or others, it is my responsibility to

share this with an appropriate person in the clinical setting (e.g. Allocations Liaison Officer, Clinical Placement

Coordinator, Staff Nurse, Staff Midwife) and to declare on the relevant Fitness to Practice disclosure form

http://www.ucc.ie/en/study/undergrad/orientation/policies/. I accept that only through disclosure of this

impairment/condition can an appropriate plan of support to reach the required clinical learning

outcomes/competencies be explored.

13. I understand that if I have any criminal conviction(s) during the programme that I will declare same on the relevant

Fitness to Practice disclosure form http://www.ucc.ie/en/study/undergrad/orientation/policies/.

14. If I am returning from a period of illness/hospitalisation/surgery it is expected that I report this to the Allocation

Liaison Officer (attached to my Health Service Provider), as I may be required to attend the occupational health

department prior to accessing my clinical placement.

15. I understand and accept that any dispute between parties in relation to this Agreement, outside of UCC’s and NMBI’s

relevant regulations, may be referred to the BSc Midwifery Joint Disciplinary Committee for a decision.

16. I confirm that I shall endeavour to recognise my own limitations and shall seek help/support when my level of

experience is inadequate to handle a situation (whether on my own or with others), or when I or other individuals

perceive that my level of experience may be inadequate to handle a situation.

17. I shall conduct myself in a professional and responsible manner in all my actions and communications (verbal, written

and electronic including text, e-mail or social communication media).

18. I will attend all scheduled teaching sessions and all scheduled clinical placements, as I understand these are

requirements for satisfactory programme completion. If I am unable to attend any theoretical or Mandatory/Essential

Skills element (including online requirement) of the programme, I will notify the Attendance Monitoring Executive

Assistant in G.03 (prior to scheduled date) and provide a written explanation for the Module Leader as soon as

possible and in accordance with the current Mandatory and Essential Skills Policy (

http://www.ucc.ie/en/nursingmidwifery/students/bscnursemid/). I will also inform the relevant HSP Allocation

Liaison Officer prior to the commencement date of my clinical placement. If I am then unable to attend my scheduled

clinical placement due to the above reasons, I will act according to Local Health Service Provider Guidelines and the

Practice Placement Agreement, and will inform the relevant personnel in a timely manner e.g. Clinical Placement

Coordinator, Allocation Liaison Officer, Clinical Midwife Manager, Clinical Nurse Manager (as appropriate), as soon

as possible.

By my signature hereunder I confirm that I have read and understood all the above conditions and that I agree to comply

with ALL of these for the duration of the BSc Programme.

Student Signature: _________________________________ Date: _______/________/_______

Signed on behalf of the Health Service Provider:

Health Service Provider: ____________________________________________________________

Please print name

Director of Midwifery/Nominee/Title: ________________________________________________

Please print name

Signature: ________________________________________ Date: _______/________/_______

Signed on behalf of University College Cork:

Head, School of Nursing and Midwifery/Nominee/Title: __________________________________

Please print name

Signature: ________________________________________ Date: _______/________/_______





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INTRODUCTION

Welcome to clinical practice for year three and four. The midwifery programme is committed

to continuing a student centred approach, building on existing skills and qualities, inspiring and

supporting students towards becoming registered midwives.

The programme aims to develop you as an accountable, confident and safe midwifery practitioner.

1. Proactively protect and promote the safety and autonomy of the woman and respect her experiences, choices,

priorities, beliefs and values.

2. Protect and promote the normal physiological process of birth utilising the contribution of biological and

social sciences.

3. Demonstrate knowledge and skills about pregnancy and childbirth and the newborn and provide effective

antenatal, childbirth and postnatal care for women and their families, in line with legislation and professional

guidance including the full range of activities of the midwife as set out in the EC Directive 2005/36/EC and

the adapted Definition of the Midwife (ICM, 2011) as adopted by NMBI and be responsible and accountable

within their scope of midwifery practice

4. Demonstrate comprehensive knowledge, skills and professional behaviours to provide safe, competent, kind,

compassionate and respectful care to women and their babies before pregnancy, during pregnancy, labour and

birth and the postnatal period as identified in the Scope of Nursing and Midwifery Practice (NMBI).

5. Establish and maintain effective equal interpersonal partnerships with the woman and her family and establish

a relationship of trust and confidentiality.

6. Establish and maintain effective communication with women, women’s families and with the

multidisciplinary healthcare team.

7. Proactively effect change to support healthy lifestyle choices that enhance the health and wellbeing of the

woman, fetus and baby.

8. Actively fulfil a philosophy of midwifery and a commitment to high standards of professional practice within

the scope of midwifery practice and the health care services using skills of reflection to maintain and enhance

midwifery practice.

9. Recognise deviations from the norm in pregnancy, childbirth, postnatal period and in the new-born and take

appropriate and corrective actions and provide emergency care to women and their babies when required

within their scope of midwifery practice.

The assessment tool adopted is based on Steinaker and Bell’s (1979) experiential learning taxonomy.

Using this model, it is expected that the student will move progressively through the stages of

competencies, building from the experience of previous stages and on to the next. The assessment

of stages may be demonstrated through observation, participation or through evidence written by the

student on how competency was achieved and discussion to provide a more holistic picture.

The midwifery programme recognises that student midwives are adults and thus bring a variety of

experience to the course. The concept of self-assessment is an important component of personal and

professional maturity within the clinical assessment tool and the student will be encouraged to assess

her/his own progress. This will allow the student to become more self-aware and able to determine

his/her own level of competence in practice.

The Midwifery lecturers will continue to facilitate the student’s learning and progress throughout

the programme. The preceptor, midwifery managers and other qualified midwives, clinical

placement co-ordinators and clinical skills facilitators will support the student in the clinical area.

*****************


4

ICM INTERNATIONAL DEFINITION OF A MIDWIFE A midwife is a person who has successfully completed a midwifery education programme that is duly

recognized in the country where it is located and that is based on the ICM Essential Competencies for

Basic Midwifery Practice and the framework of the ICM Global Standards for Midwifery Education;

who has acquired the requisite qualifications to be registered and/or legally licensed to practice

midwifery and use the title ‘midwife’; and who demonstrates competency in the practice of midwifery.

Scope of Practice The midwife is recognised as a responsible and accountable professional who works in partnership

with women to give the necessary support, care and advice during pregnancy, labour and the

postpartum period, to conduct births on the midwife’s own responsibility and to provide care for the

new-born and the infant. This care includes preventative measures, the promotion of normal birth, the

detection of complications in mother and child, the accessing of medical care or other appropriate

assistance and the carrying out of emergency measures.

The midwife has an important task in health counselling and education, not only for the woman, but

also within the family and the community. This work should involve antenatal education and

preparation for parenthood and may extend to women’s health, sexual or reproductive health and child

care.

A midwife may practise in any setting including the home, community, hospitals, clinics or health

units.

Revised and adopted by ICM Council June 15, 2011. Due for review 2017

ACTIVITIES OF THE MIDWIFE AND SCOPE OF MIDWIFERY PRACTICE

The activities of a midwife and scope of midwifery practice are defined in the European Community

Directive of 2005 (2005/36/EC).

Article 42 states that: The Member States shall ensure that midwives are able to gain access and pursue at

least the following activities:

1. provision of sound family planning information and advice:

2. diagnosis of pregnancies and monitoring normal pregnancies; to carrying out the examinations where

necessary for the monitoring of the development for normal pregnancies;

3. prescribing or advising of the examination necessary for the earliest possible diagnosis of pregnancies at

risk;

4. provision of programmes of parenthood education and complete preparation for childbirth including

advice on hygiene and nutrition;

5. caring for and assist the mother during labour and to monitoring the condition of the foetus in utero by

the appropriate clinical and technical means;

6. Conducting spontaneous deliveries including where required an episiotomies and in urgent cases breech

deliveries.

7. recognising the warning signs of abnormality in the mother or infant which necessitate referral to a

doctor and to assist the latter where appropriate; taking the necessary emergency measures in the

doctor’s absence, in particular the manual removal of the placenta, possibly followed by manual

examination of the uterus;

8. examining and care for the new-born infant; taking all initiatives which are necessary in case of need

and carrying out where necessary immediate resuscitation;

9. caring for and monitoring the progress of the mother in the post-natal period and giving all necessary

advice to the mother on infant care to enable her to ensure the optimum progress of the new-born;

10. carrying out the treatment prescribed by doctors;

11. Drawing up the necessary written reports.


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PRACTICE STANDARDS FOR MIDWIVES

Practice Standard 1

Midwifery practice is underpinned by a philosophy that protects and promotes the safety and autonomy of the

woman and respects her experiences, choices, priorities, beliefs and values.

Practice Standard 2

Midwives practise in line with legislation and professional guidance and are responsible and accountable

within their scope of midwifery practice. This encompasses the full range of activities of the midwife as set

out in EC Directive 2005/36/EC and the adapted Definition of the Midwife (ICM, 2011) as adopted by the

NMBI.

Practice Standard 3

Midwives use comprehensive professional knowledge and skills to provide safe, competent, kind,

compassionate and respectful care. Midwives keep up to date with midwifery practice by undertaking

relevant continuing professional development.

Practice Standard 4

Midwives work in equal partnership with the woman and her family and establish a relationship of trust and

confidentiality.

Practice Standard 5

Midwives communicate and collaborate effectively with women, women’s families and with the

multidisciplinary healthcare team.

(NMBI 2015 Practice Standards for Midwives Dublin: NMBI)


6

PRACTICE PLACEMENT ASSESSMENT DETAILS

STUDENT NAME: ____________________________________________________________

ID NUMBER: __________________ YEAR OF ENTRY TO BSc: ___________________

Complete practice placement assessment details in chronological order

ORIENTATION WEEK

PRACTICE PLACEMENT AREA:

Core Placements; Antenatal/Postnatal ward, Labour ward, Antenatal clinic,

Specialist placement; Medical ward, Surgical including Theatre, Neonatal Unit,

Community, Gynaecological, Mental health.

Name of placement

incl. core/specialist

placement

Year,

3rd/4th

Allocation

dates:

from - to

Name of

Preceptor/CMM

No of

weeks

allocated

No of

weeks

completed

Total number of weeks in Practice Placement in Years Three: _______________

Total number of weeks in Practice Placement in Years Four: ________________


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Professional Behaviour and Standards Midwifery undergraduate programmes prepare students for entry onto a professional Register

with the Nursing and Midwifery Board of Ireland (NMBI).

The Code of profession Conduct and Ethics (2014) (NMBI 2014: p8) states that ‘every nurse

and midwife has a responsibility to uphold the values of the professions to ensure their practice

reflects high standards of professional practice and protects the public’.

Re Forgery of Signatures School of Nursing and Midwifery, University College Cork

effective from 1st September 2009

Thus any suspected forgery of a signature or other unprofessional tampering with of

Competency Assessment Booklet entries is deemed to be a very serious issue and will

necessitate the invoking of the “Joint Health Service Provider and School of Nursing and

Midwifery Disciplinary Procedures for Pre-registration students”. Under this procedure, if a

student is found to have signed/forged another person’s signature, the disciplinary committee

will recommend appropriate actions under the auspices of the joint disciplinary procedures. A

minimum penalty as follows will apply: A fail judgement for the clinical practice module

will automatically be recorded for anybody who is found to have forged another person’s

signature either while on placement in clinical practice or within their clinical learning

assessment documentation.

If a situation exits where a student finds it difficult to access a preceptor to sign their booklet

(while on a placement area or within a short time frame of leaving a placement area), the student

is advised to discuss this in the first instance with their clinical placement co-ordinator or

clinical nurse/midwife manager or associate preceptor or link lecturer. If a difficulty continues

to arise the student should make contact with the programme or midwifery coordinator to

discuss the matter. It is far better to leave a section unsigned and to explain the reasons for

same to a clinical placement co-ordinator or practice module leader rather than to falsify a

signature.

Note: Please refer to School of Nursing and Midwifery website where further

information relating to the BSc Programme can be accessed. Specific guidelines relating

to professional and clinical matters are available for your information on this website. It

is important that each student takes the time to familiarise themselves with these

matters at the commencement of each academic year.

http://www.ucc.ie/en/nursingmidwifery/

http://www.ucc.ie/en/nursingmidwifery/


8

BSc Student Midwife DECLARATION - YEAR THREE

I declare that I have achieved all the signed indicators, domains, skills and performance

criteria through my own efforts, and that all signatures are the authentic signatures of the

relevant named personnel. (to be signed at the end of year).

Student Name (please print name): _________________________________________

Student Signature: ________________________________________________________

Date: ________________________________________

BSc Student Midwife DECLARATION - YEAR FOUR

I declare that I have achieved all the signed indicators, domains, skills and performance

criteria through my own efforts, and that all signatures are the authentic signatures of the

relevant named personnel. (to be signed at the end of year).

Student Name (please print name): _________________________________________

Student Signature: ________________________________________________________

Date: ________________________________________

The following is a summary of my self-assessment. I confirm that all the required elements of my

Clinical Practice Placements have been met and signed off as being complete as follows:

Yes/No Year 3 Yes/No Year 4

Name and Student ID on front cover of

Booklet

Clinical placements details completed

Preceptor/Assessor Signatures completed

Student and Preceptor/Assessor

signatures/dates for all competencies

achieved

Student and Preceptor/Assessor

signatures/dates for all Skills achieved

Assessment of Practice Interviews

completed & ALL signed with dates by

student and Preceptors.

Reflective Notes written up with dates and

Preceptor/Assessor Signatures

Reflection Time Record Sheet completed

& signed


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PLEASE ALSO NOTE:

"Entries made in error should be bracketed and have a single line drawn through them so that the original

entry is still legible. Errors should be signed and dated. No attempt should be made to alter or erase the

entry made in error. Erasure fluid should never be used. If an enquiry or litigation is initiated, then the

record must not be altered in any way either by the addition of further entries or by altering an entry

made in error". (Recording Clinical Practice Guidance to Nurses and Midwives, An Bord Altranais,

November 2002, pg. 12).

(These extracts are taken directly from Recording Clinical Practice Guidance to Nurses and Midwives

(November 2002)).

Students must submit their /competency booklets at the agreed submission date(s), (as per grid on

the school of nursing and midwifery website). For students who are unable to submit their booklet

by the agreed submission date, an extension request form must be submitted in advance of the

submission date. The extension request form must detail the reason for which an extension is

required.

Failure to complete the above will result in your competency booklet not being processed in time

for the relevant examination board. If a student is paying back time/completing extra clinical time

they must still submit their booklet on the specified date. If a student has any queries in this

regard, please contact the clinical module leader.

The clinical module (Part B of BSc programme) is assessed when the competency booklets are

examined and when evidence of completion of scheduled time is received by the Allocations Office,

School of Nursing and Midwifery, UCC. Students must submit their time-sheets to the allocations

office on or before the specific date indicated on the time-sheet.

Loss of Booklet and student responsibilities

The competency booklet remains the responsibility of the student during the completion of the clinical

elements of the programme, once the clinical module results have been successfully completed and

ratified at an examination board in year 4, the booklet is maintained on file in the School of Nursing and

Midwifery, UCC thereafter as a permanent record of student attainment of the clinical elements of the

programme.

The competency booklet contains most of the evidence of attainment of the requirements for passing the

clinical module in each of the years of the BSc programme. It is each student’s individual responsibility

to ensure that they photocopy the relevant sections of their booklet after completion of each placement

and retain such photocopies in a safe manner. Thus, in the rare event of a booklet being stolen (or lost

etc) the student has some evidence of what had been attained up to the time of the loss of the booklet.

If your booklet is lost or stolen, please make contact with your Practice Module Leader and Clinical

Placement Co-ordinator(s). In the event of a booklet being misplaced it is the student’s responsibility

to compile the evidence of having completed all the relevant learning outcomes/competencies and skills

etc. and present such evidence to the practice module leader by the dates specified in the assignment

submission grid. Evidence of having completed all the clinical module requirements is required for

students to pass the clinical module.

Extra Clinical Time for Extended Leave

If a student has been absent from clinical placement for one calendar year or more they are

recommended to undertake a one-week clinical placement which is extra to NMBI requirements. This

placement is to facilitate re-visiting of skills and learning outcomes.


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ASSESSMENT OF MIDWIFERY PRACTICE GUIDELINES

Introduction

The emphasis during practice placement experiences is on providing students with opportunities to

engage in reflective practice within a supportive learning environment, thereby enabling them to develop

the attitudes, knowledge, and skills necessary for thoughtful, efficient and effective practice.

The assessment of a student’s practice is organized around five Domains (An Bord Altranais

2005):

1. Professional and ethical midwifery practice

2. Holistic midwifery Care

3. Interpersonal relationships

4. Organisation and co-ordination of midwifery care

5. Personal and professional development

+ Clinical Skills

Each domain (see glossary of terms below) has a number of performance criteria and each performance

criteria has a number of indicators. Domains 1, 3, 4, and 5 represent the core domains and are assessed

across all midwifery placements. Domain 2: Holistic midwifery care comprises of performance criteria

specific to antenatal, labour, postnatal and care of the sick baby. The performance criteria are assessed

in the relevant areas. The student, during her/his 4-year programme, will be assessed against criteria

based on Steinaker and Bell’s (1979) experiential learning taxonomy. This taxonomy has 5 levels:

Exposure, Participation, Identification, Internalisation, and Dissemination. This Booklet refers to

Identification and Internalisation levels, and is designed to assist and assess the student’s learning during

practice placement experiences in Year 3 and Year 4.

Identification:

Steinaker and Bell (1979) define this level in the following terms:

“At this level the student actively participates in the experience using and testing data,

indicating that the initial learning experience has been achieved. The student combines the

organisational, emotional and intellectual context of a learning experience. The student begins

to identify personally with the experience, recognises the organisation and structure of the

experience, gains a deeper insight into its value, and is able to express recognition of her/his

own achievement.”

An Bord Altranais (2000)3 interpreted Steinaker & Bell’s (1979) taxonomy4 in the following manner as

regards Identification in a healthcare context.

“The student now shows the ability to participate in the delivery of care under supervision on

a more sustained basis with less prompting and greater confidence. The student shows a greater

ability to communicate effectively, and demonstrates a wish to acquire further information. The

student is able to analyse and interpret information, demonstrating a problem solving skills and

knowledge base to meet different situations.”

Internalisation:

Steinaker and Bell (1979) define this level in the following terms:

“The student is an active and self-directive individual in the learning experience, with progress

no longer controlled from the outside. Experiences are incorporated and further reinforced in

3 An Bord Altranais (2005) (3rd Edition) Requirements and Standards for the Midwife Registration Education Programmes Dublin

Stationery Office 4 Steinaker, N. and Bell, R., (1979) The Experiential Taxonomy: A New Approach to Teaching and Learning New York: Academic Press


11

the student thus becoming a part of unconscious problem solving. The highest level of

internalisation has been achieved when an experience touches and continues to influence the

lifestyle of a student.”

An Bord Altranais (2000)5 interpreted Steinaker & Bell’s (1979) taxonomy6 in the following manner as

regards Internalisation in a healthcare context.

“The student is able to explain the rationale for her/his action. The student requires less

supervision whilst caring for a group of individuals, and is able to transfer knowledge to new

situations. The student seeks and applies new knowledge and research findings, and

demonstrates the ability to use problem solving skills, critical analysis and evaluation.”

It is expected that the student will achieve performance criteria progressively through-out clinical

placement. A student will need to achieve a minimum of 5 performance criteria at Identification

level or 3 performance criteria at Identification level and 2 at Internalisation level to pass year 3.

This is dependent on clinical placement in the maternity services.

In relation to the holistic domains where students may work with mothers and babies in areas other than

the maternity services and be with a registered midwife/public health nurse on community and the

gynaecological clinical placement, the holistic domains can be signed by a midwife.

The student must have achieved ALL competencies and skills at Identification and Internalisation

level by the end of the final placement in Year 4, as part of the requirements for passing 4th year

practice placement module.

Some clinical skills are transferrable and it is appropriate to ask preceptors to sign these where relevant

to the clinical area.

It is important to recognise that practice placement experiences differ from student to student. There are

differences in the order and sequence, but also differences in the duration of the various experiences.

Some experiences are assessed, others are not. The context of learning in year three and four needs to

be interpreted flexibly.

The student is expected to meet the Internalisation level of each performance criteria at the end of year

four in order to pass the 4th year practice placement module.

LEVEL

STAGE OF ACHIEVEMENT

Identification Actively participates and gains a deeper insight into the experience. Practices safely

and effectively with appropriate supervision. Can express recognition of own

achievement.

Internalisation At this level the student is viewed as an active and self-directive individual in the

learning experience.

5 An Bord Altranais (2005) (3rd Edition) Requirements and Standards for the Midwife Registration Education Programmes Dublin

Stationery Office 6 Steinaker, N. and Bell, R., (1979) The Experiential Taxonomy: A New Approach to Teaching and Learning New York: Academic Press


12

Glossary of Terms:

Domains/competencies:

These are defined as broad categories that represent the functions of the Registered Midwife in

contemporary practice (An Bord Altranais 2003)

Performance Criteria:

These are statements of selected actions or behaviours that identify how achievement of competence is

demonstrated (Glover 1999)

Indicators:

These are single, discrete, observable behaviours that are mandatory for the designed skill at the target

level of practice and each element is designed to provide evidence of competence (An Bord Altranais

2003)

A more detailed description of the Adapted Steinaker and Bell’s Taxonomy is available within the

appendices.

The Content: Domains, Performance Criteria and Indicators

1. The performance criteria are assessed against the identification and internalisation level, based

on Steinaker and Bell’s (1979) experiential learning taxonomy.

2. It is expected that the student will achieve performance criteria progressively through-out

clinical placement. A student will need to achieve a minimum of 5 performance criteria at

Identification or 3 performance criteria at Identification level and 2 at Internalisation level to

pass year 3.

3. All performance criteria must be achieved at identification and Internalisation level at the

end of Year 4, as part of the requirement for passing NU4075.

4. Each performance criteria achieved needs to be signed and dated by the student and the

preceptor7. A performance criterion can only be achieved if all the indicators, which represent

the performance criteria and domain, have been assessed.

5. In the case of a student who has not met all the indicators in relation to the performance criterion

during a placement, the preceptor should initial and date the indicators(s) met to enable the

student to follow up the outstanding indicators in subsequent placements. The preceptor in these

subsequent placements will then be aware which indicators the student has ‘worked’ on so far.

6. Where performance criteria have been achieved, it is important that the student continues to

demonstrate these within subsequent placements.

7. Students should have ample opportunities to achieve the indicators and the performance criteria.

7 In the absence of a preceptor, a designated assessor undertakes this function.


13

The Process of Assessment

Continuous Assessment - Competency Assessment Booklet, Clinical Practice Experience

Record Booklet (EU Requirements) and Clinical Assessment is an overall (Pass/Fail).

Completion of scheduled clinical hours prior to Summer Examination Board, NU3069

clinical placement duration is 16 supernumerary weeks and 36 weeks Internship, NU4075.

1. The student and the preceptor agree at the 1st meeting (beginning of the placement) the

specific performance criteria the student can best work on and achieve. The preceptor

decides whether a domain/performance criterion can be assessed within the allocated

placement time frame in which the student has had appropriate learning opportunities to

avail of her/himself of. The CPC may be a helpful resource in this regard.

2. The student, preceptor and CPC may wish to consider the learning opportunities available,

the student’s prior health care experience and the student’s course booklet for the

academic input to assist in the identification of learning needs and attaining the

performance criteria.

3. The agreed number of performance criteria should be determined by the nature and

duration of the practice placement experience. Competencies and skills may need to be

revisited as appropriate by preceptor.

4. The student and preceptor should schedule the next Mid-placement OR End of Placement

Interview at first meeting.

5. The student and the preceptor meet for a mid-placement interview as part of the ongoing

assessment and review of learning. A mid-placement interview is not required for

placements up to and including 3 weeks duration. However, if a student is viewed by the

preceptor as not progressing towards achieving the agreed performance criteria, the

student must be advised of this in writing at the earliest opportunity during the placement.

6. Preceptors can adopt a variety of methods to assess the performance criteria. This may be

through direct observation, feedback from staff, interview, discussion, assessment of

documentation, or any other evidence that is considered to be relevant.

7. The student is encouraged when not working with their preceptor to ensure that other

registered midwives comment on their clinical performance in notes page for

Preceptors/Associate Preceptors/Staff Midwives/Nurses/CPC/CMMs.

8. The student is expected to self-assess as an integral part of the assessment process.

9. Students may be encouraged to revisit skills and competencies where indicated.

10. The student is required to write Reflective notes (using the Gibbs’ Cycle), and provide

other sources of evidence, including references and local policies where relevant, to assist

in the assessment process. Evidence of learning can articles, care-plans, specific

assessments undertaken, feedback from women/clients, and/or appraisal of own skill

development.

11. Reflective Notes must be completed and shown to Preceptor on or before final interview.

Each reflective note must be dated, and signed by the Preceptor. The CPC/Link Lecturer

can review the reflective notes and offer advice and guidance as appropriate.

12. The student and the Preceptor/Assessor must meet for end of placement interview for

assessment review of learning and sign off on student’s competencies and Skills achieved

and/or competencies and skills revisited during making up time.

13. The student must make some concluding comments in writing at the end of placement

interview form and must sign and date the interview page at time of interview.

14. The preceptor is required to make some concluding comments in writing at the end of

placement interview that evaluate the student’s overall learning.


14

Additional support

1. Additional support may be required if a Preceptor/Associate preceptor/CPC/other member of

staff/Link Lecturer has a concern about a student’s lack of achievement of clinical learning

requirements, apparent loss of student’s earlier level of achievement or if a student is not

conducting themselves in a professional and responsible manner and/or not working within their

agreed/signed Practice Placement Agreement (PPA).

2. This concern must be highlighted and communicated to the student by the Preceptor/Associate

preceptor/CPC/Link Lecturer/other member of staff at the earliest opportunity and documented

in the notes pages of the student’s Clinical booklet in the Student Interviews section. This can be

done at any time e.g. before, during, or after the mid interview or at any time in a practice

placement.

3. The Preceptor/Associate preceptor and/or other relevant personnel request a meeting with the

student as soon as possible to address this concern. Depending on the nature of the concern the

Link Lecturer (LL) may also attend. The purpose of this meeting is to:

I. ascertain the student’s view of their practice and progress

II. highlight to the student by giving specific examples of the concerns which the

Preceptor/CPC and/or relevant personnel have in relation to their competencies,

skills, professional nursing practice/other.

III. give constructive feedback and direction by giving 2 or 3 specific guidelines to

the student on what they need to do or work on to address the identified issue(s)

or concern(s).

IV. Specify a date to review the learning/practice concern with the

student/Preceptor/other

4. The nature of the concern, feedback and direction given with review date of next meeting or

other outcome of meeting must be documented in the Mid interview or Additional Supportive

Interview Section.

5. The student needs to be given a reasonable amount of time (for example a minimum of one week)

to address the concerns highlighted, where possible. If after this time the original concern(s)

remain, an SLP/other mechanism8 may be introduced in advance of their final interview. [In

exceptional circumstances however, an SLP/other mechanism may need to be introduced

immediately e.g. student performing outside their scope of practice and/or patient safety

concerns].

6. At this meeting, however, depending on the nature of the concern and following some discussion,

there is a possibility that the need for a Supportive Learning Plan (SLP) or other mechanism may

be suggested to the student to assist with their practice/learning issues or to address professional

matters. The LL, if not present at the Additional Supportive interview may be informed by the

CPC that an Additional Supportive interview has occurred. If an SLP/other mechanism is

suggested, then the L.L. and Practice Module Leader are informed of the need to arrange a

meeting as appropriate.

7. Where a final interview has been completed and a concern is raised after this interview an

Additional Supportive interview must be conducted with the student, preceptor/associate

preceptor/ CPC and LL. The student must be given constructive feedback and direction by giving

2 or 3 specific guidelines on what they need to do or work on to address the identified concern(s).

This must be documented and signed by all present. This is carried forward into the next

placement and the student on commencement of their next placement must inform his/her

preceptor if an issue raised in the Additional Supportive interviews still ongoing.

Please refer to section on Supportive Learning Plan Guidelines

8 Other mechanism for example may include disciplinary procedures, fitness to practice, occupational health


15

Other Student-specific Guidance

1. The student ensures that the Booklet is at hand/available at each day of the placement including

during making up time.

2. The student maintains the Booklet in a neat and workable order during the two years of its use.

3. The student is responsible for ensuring that the achieved performance criteria are signed prior to

completion of the practice placement. Where this is not possible the student must negotiate an agreed

date with the preceptor/associate preceptor/CNM/CMM (but this should be within a three week

time-frame of finishing the clinical placement).

4. The student returns the Booklet to the School of Nursing and Midwifery, UCC at scheduled dates

as prescribed by the School of Nursing and Midwifery.

Commencement of Placement Interview

The student and preceptor meet to explore learning needs and opportunities, so that specified

competencies can be identified, practised and achieved. These should be identified and listed in the

commencement of placement interview form as (a) a guide to structuring the practice experience, and

(b) as a guide for discussion at the Mid Placement Interview (if the placement is longer than 3 weeks)

and Final interviews.

Mid Placement Interview

(A mid-placement interview is not required for placements of up to and including 3 weeks’ duration.

However, if a student is viewed by the preceptor as not progressing towards agreed competencies, the

student must be advised of this at the earliest opportunity during placement.

Where a mid-placement interview is required, the student and preceptor meet to review relevant aspects

of the learning experiences and opportunities to date, and to assess progress. The student and the

preceptor discuss and reflect upon the students’ learning needs, with particular emphasis on those areas

that require particular attention. It is important that students should not learn of identified concerns at

the end of the placement without having had the opportunity to reflect on those aspects of their learning,

which require particular attention. On this basis, further opportunities are identified to meet specific

competencies. These are documented, and form the basis of discussion at the end of placement

assessment and interview. The achievement of specific competencies is recorded.

End of Placement Interview The student and preceptor/assessor must meet for an End of Placement Interview to assess and discuss

the student’s learning, their overall placement experience and to identify future learning needs. Students

should request feedback from their Preceptor/Associate Preceptor about their performance in order to

gain insight on their achievements/ability and with identifying areas for future learning and

development. Both student and Preceptor/Associate Preceptor must document some concluding

comments in the End of placement interview.

References

An Bord Altranais (2005) 3rd Edition) Requirements and Standards for the Midwife Registration

Education Programmes Dublin Stationery Office

Steinaker, N. and Bell, R., (1979) The Experiential Taxonomy: A New Approach to Teaching and

Learning New York: Academic Press


16

Cues for Steinaker and Bells Taxonomy of Learning

YEAR 3 - IDENTIFICATION LEVEL

The student/intern demonstrates:

active participation in delivering and evaluating midwifery care with less prompting and

increased confidence

greater ability to communicate effectively, demonstrating a wish to acquire further

information

ability to reflect on own communication skills

ability to analyse and interpret information

ability to apply problem solving skills and underlying knowledge to different situations

ability to manage small caseloads of patients (with minimal supervision)

YEAR 4 - INTERNALISATION LEVEL

The intern demonstrates:

self-direction in prioritizing and delivering midwifery care

effective communication skills

ability to seek and apply new knowledge and research findings

ability to transfer knowledge to new clinical areas and to junior colleagues

ability to increase own professional development by way of reflection and enquiry

ability to apply problem solving and critical analysis skills and to evaluate a situation.


17

DOMAIN 1: PROFESSIONAL AND ETHICAL PRACTICE

This domain has three performance criteria; they focus on:

Performance criteria 1.1 Legislation and professional guidelines for midwives and the

policies and protocols for clinical practice

Performance criteria 1.2 The philosophy or midwifery care

Performance criteria 1.3 Competency for practice at the various levels as a student midwife.

Each performance criterion achieved needs to be signed and dated by the student and the

preceptor. A performance criterion can only be achieved if all the indicators, which represent

the performance, have been assessed.

In the case of a student who has not met all the indicators in relation to the performance

criterion during a placement, the preceptor should initial and date the indicator met to enable

the student to follow up the outstanding indicator in subsequent placements. The preceptor in

these subsequent placements will then be aware which indicators the student has ‘worked’ on

so far.

*****************

Performance Criteria 1.1

Practices in accordance with legislation and professional guidelines affecting midwifery

practice

Indicators:

1.1.1 Identifies the legislation and professional guidelines for midwifery practice.

1.1.2 Provides safe midwifery care involving the woman and her family in that care.

1.1.3 Maintains privacy and ensure confidentiality for the women and their families

1.1.4 Practices in accordance with local policies, protocols and guidelines for clinical

practice

1.1.5 Responds appropriately to unsafe or unprofessional practice.

1.1.6 Respects and supports the rights, beliefs and cultural practices of women and their

families.

Level Student

Signature

Preceptor/Assessor

Name (Print)

Preceptor/Assessor

Signature

Date

Identification

Internalisation

Revisit if

required

LEVEL STAGE OF ACHIEVEMENT

1 Identification The student actively participates in the practice experience gaining a deeper

insight into its value, and is able to express recognition of own achievement.

2 Internalisation At this level the student is viewed as an active and self-directive individual in

the learning experience


18

DOMAIN 1: PROFESSIONAL AND ETHICAL PRACTICE

Domain one performance criteria 1.2

Practice is underpinned by the distinct philosophy of midwifery

Indicators:

1.2.1 Promotes normality in childbirth practices as outlined within the philosophy of

Midwifery in the An Bord Altranais Practice Standards for Midwives (2010).

1.2.2 Promotes women centred maternity care

1.2.3 Promotes role of the midwife.

1.2.4 Has a friendly, caring approach to women that makes them feel comfortable to discuss

any aspect of their care and acts on their behalf when necessary.

Level Student

Signature

Preceptor/Assessor

Name (Print)

Preceptor/Assessor

Signature

Date

Identification

Internalisation

Revisit if

applicable






Domain one performance criteria 1.3

Practices within the limits of own competence and develops and maintains competency

Indicators:

1.3.1 Practices in accordance with best available evidence.

1.3.2 Accepts accountability for own professional practice including own actions and

omissions.

1.3.3 Practices within own scope of midwifery practice as outlined in the Scope of Nursing

and Midwifery Practice Framework

1.3.4 Demonstrates the ability to evaluate own level of competence for midwifery practice

1.3.5 Identifies own limitations in the clinical area and takes appropriate action if delegated

role and responsibility beyond level of competence

Level Student

Signature

Preceptor/Assessor

Name (Print)

Preceptor/Assessor

Signature

Date

Identification

Internalisation

Revisit if

applicable







19

DOMAIN 1: PROFESSIONAL AND ETHICAL PRACTICE Evidence of Learning

Please use this page to list/outline what has helped you learn about this Domain.

This can include brief notes, on any clinical practice experience or a reference to

any literature/critical element that has helped you learn. Can be completed at

identification/internalisation levels.

Student

Date and sign


20

DOMAIN 2: HOLISTIC MIDWIFERY CARE

Domain Two is about midwifery practice in antenatal, childbirth and the postnatal period.

There is also holistic care of the sick neonate and this can be completed as applicable to the

individual students’ clinical experience, it does not have to be fully competed until the student

midwife attends the NNU for a formal placement.

This domain has 2 performance criteria:

Performance Criteria 2.1: Provides safe and effective midwifery care that encompasses

the full range of activities of the midwife as set out in the Definition of a Midwife (ICM

2011)

a Antenatal

b Intrapartum

c Postnatal

d NNU

Performance Criteria 2.2: Works in partnership with the woman and her family

adopting a partnership approach to care

a Antenatal

b Intrapartum

c Postnatal

d NNU

Each performance criterion achieved needs to be signed and dated by the student and the

preceptor9. A performance criterion can only be achieved if all the indicators, which represent

the performance, have been assessed.

In the case of a student who has not met all the indicators in relation to the performance

criterion during a placement, the preceptor should initial and date the indicator met to enable

the student to follow up the outstanding indicator in subsequent placements. The preceptor in

these subsequent placements will then be aware which indicators the student has ‘worked’ on

so far

9 In the absence of a preceptor, a designated assessor undertakes this function.


21

DOMAIN 2: HOLISTIC MIDWIFERY CARE ANTENATAL

Performance Criteria 2.1a Provides safe and effective midwifery care that encompasses

the full range of activities of the midwife in the antenatal period.

Indicators

Identification Internalisation Student Preceptor/

midwife

Student Preceptor/

midwife

Date and sign Date and sign Date and sign Date and sign

2.1.1

AN

Utilises and promotes best

available evidence and practices to

support holistic midwifery care in

the antenatal period.

2.1.2

AN

Assesses and confirms the health

and well-being of the woman in

pregnancy and provides

appropriate midwifery care

Identifies the importance of a

woman’s individual antenatal

history.

Demonstrates sensitivity towards

all information obtained.

2.1.3

AN

Assesses and confirms the health

of the woman’s fetus/baby/babies

and provides appropriate

midwifery care.

2.1.4

AN

Recognises deviations from the

normal pregnancy that necessitates

consultation with or referral to

another midwife/health

professional.

2.1.5

AN

Discusses how to recognise and

respond appropriately to

emergencies affecting the health or

safety of mothers and babies.

2.1.6

AN

Provides midwifery care in

pregnancy when the health of a

woman and her fetus require care

by a medical practitioner in

partnership with other members of

the health care team.


22

Indicators

Identification level

Internalisation level

Student Preceptor Student Preceptor Date and sign Date and sign Date and sign Date and sign

2.1.7

AN

Provides midwifery care when the

health of a fetus requires care by a

medical practitioner in partnership

with other members of the health

care team.

2.1.8

AN

Evaluates care provided in

partnership with the pregnant

woman and plans future care

2.2 Works in partnership with the woman and her family

2.2.1

AN

2.2.2

AN

2.2.3

AN

Utilises midwifery skills that

enhance the woman’s experience

of pregnancy

Facilitates informed choice for the

woman involves the woman in

decision making about her care

Recognises and respects the role of

the woman’s family in her

experience of antenatal care

LEVEL STAGE OF ACHIEVEMENT 1 Identification The student actively participates in the practice experience

gaining a deeper insight into its value, and is able to express

recognition of own achievement. 2 Internalisation At this level the student is viewed as an active and self-directive

individual in the learning experience


23

DOMAIN 2: HOLISITIC MIDWIFERY CARE ANTENATAL Evidence of Learning

Please use this page to list/outline what has helped you learn about this

Domain. This can include brief notes, on any clinical practice or a

reference to any literature/ indicator that has helped you learn. Can be

completed at identification/internalisation levels.

Student

Date and sign


24

DOMAIN 2: HOLISTIC MIDWIFERY CARE INTRAPARTUM

COMPETENCE ASSESSMENT FORM

Performance Criteria 2.1b Provides safe and effective midwifery care that encompasses

the full range of activities of the midwife in the Intrapartum period.

Indicators

Identification Internalisation Student Preceptor

/

midwife

Student Preceptor/

midwife

Date and

sign

Date and

sign

Date and

sign

Date and

sign

2.1.1

Intra-

natal

Utilises and promotes best available

evidence to support holistic midwifery

care in the intrapartum period.

2.1.2

Intra-

natal

Assesses and confirms the health and

wellbeing of the woman throughout

labour and birth and provides

appropriate midwifery care

2.1.3

Intra-

natal

Assesses and confirms the health of

the woman’s fetus and provides

appropriate midwifery care.

2.1.4

Intra-

natal


normal in the intrapartum period that

necessitates consultation with or

referral to another midwife/health

professional.

2.1.5

Intra-

natal

Discusses how respond appropriately to

emergencies affecting the health or safety

of mothers and babies.


1 Identification The student actively participates in the practice

experience gaining a deeper insight into its

value, and is able to express recognition of own

achievement.

2 Internalisation At this level the student is viewed as an active

and self-directive individual in the learning

experience


2018/2019

Indicators

Identification level Internalisation Student Preceptor

/midwife

Student Preceptor/

midwife

Date and

sign

Date and

sign

Date and

sign

Date and

sign

2.1.6

Intra-

natal


health of a woman in the intrapartum

requires care by a medical practitioner

in partnership with other members of

the health care team.

2.1.7

Intra-

natal


health of a baby requires care by a


with other members of the health care

team.

2.1.8

Intra-

natal

Evaluates care provided for the

woman in partnership with the woman

and plans future care.

2.2b Works in partnership with the woman and her family

2.2.1

Intra-

natal

2.2.2

Intra-

natal

2.2.3

Intra-

natal

Utilises midwifery skills that enhance

the woman’s experience of childbirth


woman and involves the woman in

decision making about her care

Recognises and respects the role of the

woman’s family in her experience of

childbirth

LEVEL STAGE OF ACHIEVEMENT 1 Identification The student actively participates in the practice experience gaining a

deeper insight into its value, and is able to express recognition of own

achievement.

2 Internalisation At this level the student is viewed as an active and self-directive



25

DOMAIN 2: HOLISTIC MIDWIFERY CARE INTRAPARTUM Evidence of Learning



reference to any literature/indicator that has helped you learn. Can be


Student

Date and sign


26

DOMAIN 2: HOLISTIC MIDWIFERY CARE POSTNATAL

Performance Criteria 2.1c Provides safe and effective midwifery care that encompasses

the full range of activities of the midwife in the postnatal period.

Indicators

Identification level Internalisation Student Preceptor

/midwife

Student Preceptor/

midwife

Date and

sign

Date and

sign

Date and

sign

Date and

sign

2.1.1

PN

Promotes best evidence to support

holistic midwifery care in the

postnatal period.

2.1.2

PN

Assesses and confirms the health and

wellbeing of the mother throughout

the postnatal period and provides


2.1.3

PN Assesses and confirms the health of

the woman’s baby/babies and provides


2.1.4

PN


normal in the postnatal period that

necessitates consultation with or

referral to another midwife/health

professional.

2.1.5

PN Discusses how to recognise and

respond appropriately to emergencies

affecting the health or safety of

mothers and babies.

2.1.6

PN Provides midwifery care when the

health of a woman in the postnatal

period requires care by a medical

practitioner in partnership with other

members of the health care team.

2.1.7

PN Provides midwifery care when the

health of a baby requires care by a


with other members of the health care

team.

2.1.8

PN Evaluates care provided in partnership

with the woman Postnatal period and

plans future care

LEVEL STAGE OF ACHIEVEMENT 1 Identification The student actively participates in the practice experience gaining a

deeper insight into its value, and is able to express recognition of own

achievement.

2 Internalisation At this level the student is viewed as an active and self-directive



27

Continued

Indicators Identification level

Indicators

Internalisation level

Student Preceptor Student Preceptor Date and sign Date and sign Date and sign Date and sign

2.2c Works in partnership with the woman and her family in the postnatal period

2.2.1

PN

2.2.2

PN

2.2.3c

PN

Utilises midwifery skills that

enhance the woman experience of

postnatal care.


woman about postnatal care and

involves the woman in decision

making about her care.

Recognises and respects the role of

the woman’s family in her

experience of postnatal care.


1 Identification Observes and reflects on the activity being carried out. Provides

accurate feedback

2 Internalisation Participates under supervision recognising the consequences of the

care provided. Provides a sound rationale for the care given,

informed by research evidence


28

DOMAIN 2: HOLISTIC MIDWIFERY CARE POSTNATAL

Evidence of Learning



reference to any literature/indicators that has helped you learn. Can be


Student

Date and sign


29

DOMAIN 2: HOLISTIC MIDWIFERY CARE NNU

COMPETENCE ASSESSMENT FORM Performance Criteria 2.1d Provides safe and effective care to the ill baby embracing a

family orientated approach to care.

Indicators

Exposure level Participation Level

Student Preceptor/

midwife

Student Preceptor/

midwife

Date and

sign Date and

sign Date and

sign Date and

sign 2.1.1

NNU Assess the health and wellbeing of

the baby in the NNU.

2.1.2

NNU

Discusses how to recognise

changes in the baby’s condition

and suggest appropriate action

including referral to unit

manager/neonatology team.

2.1.3

NNU Discusses how to recognise and

respond appropriately to

emergencies affecting the health or

safety of the baby in NNU.

2.1.4

NNU Provides all the necessary support

to the mother and family to enable

her to care for her baby and adapt

to her new role.

2.1.5

NNU Monitors progress of the parent’s

emotional state and adaptation to

parenthood.

2.1.6

NNU Evaluates care provided for the

baby in partnership with the

mother/parents and can outline

plans for future care.

LEVEL STAGE OF ACHIEVEMENT 1 Exposure Observes and reflects on the activity being carried out. Provides accurate

feedback.

2 Participation Participates under supervision, recognising the consequences of the care

provided. Provides a sound rationale for the care given, informed by

research evidence.


30

DOMAIN 2: HOLISTIC MIDWIFERY CARE NNU

EVIDENCE OF LEARNING Please use this page to list/outline what has helped you learn about this


reference to any literature/indicator that has helped you learn.

Can be completed at identification/internalisation levels.

Student

Date and sign


31

DOMAIN 3: INTERPERSONAL RELATIONSHIPS

Domain three has 2 performance criteria that focus on:

Performance criteria 3.1 communication with women

Performance criteria 3.2 communication with other members of the health care team.

This domain can be completed in any midwifery placement and good communication skills

apply to all areas of midwifery practice.

*****************

Performance Criteria 3.1 Communicates effectively with women and their families in one to one

and group situations

Indicators:

3.1.1 Communicates effectively with women and their families using appropriate interpersonal

communication and listening skills.

3.1.2 Establishes and maintains caring interpersonal relationships with women, their families,

and/or groups.

3.1.3 Facilitates women, their families and groups in communication of their own needs.

3.1.4 Demonstrates an empathic approach to women and their families and alleviates barriers to

effective communication.

3.1.5 Demonstrates the skills necessary for managing challenging situations and respects other

people’s point of view.

3.1.6 Respects and supports the rights, beliefs and cultural practices of women and their families.

Level Student Signature Preceptor/Assessor Name

(Print)

Preceptor/Assessor Signature Date

Identification

Internalisation

Revisit if

applicable







32

DOMAIN 3: INTERPERSONAL RELATIONSHIPS contd.

Performance Criteria 3.2 Communicates effectively with other members of the

healthcare team

Indicators:

3.2.1 Demonstrates the ability to accurately present and share information with other

members of the health care team and engage in decision making about midwifery

practice.

3.2.2 Demonstrates the ability to work as a member of a health care team and contributes

constructively to discussions with other members of the health care team.

3.2.3 Demonstrates the ability to record clinical practice in a clear and accurate manner

within a legal and ethical framework.


(Print)


Identification

Internalisation

Revisit if

applicable







33

DOMAIN 3: INTERPERSONAL RELATIONSHIPS




reference to any literature/indicator that has helped you learn.


Student

Date and sign


34

DOMAIN 4: ORGANISATION AND COORDINATION

OF MIDWIFERY CARE

Domain Four has two performance criteria:

Performance Criteria: 4.1 is about prioritizing and organising care

Performance Criteria: 4.2 is about the provision of maternity services and how a quality

service is provided

*****************

Performance Criteria: 4.2 Effectively Co-Ordinates the midwifery care of women and

their families Indicators:

4.1.1 Demonstrates the ability to select and utilise resources for midwifery practice effectively and

efficiently.

4.1.2 Demonstrates the ability to provide appropriate care to women and their families

demonstrating effective time management and prioritisation.

4.1.3 Adheres to Scope of Midwifery Practice Framework (ABA 2000) with regards to delegation.

4.1.4 Actively demonstrates flexibility whilst working as member of the health care team.

Level Student

Signature

Preceptor/Assessor

Name (Print)

Preceptor/Assessor

Signature

Date

Identification

Internalisation

Revisit if applicable




2 Internalisation At this level the student is viewed as an active and self-directive individual in the

learning experience

Performance Criteria: 4.2 Supports the development and provision of effective midwifery care

for women and their families

Indicators:

4.2.1 Values the importance of continuity of care for the woman through pregnancy, labour, birth

and the postnatal period.

4.2.2 Evaluates provision of maternity services for women, families and communities.

4.2.3 Demonstrates the ability to integrate research/audit findings into practice.

4.2.4 Works from the premise that evidence based practice is central to the provision of quality

initiatives and effective midwifery care.

4.2.5 Demonstrates an appreciation of the responsibilities of the midwife in risk management and

health and safety.

Level Student

Signature

Preceptor/Assessor

Name (Print)

Preceptor/Assessor

Signature

Date

Identification

Internalisation

Revisit if applicable







35

DOMAIN 4: ORGANISATION AND COORDINATION

OF MIDWIFERY CARE



Domain. This can include brief notes, on any clinical practise or a

reference to any literature/critical element that has helped you learn. Can

be completed at identification/internalisation levels.

Student

Date and sign


36

DOMAIN 5: PERSONAL AND PROFESSIONAL DEVELOPMENT

Domain five has one performance criteria about developing lifelong learning skills, reflection,

the philosophy of midwifery and ability to teach others.

*****************

Performance Criteria 5.1:

Practices in accordance with legislation and professional guidelines affecting midwifery

practice

Indicators:

5.1.1 Identifies and uses resources to facilitate lifelong learning.

5.1.2 Demonstrate commitment to on-going professional education in order to be a midwife.

5.1.3 Promotes the unique professional identity and the role of the midwife.

5.1.4 Participates in self-assessment and with preceptor for review of clinical practice.

5.1.5 Demonstrates the ability to reflect on and improve midwifery practice.

5.1.6 Actively promotes the development of a quality clinical learning environment

5.1.7 Contributes to the learning experiences of colleagues through support, supervision and

teaching.

5.1.8 Educates and utilises a wide range of approaches for health promotion for women,

their families and the wider community.


(Print)


Identification

Participation

Internalisation

Revisit if

applicable







37

DOMAIN 5: PERSONAL AND PROFESSIONAL DEVELOPMENT Evidence of Learning



reference to any literature/critical element that has helped you learn.


Student

Date and sign


38

Specialist placements

EVIDENCE OF LEARNING

To ensure anonymity throughout, please do not make any reference to named individual of

placement areas, however record the learning area e.g., surgical, medical, NNU etc. Please

use black pen only.

Date:

Specialist

Placement

Area:

Learning opportunity:


39

Specialist placements

EVIDENCE OF LEARNING

To ensure anonymity throughout, please do not make any reference to named individual of

placement areas, however record the learning area e.g., surgical, medical, NNU etc. Please

use black pen only.

Date:

Specialist

Placement

Area:

Learning opportunity:


40


Brookfield Health Sciences Building University College Cork


ELECTIVE PLACEMENT RECORD

DATES___from_____________to_____________

Student midwife’s name:

Contact details and telephone number for the duration of placement:

Elective Placement details: Name/Area of Placement:

Contact Person at placement:

Address:

Telephone number:

Email:

Placement dates: From: To:

How is this placement relevant to your practice as a midwife:

Special requirements for placement:

Any other comments:

Signature:

Student Midwife:__________________________Date:_____________________

Midwife Teacher: _________________________Date:_____________________


41


Brookfield Health Sciences Complex University College Cork


ELECTIVE PLACEMENT RECORD

DATES___from_____________to_____________

Student midwife’s name:

Elective Placement:

Description of placement area:

Relevance of placement midwifery student’s learning

Discuss Learning outcomes with midwife accepting you on placement:

Signature:


Midwife:__________________________Date:____________________

Achievement of learning outcomes

Signature:


Midwife:__________________________Date:____________________


42

Overall summary of experience while on elective placement:

Would you recommend this placement for another student:

Is there anything that could be done differently to specifically enhance the placement to this

area:

Signature:


Midwife Teacher:__________________________Date:____________________


2018/2019

REFLECTION

The student is encouraged to reflect on his/her learning experiences, which s/he may

wish to draw on in meetings with preceptors, clinical placement co-ordinators (CPC)

and link lecturers.

Reflection on clinical practice may help to refine reflective thinking and writing skills.

Students need to complete one reflection per week of supernumerary placement and

13 reflections for the internship year. Reflections can be related to the clinical practice

area that they are in e.g. antenatal, postnatal, medical, surgical etc. These can be about

any aspect of clinical practice and may incorporate performance criteria, indicators or

any literature that the student considers appropriate to learning.

The student and preceptor/midwife/assessor should sign competed reflective pieces.

Guidelines for reflection are in Appendix 2.

*****************


44

BSc. Midwifery Students

Reflection Time Record Sheet Third Year

Including an account of any of the following: Reflection/Self-Directed

Study/Directed Learning/Problem Solving Activities

During clinical placements each student is expected to complete 5 hours of reflective time per week,

to augment their learning. This can be spent outside the practice placement area.

This is a record of how the student spent this time.

Student Name__________________________ Student Number _____________________________

Date Activity Theme Student Signature Total Hours

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Elective

Student signature __________________________________________

Date _____________________________________________________


45

STUDENT REFLECTIVE NOTES

1

YEAR THREE

To ensure anonymity throughout, please do not make any reference to named individual

women/relatives/professionals, or names of placement areas. Please use black pen only.

*With Reference to the literature for all reflective pieces, at least one author and reference

PLEASE CIRCLE RELEVANT PLACEMENT AREA

Core Placements; (Antenatal/Postnatal Ward) (Labour Ward) (Antenatal Clinic),

Specialist placement; (Medical Ward) (Surgical including Theatre) (Neonatal Unit)

(Community) (Gynaecological) (Mental health)

Please circle level: Identification Internalisation

Date: ___________________

Preceptor____________________ Student___________________________


46

AN EXAMPLE OF MIDWIFE ROLE AS AN ADVOCATE

2

YEAR THREE









Date: ___________________



47


3

YEAR THREE









Date: ___________________



48


4

YEAR THREE









Date: ___________________



49


5

YEAR THREE









Date: ___________________



50


6

YEAR THREE









Date: ___________________



51

CASE STUDY ON SAFE ADMINISTRATION OF MEDICATIONS

WEEK 7

YEAR THREE









Date: ___________________



52


8

YEAR THREE









Date: ___________________



53


9

YEAR THREE









Date: ___________________



54

PROMOTING NORMAL PREGNANCY, OR CHILDBIRTH OR

POSTNATAL CARE

10

YEAR THREE









Date: ___________________



55


11

YEAR THREE









Date: ___________________



56


12

YEAR THREE









Date: ___________________



57


13

YEAR THREE









Date: ___________________



58


14

YEAR THREE









Date: ___________________



59

REFLECT ON DEVELOPMENT OF YOUR SCOPE OF PRACTICE AS

A THIRD YEAR MIDWIFERY STUDENT; INDICATE HOW YOU

HAVE DEVELOPED YOUR KNOWLEDGE, SKILLS AND

PROFESSIONAL BEHAVIOURS

WEEK 15, YEAR THREE









Date: ___________________



60


1

YEAR FOUR









Date: ___________________



61


2

YEAR FOUR









Date: ___________________



62


3

YEAR FOUR









Date: ___________________



63

PROMOTIONG NORMAL PREGNANCY, OR CHILDBIRTH OR

POSTNATAL CARE

WEEK 4, YEAR FOUR









Date: ___________________



64


5

YEAR FOUR









Date: ___________________



65


6

YEAR FOUR









Date: ___________________



66


7

YEAR FOUR









Date: ___________________



67


8

YEAR FOUR









Date: ___________________



68


9

YEAR FOUR









Date: ___________________



69


10

YEAR FOUR









Date: ___________________



70


11

YEAR FOUR









Date: ___________________



71


12

YEAR FOUR









Date: ___________________



72

REFLECT ON DEVELOPMENT OF YOUR SCOPE OF PRACTICE AS

A FOURTH YEAR MIDWIFERY STUDENT. INDICATE HOW YOU

HAVE DEVELOPED YOUR KNOWLEDGE, SKILLS AND

PROFESSIONAL BEHAVIOURS

WEEK 13, YEAR FOUR









Date: ___________________



73

CLINICAL SKILLS IN MIDWIFERY Based on Johnson, R. and Taylor, W. (2011) 3rd Edition Skills for Midwifery Practice.

Edinburgh: Churchill Livingstone.

ASSESSMENT OF MATERNAL AND NEONATAL VITAL SIGNS

Vital signs, temperature, pulse, respirations, O2 sat, blood pressure and associated documentation. (Maternal)

Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date

Identification

Internalisation

Revisit

Vital signs, temperature, heart rate, respirations, O2 sat, blood pressure and associated documentation (Baby)


Identification

Internalisation

Revisit

Irish Maternity Early Warning System (I-MEWS)


Identification

Internalisation

Revisit

PRINCIPLES OF INFECTION CONTROL

Hand washing (awareness of five moments)


Identification

Internalisation

Revisit

Standard Precautions when dealing with body fluids


Identification

Internalisation

Revisit

PRINCIPLES OF HYGIENE NEEDS

Care of a woman’s hygiene needs as appropriate to her needs


Identification

Internalisation

Revisit

Baby bathing, nappy changing, including demonstration/supporting parents


Identification

Internalisation

Revisit


74

Awareness of appropriate eye care for the baby


Identification

Internalisation

Revisit

Care of the umbilical cord


Identification

Internalisation

Revisit

PRINCIPLES OF ELIMINATION MANAGEMENT

Maintaining fluid balance charts


Identification

Internalisation

Revisit

Insertion of indwelling urinary catheter and care bundle


Identification

Internalisation

Revisit

Removal of indwelling urinary catheter and follow up bladder care


Identification

Internalisation

Revisit

Urinalysis and interpretation of results


Identification

Internalisation

Revisit

Advice re bowel care


Identification

Internalisation

Revisit

Obtaining a mid-stream specimen of urine (MSU) and instruction for the woman


Identification

Internalisation

Revisit


75

Obtaining a 24 hour urine collection for preeclampsia and interpreting results (opportunistic)


Identification

Internalisation

Revisit

PRINCIPLES OF DRUG ADMINISTRATION *Note: The learning outcomes for this skill must be in accordance with ‘Guidance to Nurses and Midwives on Medication

Management (An Bord Altranais 2007) and local policies and protocols of Health Service Providers. While Exposure

must be achieved in Year 1, 2, 3 for this skill, participation level is necessary as part of the requirement for passing the

clinical module

Demonstration of Safe Practices in relation to Storage of Prescribed Medication


Exposure

Participation

Revisit

Demonstration of Safe Practice in relation to Administration of Prescribed Medication


Exposure

Participation

Revisit

Oral administration


Exposure

Participation

Revisit

Injection technique


Exposure

Participation

Revisit

Administration of medicine per vaginum (opportunistic)


Exposure

Participation

Revisit

Administration of drugs per rectum (opportunistic)


Exposure

Participation

Revisit


76

Observe the midwife providing intravenous medications


Exposure

Exposure

Revisit

Inhalation Analgesia: Entonox advice for woman


Exposure

Participation

Revisit

Assist with insertion of epidural analgesia and advice for woman


Exposure

Participation

Revisit

CLINICAL SKILL INTRAVENOUS FLUID MANAGEMENT SKILLS

N.B. To be conducted under the direct supervision of a Registered Midwife

Priming an intravenous line (with normal saline 0.9%, Hartmann’s solution, dextrose 5%, dextrose saline or

Oxytocin infusion) Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date

Exposure

Participation

Revisit

Insertion of primed intravenous line into a pump (Containing normal saline 0.9%, Hartmann’s solution, dextrose

5%, dextrose saline or Oxytocin infusion) correctly Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date

Exposure

Participation

Revisit

Calculation and setting of flow rate using roller clamp of an infusion (of normal saline 0.9%, Hartmann’s

solution, dextrose 5%, dextrose saline or Oxytocin infusion)


Exposure

Participation

Revisit

Calculation /adjustment of flow rate of an infusion pump (with normal saline 0.9%, Hartmann’s solution, dextrose

5%, dextrose saline or Oxytocin infusion)


Exposure

Participation

Revisit


77

Connection of primed line to a peripheral venous cannula (containing normal saline 0.9%, Hartmann’s solution,

dextrose 5%, dextrose saline or Oxytocin infusion) to a Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date

Exposure

Participation

Revisit

Trouble shooting of infusion device alarms of an infusion pump (delivering normal saline 0.9%, Hartmann’s

solution, dextrose 5%, dextrose saline or Oxytocin infusion) A Reregistered Midwife must be contacted

immediately.


Exposure

Participation

Revisit

Replacement of completed intravenous infusion with prescribed follow-on infusion (of normal saline 0.9%, Hartmann’s solution, dextrose 5%, dextrose saline or Oxytocin infusion)


Exposure

Participation

Revisit

Care of lure lock attachment before attachment of intravenous fluids. Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date

Exposure

Revisit

Revisit

Correct use of pause function of an infusion pump /roller clamp delivering normal saline 0.9%, Hartmann’s

solution, dextrose 5% or dextrose saline. Note pause function can be used when attending to patient hygiene,

clothes change or elimination needs but infusion must not be restarted without direct supervision of a registered

midwife/nurse. Pause function can also be used in the event of suspected phlebitis or extravasation but a registered

midwife/nurse must be consulted immediately. Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date

Exposure

Participation

Revisit

ANTENATAL PERIOD

Full antenatal examination including abdominal palpation


Identification

Internalisation

Revisit

The use of the pinard stethoscope


Identification

Internalisation

Revisit


78

The initial antenatal interview, significance of information obtained


Identification

Internalisation

Revisit

Information on antenatal screening bloods tests and discuss action on results


Identification

Internalisation

Revisit

Information and interpretation of antenatal screening blood tests at first visit


Identification

Internalisation

Revisit

Assessment of fetal well being


Identification

Internalisation

Revisit

Discussion of information for birth or a birth plan


Identification

Internalisation

Revisit

PRINCIPLES OF INTRAPARTUM SKILLS

Promoting and care of a woman in normal birth


Identification

Internalisation

Revisit

Coping with contractions, non-pharmacological method


Identification

Internalisation

Revisit

Coping with contractions, pharmacological methods of pain relief


Identification

Internalisation

Revisit


79

Interpretation of CTG


Identification

Internalisation

Revisit

Assessment and documentation of vagina examination


Identification

Internalisation

Revisit

Completion of Partograph and notes following birth with supervision of midwife


Identification

Internalisation

Revisit

Care in the second stage of labour


Identification

Internalisation

Revisit

Performing an episiotomy simulated or opportunistic


Identification

Internalisation

Revisit

Third stage issues: Physiological management of third stage opportunistic


Identification

Internalisation

Revisit

Third stage issues: Active management of third stage


Identification

Internalisation

Revisit

Estimation of blood loss or simulation of skill NPEC and EU requirement


Identification

Internalisation

Revisit


80

Management of retained placenta opportunistic or simulated


Identification

Internalisation

Revisit

Examination of the placenta, EU requirement for every birth that you personally assist at


Identification

Internalisation

Revisit

Examination of genital tract following birth


Identification

Internalisation

Revisit

Perineal repair opportunistic or simulated


Identification

Internalisation

Revisit

Assistance at an instrumental birth


Identification

Internalisation

Revisit

Support a woman and her partner at caesarean birth


Identification

Internalisation

Revisit

Blood transfusion opportunistic or simulated or in specialist placement Level Student Signature Preceptor/Assessor Name Preceptor/Assessor Signature Date

Identification

Internalisation

Revisit

ASSESSMENT AND CARE OF THE BABY AT BIRTH

Assessment at birth and Apgar Score, associated documentation


Identification

Internalisation

Revisit


81

Examination of the newborn, at birth, associated documentation EU requirement that you examine the baby at

every birth that you personally assist at


Identification

Internalisation

Revisit

Administration of Vitamin K, associated documentation


Identification

Internalisation

Revisit

Baby security and associated documentation


Identification

Internalisation

Revisit

CLINICAL SKILLS IN BREASTFEEDING Based on 10 Steps for Successful Breastfeeding, World Health Organisation

Inform and support a woman with breastfeeding (provide information on benefits of breastfeeding, skin to skin

contact, early breastfeeding, rooming in, infant led feeding, avoiding the use of artificial teats, unnecessary

supplementation and postnatal support)


Identification

Internalisation

Revisit

Assist a mother to latch and position her baby on the breast


Identification

Internalisation

Revisit

Observe a full breastfeed from latch to completion


Identification

Internalisation

Revisit

Attendance Theory session first year and all 20hour WHO Breastfeeding Programme for Health Professionals to

be signed by link lecturer


Identification

Internalisation

Revisit


82

Provide a woman with information on postnatal breastfeeding support


Identification

Internalisation

Revisit

Teaching a woman about expressing breast milk (hand expression)


Identification

Internalisation

Revisit

PRINCIPLES OF INFANT NUTRITION (BFHI recommendations)

Providing postnatal information on sterilisation of feeding equipment and how to prepare formula feeds safely


Identification

Internalisation

Revisit

Provide a woman with postnatal support when formula feeding


Identification

Internalisation

Revisit

POSTNATAL CARE OF MOTHER AND BABY

Postnatal period examination of the mother

Level Preceptor/Assessor Name Preceptor/Assessor Signature Date

Identification

Internalisation

Revisit

Daily examination of the newborn


Identification

Internalisation

Revisit

Information provided to mothers about Blood spot screening for the new born (skill opportunistic)


Identification

Internalisation

Revisit

Midwives role for plan of care for screening and referral for Developmental dysplasia of the hips


Identification

Internalisation

Revisit


83

Postnatal Discharge information


Identification

Internalisation

Revisit

PRINCIPLES OF PHLEBOTOMY Maternal venepuncture


Identification

Internalisation

Revisit

Principles of intravenous cannulation


Identification

Internalisation

Revisit

Removal of cannula


Identification

Internalisation

Revisit

Blood glucose measurement


Identification

Internalisation

Revisit

PRINCIPLES OF PERIOPERATIVE SKILLS

Preparation of woman for theatre


Identification

Internalisation

Revisit

Collection from theatre


Identification

Internalisation

Revisit

Care of woman postoperatively on ward


Identification

Internalisation

Revisit


84

PRINCIPLES OF WOUND MANAGEMENT

Caesarean section wound management


Identification

Internalisation

Revisit

Aseptic technique (opportunistic)


Identification

Internalisation

Revisit

Management of perineal trauma postpartum


Identification

Internalisation

Revisit

PRINCIPLES OF RESTRICTED MOBILITY

Pressure area care medical/surgical placements or in theatre in maternity services


Identification

Internalisation

Revisit

Prevention of thromboembolism, application of TED stockings


Identification

Internalisation

Revisit

PRINCIPLES OF RESPONDING TO EMERGENCIES

Maternal resuscitation simulated skill/mega code can be signed by a link lecturer


Identification

Internalisation

Neonatal resuscitation simulated skill/mega code can be signed by a link lecturer


Identification

Internalisation

Revisit


85

Postpartum haemorrhage opportunistic or simulated


Identification

Internalisation

Revisit

Shoulder dystocia opportunistic or simulated


Identification

Internalisation

Revisit

Management of eclamptic seizure opportunistic or simulated


Identification

Internalisation

Revisit

Management Cord Prolapse opportunistic or simulated


Identification

Internalisation

Revisit

Management Sepsis opportunistic or simulated


Identification

Internalisation

Revisit

Mandatory Attendance at Skills

Prevention and control of healthcare Associated Infection (attendance at training session)


Identification

Internalisation

Revisit

PRINCIPLES OF CARDIOPULMONARY RESUSCITATION

Maternal resuscitation simulated skill/mega code can be signed by link lecturer


Identification

Internalisation

Revisit

Neonatal resuscitation simulated skill/mega code can be signed by link lecturer


Identification

Internalisation

Revisit


86

PRINCIPLES OF MOVING AND HANDLING Principles of moving and handling


Identification

Internalisation

Revisit

This list is not exhaustive and other learning opportunities may present themselves during

clinical placement – please specify below:

Other:


Identification

Internalisation

Revisit

Other:


Identification

Internalisation

Revisit

Other:


Identification

Internalisation

Revisit

Other:


Identification

Internalisation

Revisit

Other:


Identification

Internalisation

Revisit

Other:


Identification

Internalisation

Revisit

Other:


Identification

Internalisation

Revisit


87

Other:


Identification

Internalisation

Revisit

SPECIALIST PLACEMENTS Please identify skills achieved during specialist placements

Neonatal/SCBU/NICU/Neonatal Clinic

Skill: Discuss reasons for admission to the NNU


Exposure

Participation

Skill: What is developmental care


Exposure

Participation

Skill: discuss the care of a baby with pathological jaundice versus physiological jaundice


Exposure

Participation

Skill: discuss weight gain in newborn babies


Exposure

Participation

Community Placement

Skill: Explain the Role of a Public Health Nurse


Exposure

Participation

Skill: How does the Public Health Nurse prioritise the care she gives with her case load


Exposure

Participation

Skill: How does the public health nurse maintain asepsis in the community


Exposure

Participation


88

Skill: Discuss what happens at the first visit by the PHN to a woman with a newborn opportunistic or


Exposure

Participation

Gynaecological Placement

Skill: Care of women with early pregnancy loss


Exposure

Participation

Skill: Care of women requiring gynaecological investigations


Exposure

Participation

Skill: Care of women requiring surgical gynaecological procedure


Exposure

Participation

Skill: Demonstrate an awareness of the care of a woman requiring oncological care


Exposure

Participation

Medical Placement

Skill: Explain any medical condition to a Registered nurse ( this depends on where you are allocated for medical

placement)


Exposure

Participation

Skill: Administration of medications, explain what happens to administer medications safely.


Exposure

Participation

Skill: Explain fluid balance charts


Exposure

Participation

Skill: Participate in total hygiene needs for a person admitted to a medical ward.


Exposure

Participation


89

Mental Health Placement

Skill: Observation/participation Communication Skills with clients


Exposure

Participation

Skill: Observe one intervention to support recovery


Exposure

Participation

Skill: Look up one Psychotropic medication and explain how it works, and side effects


Exposure

Participation

Skill: Documentation (Observe staff documenting care)


Exposure

Participation

Surgical placement, including theatre

Skill: Theatre Check List


Exposure

Participation

Skill: Escort to theatre and hand over


Exposure

Participation

Skill: Collection and post op observations


Exposure

Participation

Skill: Wound Management


Exposure

Participation


90

ASSESSMENT OF PRACTICE INTERVIEW(S)

Assessment of Practice Interview Forms are set out in the following pages.

Commencement of Placement Interview:

The student and preceptor meet to explore learning needs and opportunities, so that specified

performance criteria and skills can be identified, practised and achieved. These are then documented

as (a) a guide to structuring the practice experience, and (b) as a guide for discussion at the mid

placement interview.

Mid Placement Interview

(A mid-placement interview is not required for two-week placements. However, if the preceptor views

a student as not progressing towards the agreed performance criteria outlined, the student must be

advised of this at the earliest opportunity during placement.

Where a mid-placement interview is required, the student and preceptor meet to review relevant

aspects of the learning experiences and opportunities to date, and to assess progress. The student and

the preceptor discuss and reflect upon the students’ learning needs, with particular emphasis on those

areas that require particular attention. It is important that students should not learn of identified

concerns at the end of the placement without having had the opportunity to reflect on those aspects of

their learning, which require particular attention. On this basis, further opportunities are identified to

meet the specific performance criteria. These are documented, and form the basis of discussion at the

end of placement assessment and interview. The achievement of specific performance criteria is

recorded.

End of Placement Interview

The student and preceptor meet to assess and discuss the student’s learning, to discuss the overall

placement experience, and to identify areas for future learning. The achievement of specific

performance criteria is recorded.

External placements

1. The student and the preceptor agree at the 1st meeting (beginning of the placement) the learning

opportunities and outcomes to be achieved, relevant to the placement area. The student and the

preceptor may wish to consider the learning opportunities in association with the student’s prior

health care experience and the student’s course booklet for the academic programme.

2. The student is required to identify the appropriate clinical skills achieved, write reflective notes,

and provide sources of evidence to assist in the assessment process. Evidence can be in the form

of care-plans, specific assessments undertaken, feedback from clients, and/or appraisal of own

skill development

3. The student and the preceptor meet for mid placement interview where assessment and review of

learning takes place. A mid-placement interview is not required for two-week placements.

4. The student is encouraged to keep a personal reflective diary of his/her learning experiences,

which s/he may wish draw on in meetings with preceptors, Clinical Placement Co-ordinators10

(CPC) and link lecturers. Keeping a reflective diary may help to refine reflective writing skills

and help students to select situations that can be used when writing reflective notes

5. The student and the preceptor meet for end of placement interview for assessment and review of

learning

10 10In placement areas where a CPC is not attached, the preceptor makes contact with the relevant link Lecturer.


91

ORIENTATION OF PRACTICE INTERVIEW(S) FORM Preceptor Name:

Practice Placement Area: Core Placements; (Antenatal/Postnatal Ward) (Labour Ward) (Antenatal Clinic),

Specialist placement; (Medical Ward) (Surgical including Theatre) (Neonatal Unit) (Community)

(Gynaecological) (Mental health)

Is this a Revisit to a clinical area Yes No

Placement Dates: From To

At commencement of placement please locate the following: fire exits, fire extinguishers, tel. nos. for

Cardiac arrest, obstetric emergencies and fire. Bleep systems COMMENCEMENT OF PLACEMENT INTERVIEW

Student Comments

Preceptor/Assessor Comments

Student Signature: Date:

Preceptor/Assessor Print and Signature : Date:

MID PLACEMENT INTERVIEW

Student Comments



Preceptor/Assessor Print and Signature: Date:

END OF PLACEMENT INTERVIEW

Student Comments




CMM 1 and/or CMM 2 Print and Signature: Date:


92

ASSESSMENT OF PRACTICE INTERVIEW(S) FORM Preceptor Name:








Student Comments





Student Comments





Student Comments






93

Additional Interview Section

Student’s view of his/her progress

Preceptor’s concern about student’s progress

Decisions reached

Preceptor Print and Signature Date


94









Student Comments





Student Comments





Student Comments




CMM 1 and/or CMM 2 Signature: Date:


95




Decisions reached



96









Student Comments





Student Comments





Student Comments






97




Decisions reached



98









Student Comments





Student Comments





Student Comments






99




Decisions reached



100









Student Comments





Student Comments





Student Comments






101




Decisions reached



102









Student Comments





Student Comments





Student Comments



Preceptor/Assessor Signature: Date:



103




Decisions reached



104









Student Comments





Student Comments





Student Comments






105




Decisions reached



106









Student Comments





Student Comments





Student Comments




CMM 1 and/or CMM 2 Signature: Date:


107




Decisions reached



108









Student Comments





Student Comments





Student Comments






109




Decisions reached



110









Student Comments





Student Comments





Student Comments






111




Decisions reached



112









Student Comments





Student Comments





Student Comments






113




Decisions reached



114









Student Comments





Student Comments





Student Comments






115




Decisions reached

Preceptor signature Date


116

RECORD OF INTERACTIONS OR COMMENTS WHILE LEARNING TO BE A

MIDWIFE

For student midwives, preceptors, link lecturers, clinical placement coordinators, clinical

coordinator or any other staff involved in midwifery education to record any event that has

supported student learning. This can include regular records of dates and times of meetings

with students and comments that indicate support for student learning. Student midwives

are encouraged to write in this section on a regular basis about interactions that have helped

them learn about midwifery.

Date Comment Signature

and title

Signature of

student


117


MIDWIFE


coordinator or any other staff involved in midwifery education to record any event that has

supported student learning. This can include regular records of dates and times of meetings

with students and comments that indicate support for student learning. Student midwives

are encouraged to write in this section on a regular basis about interactions that have helped

them learn about midwifery.


and title

Signature of

student


118


MIDWIFE


coordinator or any other staff involved in midwifery education to record any event that

has supported student learning. This can include regular records of dates and times of

meetings with students and comments that indicate support for student learning. Student

midwives are encouraged to write in this section on a regular basis about interactions that

have helped them learn about midwifery.


and title

Signature of

student


119


MIDWIFE








and title

Signature of

student


120


MIDWIFE




meetings with students and comments that indicate support for student

learning. Student midwives are encouraged to write in this section on a regular basis

about interactions that have helped them learn about midwifery.


and title

Signature of

student


121


MIDWIFE








and title

Signature of

student


122


MIDWIFE








and title

Signature of

student


123


MIDWIFE








and title

Signature of

student


124

APPENDIX 1

ADAPTED STEINAKER AND BELL’S (1979) EXPERIENTIAL TAXONOMY

Steinaker and Bell’s (1979) first four levels (exposure, participation, identification and internalisation) of their experiential taxonomy have been adopted to guide and assist

both the students and preceptors in the assessment of the students’ competencies. The framework presented below is based on an in-depth examination of Steinaker and Bell’s

1979 text ‘The Experiential Taxonomy: A New Approach to Teaching and Learning’. The guiding principle in developing the framework has been to retain as far as possible

the language used by Steinaker and Bell. Please note that the dissemination level is included for information purposes only. It is suggested that this level may be adopted

when assessing the practice of students (Registered Midwives) who undertake Postgraduate Diploma programmes.

Taxonomy = A classification of organisms into groups based on similarities of structure or origin (Collins English Dictionary, 1999)

Experience = “A hierarchy of stimuli, interaction, activity and response within a scope of sequentially related events beginning with exposure and culminating in

dissemination” (Steinaker and Bell, 1979:9). “Experience is cyclic as is life” (Steinaker and Bell, 1979:33).

IDENTIFICATION Level Sub categories of the

Identification Level

Examples of Activities at

Identification Level

Implications for Students Implications for Preceptors Guidance for

Assessment of Practice

This is an interacting level at which the

student actively participates in the

experience using and testing data,

indicating that the initial learning

experience has been achieved

The student combines the organisational,

emotional and intellectual context of a

learning experience

The student begins to identify personally

with the experience, recognises the

organisation and structure of the

experience, gains a deeper insight into its

value, and is able to express recognition

of own achievement

Reinforcement

As the experience is

modified/repeated, it is

reinforced through a

unconscious decision to

identify with the experience

Emotional

The student identifies

emotionally with the

experience. It becomes “my

experience”

Personal

The student moves from an

emotional identification to an

intellectual commitment.

Involves a rational decision to

identify

Sharing

Begins to share the experience

with others as an important

factor in life

Employs procedures to

practice and combine

psychomotor, cognitive

and affective activities

and skills, linking theory

to practice

Engages in student or

preceptor led discussions,

supported by evidence

Organises activities,

selects data and retrieves

data

Documents data

accurately and

chronologically

Focuses in on specific

subject areas

Presents and / or

demonstrate learning to

peers

The student experiments by

applying, associating,

classifying, categorising and

Evaluating data

The student engages in

investigative, interpretive

and problem solving

activities

The preceptor:

Acts as a resource leader

prompting the student to use

data

Provides corrective feedback

to reinforce learning

Constantly analyses the

student’s difficulties/

deficiencies and selects

additional learning resources

and/or instruction methods

Use appropriate

standardised measures and

/ or preceptor-made

criteria to evaluate

learning

The student demonstrates

that agreed learning has

been achieved

Verify the correctness of

the course of learning


125

INTERNALISATION Level Sub categories of the

Internalisation Level

Examples of

Activities at

Internalisation

Level

Implications for

Students

Implications for

Preceptors

Guidance for

Assessment of

Practice

At this level the student is viewed as an

active and self-directive individual in the

learning experience, with progress no

longer controlled from the outside.

Experiences are incorporated and further

reinforced in the student thus becoming a

part of unconscious problem solving

The highest level of internalisation has

been achieved when an experience touches

and continues to influence the lifestyle of a

student.

Expansion

The experience enlarges into

many aspects of the student’s

life, changing attitudes,

beliefs and activities.

Intrinsic (Fusion)

The experience characterizes

the student’s life-style in a

more consistent manner.

Engages in activities in

which the student

evaluates similarities

and differences

between experiences

Challenges the student

to think at higher

cognitive levels

Avails of opportunities

to transfer learning

experiences to new

situations

Provides opportunities

for the student to

develop her/his own

‘style’

Becomes actively

involved in seminar

activities for groups of

students to resolve

activities of mutual

interest, present case

studies, examine

aspects of care

experiences

The student begins to

generalise and create

new uses for various

aspects of their learning

The student develops,

reinforces, modifies and

evaluates concepts, and

transfers these to other

experiences

The student develops the

skills of:

Analysing, transferring

appreciating, enquiring

and debating experiences

with self and others

The preceptor:

Provides situations where

the student has more

control yet practices within

limits set by the preceptor

Conducts periodic review

of learning, showing

sensitivity to the student’s

needs

Conducts wider and deeper

probing of learning

Provides solution focused

problem solving

experiences initially,

gradually progressing to

more complex experiences

Use rating scales, check lists,

questionnaires, and/or

interviews etc.

Devise situations for the

student to demonstrate growth

in their learning experiences

Determine student’s

awareness, values and beliefs

and discuss areas of concern

for improvement


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APPENDIX 2

STUDENT REFLECTIVE NOTES: GUIDELINES Frequently Asked Questions

1. What is reflective learning?

Reflective learning is another way of learning. It is a process that enables you to learn from what

you see and what you do during your clinical placements. The aim of reflection is to encourage

you to examine and explore your behaviours, thoughts, feelings and attitudes about your clinical

experiences. You are expected to write one reflective note per short clinical placement (i.e. 1 – 3

week placements). During placements of longer duration, reflective notes must be written for

every of placement.

2. Why do I need to reflect on my practice?

There are many reasons why you need to reflect on your practice. For example, it helps you to

acknowledge your thoughts and feelings, thereby enabling you to scrutinise your practice.

Following on from this it may prompt you to embrace new ideas and better ways of delivering

midwifery care. This helps to improve your midwifery skills and make clearer links between

theory and practice. Reflection assists you to identify your own learning needs and develop your

practice further. Reflecting on practice will identify for you your own core decision making

skills, help you to problem solve and assist you in developing your critical thinking skills.

3. What should I reflect on?

You can reflect on anything that occurs during clinical placement. It may be an experience that

went well, an experience that was particularly demanding, a very ordinary, everyday experience

or an experience in which things did not go as planned. You can link your reflective notes back

to any one of the Clinical Learning Outcomes or Domains that you have achieved.

4 How can I reflect?

• Use Gibbs Cycle (1988) framework and use all stages of that framework.

• You may also find it helpful to refer to lecture/practice notes on reflection.

• Start writing as early as possible, in your own words. You may find it helpful to refer to the

literature for examples of how to write reflectively. While there is no right or wrong style of

writing up your reflections, these guidelines may make it easier for you.

• You are provided with five hours per week as off ward time to write up your reflections

• It may be helpful to write something, leave it, return to it later and then try to question

different aspects of this experience.

• Remember to maintain confidentiality and anonymity of the individual, staff and placement

area.

• Use the supports available to you e.g. CPC, preceptor, link lecturer, and other students. It

may help you to get started by talking through an experience with somebody.

• Remember reflection is a skill that you can develop, so the more you practice the better you

will become. Also you may find that you will write less as your skills of reflection develop.

Note: All Reflective Notes must be completed and signed prior to/or at the final interview

References Collington V and Hunt SC (2006) Reflection in midwifery education and practice: an exploratory analysis.

Evidence Based Midwifery. Vol 4, No 3, pp 76-82

Dykes F. (2006) The education of health practitioners supporting breastfeeding women: time for critical

reflection. Maternal and Child Nutrition. Vol 2, No 4, pp 204-216

Gibbs, G. (l988) Learning by Doing A guide to Teaching and Learning’ Methods. Oxford Polytechnic,

Further Education Unit.

Minter A. (2005) Teaching and assessing: reflection upon planning, delivery and evaluation. British Journal of

Midwifery. Vol 13, No 11, pp 722-725

Phelan O. (2006) Structured reflection in midwifery practice. All Ireland Journal of Nursing and Midwifery. Vol

2, No 3, pp 18-19


127

APPENDIX 3 – GIBBS REFLECTIVE CYCLE Description

What Happened?

Action Plan Feeling

Conclusion Evaluation

Analysis What sense can you make of the situation?

(Gibbs, 1988), cited in Johns, 2000)

If it arose again, what would you do?

What else could you have done? What was good and bad about the

experience?

What were you thinking and

feeling?

Format for Documenting Reflective practice

Description of event (what happened?)

Feelings (what I was feeling and thinking)

Evaluation (what was good and bad about the experience)

Analysis (what sense can I make of the situation – re-evaluating the experience)

Conclusion (what else could I have done, what knowledge did or could have informed me)

Action Plan (If the situation arose again, what else could I do?)

References (to support your reflection)


128

Clinical Supportive Mechanisms for Student Learning

Additional Support

Additional Supportive Interview

Supportive Learning Plan

BSc Nursing and BSc Midwifery

Agreed by:

Steering Group – July 2015

Revised by:

Clinical Practice Committee – February 2016

Review Date: May 2017


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Supportive Mechanisms for Student Learning

1. ADDITIONAL SUPPORT

Every effort is made to support and guide a student in achieving their competencies and clinical

skills however, some students may require additional support. The need for additional support

does not mean that a student will not achieve or is more likely not to achieve their clinical

requirements but quite the contrary, in that, the earlier a preceptor/associate preceptor or indeed

the student themselves may see that more support is needed in a specific area then the more

likely they are to achieve their clinical requirements. Furthermore, the earlier this is addressed

by either party also the more time there is to set out specific objectives to support a student with

achieving their identified requirements. Additional support is provided by way of an Additional

Supportive Interview or a Supportive Learning Plan.

2. ADDITIONAL SUPPORTIVE INTERVIEW

The Additional Supportive Interview section should (where possible), be implemented prior to

the initiation of a Supportive Learning Plan (SLP). This can be done at any time e.g. before,

during, or after the mid interview or at any time in a practice placement. The Additional

Supportive Interview page is located in the student’s Clinical Booklet in the Student Interviews

section. See page for specific requirements to complete.

Process for conducting an Additional Supportive Interview

The Preceptor/Associate preceptor/CPC and/or other relevant personnel request a meeting

with the student as soon as possible to address this concern. Depending on the nature of the

concern the Link Lecturer (LL) may also attend. The purpose of this meeting is to:

Ascertain the student’s view of their practice and progress

Highlight to the student by giving specific examples of the concerns which the

Preceptor/CPC and/or relevant personnel have in relation to their competencies, skills,

professional midwifery practice/other.

Give constructive feedback and direction by giving 2 - 3 specific guidelines to the

student on what they need to do or work on to address the identified issue(s) or

concern(s).

Specify a date to review the learning/practice/concern with the student/Preceptor/other

The nature of the concern, feedback and direction given with review date of next

meeting or other outcome of meeting must be documented in the Additional

Supportive Interview Section.

It is essential that the Preceptor/Associate preceptor/CPC or other member of staff document

any concerns re: learning, in the students’ clinical booklet in an objective and factual manner,

providing examples from student’s practice.

The student should be provided with a reasonable timeframe (pending length of placement) to

address performance/learning issues identified (two days to one week where possible). This

record, including “decisions reached” must be signed and dated by both the student and


130

preceptor. If after this time the original concern(s) remain, a Supportive Learning Plan (SLP)

or other mechanism11 may be introduced in advance of their final interview.

If an Additional Supportive Interview remains open at the end of a clinical placement, then this

(Additional Supportive Interview) is carried forward to the student’s next clinical placement

area. The student, on commencing their next placement must inform his/her

Preceptor/CPC/CNM/CMM, if an issue raised in the Additional Supportive Interview is

ongoing. The student must then be assessed and evaluated during the 1st week of placement in

relation to issues/actions identified in the Additional Supportive Interview. A decision is then

made to either close the Additional Supportive Interview or to progress to opening a Supportive

Learning Plan (SLP).

At this meeting (Additional Supportive Interview) however, depending on the nature of the

concern, there is a possibility that the need for an SLP or other mechanism may be suggested

to the student to assist with their practice/learning issues or to address professional matters. The

LL, if not present at the Additional Supportive interview must be informed by the CPC that an

Additional Supportive interview has occurred. If an SLP/other mechanism is suggested, then

the LL and Practice Module Leader/Programme Leader are informed of the need to arrange a

meeting as appropriate.

N/B: [In exceptional circumstances however, and pending nature of event, an SLP/other

mechanism may need to be introduced immediately without an Additional Supportive

Interview e.g. student performing outside their scope of practice and/or patient safety

concerns].

The Clinical Placement Co-ordinator (CPC) / Link Lecturer (LL) will inform CPC/LL for next

placement as appropriate.

3. SUPPORTIVE LEARNING PLAN

NB – See section on “Additional Support” and “Additional Supportive Interview” above

prior to initiating a Supportive Learning Plan.

Definition

A Supportive Learning Plan (SLP) is a structured process to provide additional support to a

student in the achievement of agreed clinical learning requirements during a practice placement.

The process is a supportive mechanism undertaken by UCC and respective HSP personnel. All

personnel involved will demonstrate respect for the dignity of the student and their colleagues,

and will maintain confidentiality at all times during the process.

Indicators for a Supporting Learning Plan

The need for a SLP may reflect:

When a student has not achieved requirements using the Additional Supportive

Interview section

A requirement for additional support for a student in order to achieve agreed clinical

learning requirements at the required rate with respect to the BSc programme and

reasonable for that clinical area.

Explicit loss of a student’s earlier level of achievement

11 Other mechanism for example may include disciplinary procedures, fitness to practice, occupational health etc.


131

The student’s own wishes for additional support because they are not achieving clinical

learning requirements relative to their identified learning needs

Where a student could benefit from support in relation to professional behaviour (for

example, interpersonal relationships)

Support for a student to practice within their agreed/signed Practice Placement

Agreement.

Please note: Placement duration should have no bearing on the need to initiate an SLP.

Timing of Opening an SLP

In the absence of exceptional circumstances, an SLP must not be initiated on last day of

placement. A Supportive Learning Plan (SLP) can only be initiated during allocated clinical

placement time and SLP meetings can only take place during allocated clinical placement time.

A student must not be called out of theory (study leave or any other leave) for an SLP meeting.

Setting up a Supportive Learning Plan Meeting The Preceptor must liaise with the Clinical Placement Co-ordinator (CPC)12 who will contact

the area specific Link Lecturer (LL) regarding the need to initiate an SLP. The CPC13 must

liaise with the LL to arrange a meeting of the relevant personnel, consisting of a minimum of

four and a maximum of five people. This must include the student, preceptor, LL, CPC and/or

the CNM/CMM. The CPC/LL, in advance of the meeting will provide the student and other

personnel with the details of the meeting (the process, purpose, date, time, venue and persons

to be present).

In the event of the unavailability of a LL for a specific clinical area (ideally the LL should

arrange their own cover for SLP meetings), and to avoid an unnecessary delay in the scheduling

of an SLP meeting, the CPC or LL are required to inform the Practice Module Leader,

Programme Leader if LL (or cover) is unavailable. The Practice Module Leader/Programme

Leader will then take responsibility for allocating a replacement LL to attend SLP meeting.

The Process of Conducting and Documenting the SLP Plan Meeting

INITIAL MEETING The CPC/LL or CNM/CMM will chair the meeting and the LL or CPC will record the process

that includes the student’s specific learning requirements. All parties, or their representatives,

must be present at all meetings relating to the SLP.

First, the student is invited to give a view of his/her progress.

Secondly, the preceptor is asked to comment on the following: (using specific

examples/incidents)

why he/she considers it necessary to implement an SLP

identify the student’s clinical learning requirements needing attention (See indicators

for SLP above).

12Where CPCs are not in place, the preceptor must liaise with the Clinical Development Coordinator or LL. 13 If no CPC linked to a clinical area the LL arranges the SLP meeting of the relevant personnel, consisting of a

minimum of three and a maximum of five persons and must include student, preceptor, LL and a CNM/CMM

where possible.


132

The student is given the opportunity to respond to the preceptor’s comments/concerns.

Thirdly, any other evidence that supports the preceptor’s concerns in relation to the student can

then be presented e.g. from a CPC/CNM/CMM or LL where relevant. The student is given the

opportunity again to respond.

Fourthly, the steps the student needs to take towards achieving their learning requirements

must be clearly identified and documented as Agreed Goals. The Agreed Goals must reflect

the associated Domains/competencies, and outcomes specified in the Competency Assessment

booklet14. The SLP should also identify methods of achieving the Agreed Goals. For example,

provide a maximum of three measurable outcomes (measured by observation, problem-

solving exercises, regular communication or other evaluation methods), using active verb

statements (e.g. report, plan, document, demonstrate, communicate etc.) to give the student

specific direction of how to achieve their clinical learning.

Finally, a reasonable review date must be agreed and set to provide the student with an

opportunity to discuss/demonstrate progress by that date or for further supports to be put in

place. The SLP must be signed and dated by both the Preceptor, student and all others present

at the meeting.

The Link lecturer informs the Practice Placement Module Leader, Programme Leader and

Director of Practice Education of the implementation of an SLP. The Link lecturer must place

a copy of the SLP in the student’s file in G03, School of Nursing & Midwifery, UCC. The

original copy must remain in the student’s Competency Assessment Booklet.

REVIEW MEETING At the review meeting, the CPC/CNM/CMM or LL will either chair the meeting or record the

process. Similar to the Initial meeting (as outlined above) the student is asked to comment on

his/her progress. Then the preceptor responds to the student’s comments. Others present at

meeting may comment on the student’s progress where relevant. A judgment will be made by

the preceptor following discussion (at the meeting) with all parties present whether to continue

or close the SLP on the basis of progress made by the student. The section “Review of student’s

progress and further recommendations” in the Competency Assessment Booklet is intended

for use at the review meeting.

The SLP review meeting record must be signed and dated by the preceptor, student and all

others present at the meeting. The LL informs the Practice Placement Module Leader,

Programme Leader and Director of Practice Education of the outcome of the SLP review

meeting. The LL must place a copy of the SLP review meeting in the student’s file in G03,

SONM, UCC. The original copy must remain in the student’s Competency Assessment

Booklet.

14 Students can also work to achieve clinical learning outside of identified learning within the SLP during their Clinical Placement if deemed appropriate


133

The Process of Notification

Student Responsibilities. The student must:

On commencing their next placement, inform his/her preceptor/CPC15 either verbally

or via e-mail that they are carrying an OPEN SLP forward from a previous placement

or previous academic year.

The Clinical Placement Coordinator (CPC) Responsibilities. The CPC must:

Inform the Nurse/Midwife Practice Development Coordinator if a student has an open

SLP.

Inform the CPC for the next practice placement of the open SLP16.

Liaise with the student at the commencement of the next clinical placement.

The Link Lecturer (LL) Responsibilities. The LL must:

Inform the Practice Module Leader, Programme Leader, Director of Practice Education

and LL in the student’s next placement of a student having an open SLP.

Liaise with the external hospital sites, in relation to a student going to or leaving a

placement with an open SLP.

The Programme Leader/Practice Module Leader in consultation with the Allocations Officer

(AO), Allocations Liaison Officer (ALO) may consider the suitability of the next placement in

order for the student to achieve the learning requirements outlined in the SLP. This is in context

of a general or specialist placement. Whilst some re-organisation may be achievable for years

one, two or three of the BSc programme however, students must complete the entire 18 weeks

of their specialist placements prior to internship placements in year four as stated by ABA,

2005)

“All theory, supernumerary core placements and the specialist placements must be completed

prior to students undertaking the final placement of 36 weeks internship which consolidates the

completed theoretical learning and supports the achievement of clinical competence within the

learning environment” (ABA, 2005, p.20).

Therefore, SLPs may be carried over to specialist placements.

Process for Carrying an Open SLP to the Next Academic Year

Students are required to meet the pass and progression requirements for the respective years.

However, if an SLP is initiated during an academic year and remains open at the end of that

year, then on commencement of their next clinical placement for the next academic year, a

meeting must be held to review the open SLP. Follow guidelines for review meeting and

student responsibilities outlined above.

Student Refusal to Engage with the SLP process

The SLP is initiated with the agreement of the student. If a student refuses to participate with

an SLP, the CPC must arrange a meeting with the student, preceptor, CPC and LL. to discuss

the matter. This can be done at mid interview or as an additional interview. Here the

student’s reasons for refusing to participate with the SLP process must be documented as well

15Where CPCs are not in place, the student must liaise with the Practice Development Coordinator or LL. 16 BSc Integrated Children’s programme only: Child and Adult specific learning requirements must be achieved

in the relative disciplines whereas shared can be achieved in either child or adult placements. These principals

remain relevant during the SLP process.


134

as advice given and signed by all present. The student is made aware of the implications of

this i.e. they may not achieve Pass and Progression requirements for their clinical module.

If a student refuses to engage with the SLP processes and/or refuses to sign the SLP, in the

interest of patient/client safety the student will be notified by the CPC/LL that this refusal to

engage with the SLP process may be in breach of the Practice Placement Agreement for

example

“I confirm that I shall endeavour to recognise my own limitations and shall seek

help/support when my level of experience is inadequate to handle a situation (whether

on my own or with others), or when I or others perceive that my level of experience may

be inadequate to handle a situation”.

“I shall conduct myself in a professional and responsible manner in all my actions and

communications (verbal, written and electronic including text, email or social

communication media).

The student is advised that this may have implications for their pass and progression to the

next academic year.

The student will also be notified by the CPC/LL that they may be removed from placement as

deemed appropriate17. In the event of a student refusing to engage with the SLP processes and

/or refusing to sign the SLP, the LL/CPC (if applicable) must organise a meeting to review this

situation within a maximum timeframe of 2 weeks with the relevant personnel in the Health

Service Provider & School of Nursing & Midwifery, UCC. This meeting must include the

student, CPC, Nurse/Midwife Practice Development Co-ordinator (N/MPDC), Programme

Leader and Director of Undergraduate Practice Education.

Student with Continuous or high volume of SLP’s If a student has continuous open SLP’s or has a high number of SLPs within an academic year,

the LL/CPC (if applicable) must organise a meeting to review this situation prior to completion

of the student’s clinical placement for that academic year. A review meeting with the relevant

personnel in the HSP and SONM, UCC will be held. This meeting must include the student,

CPC, LL, Nurse/Midwife Practice Development Co-ordinator (N/MPDC) and Programme

Leader.

17 In the event of a student being removed from placement the AO in UCC and ALO in the HSP must be notified

immediately by the CPC/LL. Any time missed from clinical practice by the student must be repaid in full as per

the NMBI requirements and standards.


135

SUPPORTIVE LEARNING PLAN (SLP) ALGORITHM

On closure of an SLP, there is no requirement to notify future placement areas of the prior existence of an SLP, thus upholding confidentiality.

Planning the SLP

Review outcome of Additional Supportive Interview (where relevant)

Preceptor/CNM/CMM/CPC/LL identifies that a student is not achieving their

clinical learning requirements, is not conducting themselves in a professional and

responsible manner and/or not working within their agreed Practice Placement

Agreement (PPA).

Preceptor/CNM/CMM liaises with CPC/CDC to discuss the ongoing concerns in

relation to a student’s failure to progress following Additional supportive interview.

Student is informed by the preceptor/CNM/CMM/CPC or LL in advance of the

proposed/scheduled SLP meeting and of their preceptors/CNMs concerns.

CPC/CDC/LL liaises with all relevant personnel (student, preceptor/CNM/CMM,

CPC, LL) to arrange a meeting, giving details of the purpose, date, time and venue.

Initial Meeting

The CPC/LL or CNM/CMM will chair the meeting and either the LL/CPC will record the

process.

First, the student is invited to give a view of his/her progress.

Secondly, the preceptor is asked to comment on the following: (using specific

examples/incidents)

why he/she considers it necessary to implement an SLP

identify the student’s clinical learning requirements needing attention (See indicators

for SLP above).

The student is given the opportunity to respond to the preceptor’s comments/concerns.

Thirdly, any other evidence that highlights a student’s learning deficits is then

presented/discussed e.g. from a CPC/CNM/CMM or LL where relevant. The student is given

the opportunity again to respond.

Fourthly, an appropriate plan with Agreed Goals and support mechanisms are identified to

help the student to achieve the learning/practice concern(s).

Finally, a time frame is agreed and review date set. SLP is signed and dated by all present.

The SLP is documented in the student’s Clinical Booklet and a copy must be placed in the

student’s file in the School of Nursing and Midwifery, GO3, UCC.

Review Meeting

The student’s progress is reviewed. Follow procedure as for Initial meeting (outlined above)

Student is invited to give a view of his/her progress.

Preceptor/CNM/CMM/CPC/LL gives his/her feedback.

If learning/practice concern(s) has been achieved - SLP is signed off and closed

If the student is not achieving the Agreed Clinical Goals, a revised plan is formulated

with a new review date within a reasonable timeframe. (Refer to ‘notification’ section

above if student with open SLP moving to a new placement area)

The section “Review of student’s progress and further recommendations” in the

Clinical Booklet is intended for use at the review meeting.

The SLP review meeting record must be signed and dated by all present at meeting.

LL must place a copy of the SLP review meeting in the student’s file in G03, SONM,

UCC.


136

SUPPORTIVE LEARNING PLAN FOR PRACTICE

Student Name: ______________________ Intake Year: _______________

Student I.D Number: ____________________

Practice Placement Area___________________________________________________

Practice Placement Dates: From ___________________ To __________________

Preceptor’s Name & Grade: _______________________________________________

Date_________________

Description of specific concern/s as described by Student and Preceptor. (Link specific concerns

with the Domains and the Competencies).

Agreed Goals

(Suggested/recommended methods to facilitate achievement of Competencies)

Student Signature __________________ Preceptor Signature ______________________

Link Lecturer_________________________________________

Clinical Placement Coordinator _________________________________________

Clinical Midwife Manager _________________________________________

Review Date Agreed ___________________________


137

REVIEW MEETING

Date of Review Meeting _________________

Agreed Evaluation of agreed goals

Further recommendations and comments


Link Lecturer_________________________________________




138

REVIEW MEETING





Link Lecturer_________________________________________




139







Date_________________



Agreed Goals



Link Lecturer_________________________________________





140

REVIEW MEETING





Link Lecturer_________________________________________




141

REVIEW MEETING





Link Lecturer_________________________________________




142







Date_________________



Agreed Goals



Link Lecturer_________________________________________





143

REVIEW MEETING





Link Lecturer_________________________________________




144

REVIEW MEETING





Link Lecturer_________________________________________




145

APPENDIX 5 – PRACTICE MODULE DESCRIPTORS

NU3069 Midwifery Practice III

Please see book of Modules 2017 - 2018 for NU3069 module descriptor www.ucc.ie/modules/

NU4075 Midwifery Practice IV

Please see Book of Modules 2018 – 2019 for NU4075 module descriptor www.ucc.ie/modules/

REQUIRED READING PRIOR TO, AND DURING, ALL CLINICAL PLACEMENTS

Please note students are required to refer to the most up to date version of these policy and

guidance documents, available at


Disciplinary Policy

Grievance Policy

Intravenous BSc Student Nurse Competency Policy for BSc Nursing (General &

Integrated) Students

Manual Handling and People Load Moving and Handling Training Policy

Policy for Repeating Clinical Module

Practice Placement Guidelines

‘Request for Extension’ Form

Mandatory and Essential Skills for BSc Nursing & BSc Midwifery Students

Clinical Supportive Mechanisms for Student Learning: Additional Support, Additional

Supportive Interview, Supportive Learning Plan BSc Nursing and BSc Midwifery

Appendix 2 is not an exhaustive list and is intended as a guide only, students are required

to refer to the School of Nursing & Midwifery web site, current students section, for the

most up to date versions of the documents listed above.


http://www.ucc.ie/modules/

http://www.ucc.ie/modules/




146

Catherine McAuley School of Nursing & Midwifery

University College Cork

BSc Midwifery Year Clinical Assessment

APPENDIX 6: End of year Clinical Assessment Year Three

Midwifery Practice Module (NU3069)

Aim of the Assessment:

To fulfil the requirement of the Midwifery Practice Module (NU3069)

Purpose of the Clinical Assessment:

To enhance practice based learning through the assessment of midwifery knowledge skills and

attitudes.

Assessment Approach:

A student-entered approach will be adopted in relation to the assessment strategy. The

assessment strategy will incorporate two parts:

Presentation of case notes and clinical assessment of a woman in the clinical area

Simulation of a clinical skill away from the clinical area.

Students will be presented with assessment performance criteria in advance of this clinical

assessment by the programme coordinator.

You will need to wear your uniform (essential that it is neat and tidy) and it is beneficial to

come to the unit some time in advance of your assessment. The assessment will be of 30 minutes

duration.

The focus is on normal and complicated pregnancy, childbirth and postnatal period. The student

chooses the woman who will be part of her assessment e.g. antenatal or normal postnatal period

and presents the case notes and will be questioned on the various aspects of care as they arise

for the woman. The students will perform a clinical examination of the woman and again can

be questioned on other aspects of care. The second part of the assessment strategy will

incorporate an assessment of a simulated clinical skill in the classroom. There is an opportunity

at the end of the session for students to ask questions

Feedback is not given after all students have completed their clinical assessments. There may

be a need repeat a clinical assessment or to revisit a particular skill with a student and this will

be followed up at an individual level with the student by the link lecturers.

Assessors:

Assessors can be midwifery manager/staff midwife and midwife teacher, allocations officer,

clinical placement coordinator or alternatively two midwife teachers will undertake the

assessment.

Date and Venue:

To be distributed in consultation with students and assessors.

Students are to come to the Centre of Midwifery Education, Fifth Floor, CUMH to meet the

assessors prior to the assessment.


147

End of Year Practice Assessment 3rd Year Name of Student______________________

Date_____________ Start time____________ Finish ____________________

CASE PRESENTATION COMPLICATED

PREGNANCY

Good

knowledge

Needed

Some

prompting

Need a lot

of

prompting

Comment

Review of maternal chart,

Care of a woman in normal labour, IOL, CS,

Instrumental,


DEMONSTRATES

Competency Year 1

With mother and baby

Good

Knowledge

and skills

Needed

Some

prompting

Need a lot

of

prompting

Comment

Hand hygiene + 5 moments

Antenatal assessment including antenatal examination

Assessment of postnatal woman including postnatal

examination of woman

Assessment of baby including examination of the

newborn

Communications with woman/staff

Professional Approach

Adherence to Safety Criteria

DEMONSTRATES

PRACTICE SKILLS SIMULATION

Good

Knowledge

and skills

Needed

Some

prompting

Need a lot

of

prompting

Comment

Antenatal examination

Postnatal examination

Examination of the newborn

Fetal skull and pelvis

Definitions: lie, attitude, presentation, presenting part,

position, engagement, denominator

Mechanism of labour: Occipito Anterior (OA) (OP)

Face,Brow, position and mal positions/presentations

Vaginal examination

Preparation of the neonatal resuscitaire

Neonatal resuscitation: initial steps

Emergencies: PPH, shoulder dystonia, eclampsia,

sepsis, maternal collapse, cord prolapse.

Additional topics, knowledge and skill performance


Overall Performance

Unsatisfactory Adequate Good Very Good

Pass: Referral:

Overall comment:

Signature: _________________________ __________________________

Midwife/ Midwife Manager Midwife Lecturer


148

APPENDIX 7 – End of year Clinical Assessment Year Four

Midwifery Practice Module (NU4075)

Aim of the Assessment:

To fulfil the requirement of the Midwifery Practice Module (NU4075)

Purpose of the Clinical Assessment:

To enhance practice based learning through the assessment of midwifery knowledge skills and

attitudes.

Assessment Approach:

A student-entered approach will be adopted in relation to the assessment strategy. The

assessment strategy will incorporate two parts:

Presentation of case notes and clinical assessment of a woman in the clinical area

Simulation of a clinical skill away from the clinical area.

Students will be presented with assessment performance criteria in advance of this clinical

assessment by the programme coordinator.

You will need to wear your uniform (essential that it is neat and tidy) and it is beneficial to

come to the unit some time in advance of your assessment. The assessment will be of 30 minutes

duration.

All issues related to pregnancy, childbirth and postnatal period in the clinical area and obstetric

emergencies. The student chooses the woman who will be part of her assessment e.g. antenatal

or normal postnatal period and presents the case notes and will be questioned on the various

aspects of care as they arise from the woman. The students will perform a clinical examination

of the woman and again can be questioned on other aspects of care. The second part of the

assessment strategy will incorporate an assessment of a simulated clinical skill in the classroom.

There is an opportunity at the end of the session for students to ask questions

Feedback is not given after all students have completed their clinical assessments. There may

be a need repeat a clinical assessment or to revisit a particular skill with a student and this will

be followed up at an individual level with the student by the link lecturers.

Assessors:

Assessors can be midwifery manager/staff midwife and midwife teacher, allocations officer,

clinical placement coordinator or alternatively two midwife teachers will undertake the

assessment.

Date and Venue:

To be distributed in consultation with students and assessors.

Students are to come to the Centre of Midwifery Education, Fifth Floor, CUMH to meet the

assessors prior to the assessment.


149

End of Year Practice Assessment 4th Year Name of Student______________________

Date_____________ Start time____________ Finish ___________________

CASE PRESENTATION COMPLICATED

PREGNANCY

Good

knowledge

Needed

Some

prompting

Need a lot

of

prompting

Comment

Review of maternal chart,

Care of a woman in normal labour, IOL, CS,

Instrumental,


DEMONSTRATES

Competency Year 1

With mother and baby

Good

Knowledge

and skills

Needed

Some

prompting

Need a lot

of

prompting

Comment

Hand hygiene + 5 moments

Antenatal assessment including antenatal examination

Assessment of postnatal woman including postnatal

examination of woman

Assessment of baby including examination of the

newborn

Communications with woman/staff

Professional Approach


DEMONSTRATES

PRACTICE SKILLS SIMULATION

Good

Knowledge

and skills

Needed

Some

prompting

Need a lot

of

prompting

Comment

Antenatal examination

Postnatal examination

Examination of the newborn

Fetal skull and pelvis

Definitions: lie, attitude, presentation, presenting

part, position, engagement, denominator

Mechanism of labour: Occipito Anterior (OA)

(OP) Face, Brow, position and

malpositions/presentations

Vaginal examination

Preparation of the neonatal resuscitaire

Neonatal resuscitation: initial steps

Emergencies: PPH, shoulder dystonia, eclampsia,

sepsis, maternal collapse, breech, cord prolapse.

Additional topics, knowledge and skill performance


Overall Performance

Unsatisfactory Adequate Good Very Good

Pass: Referral:

Overall comment:

Signature: _________________________ __________________________

Midwife/ Midwife Manager Midwife Lecturer


150

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