PRACTICE ASSESSMENT DOCUMENT · Negotiate formative care episode, demonstrating required skills and...

Adult_1A_PAD July 2016 v2 of 35

BSC (HONS) NURSING

WITH REGISTERED NURSE (ADULT)

SCHOOL OF HEALTH AND SOCIAL CARE

PRACTICE ASSESSMENT

DOCUMENT

Name: ……………………………………………………………….

Number: ……………………………………………………………

Cohort: ………………………………………………………………


PRE-REGISTRATION BSc (Hons) NURSING (ADULT) - Placement 1A

Student name:

Student ID Number: Cohort:

Personal Tutor:

Module Code: 9 weeks/337.5

Hours completed: Hours sick/absent:

Occasions of sickness/absence:

Name of placement: Placement dates: From: To:

Type of placement:

Contact Telephone:

Mentor name:

Mentor signature:

Associate mentor/assessor:

Associate mentor/assessor signature:

Link Lecturer name:

Link Lecturer signature:

Action plan completed (if appropriate)

Yes N/A Follow up by Link Lecturer/personal tutor: Yes No

Cause for concern submitted (if appropriate)

Yes N/A Name of person following up:

For completion by module team – Action required if checklist criteria not met

Assessment criteria Checklist Circle (action if ‘no’)

Has achieved at least a ‘3’ in all Part A criteria Yes/No Front page fully completed? Yes No

Has achieved at least a ‘3’ in Part B criteria Yes/No All criteria assessed? Yes No

Has achieved all required practice hours Yes/No All necessary signatures completed? Yes No

Episode of Care (insert grade)

Interim and final assessments complete? Yes No

Action plan completed & actioned? If no to any of the above initiate or refer to action plan Overall Grade Cause for concern completed & actioned?


Introduction to the Practice Assessment Document (PAD)

This PAD is comprised of:

1. Three interview records (preliminary, intermediate and final) 2. Two assessments: Part A and Part B

Interview Records The preliminary interview must take place by the end of the first week of placement following orientation

and induction to placement. This is the opportunity for the mentor and student to discuss learning

outcomes to be achieved during this placement. This interview should also be used to arrange learning

experiences in other areas, insight visits, inter-professional learning and next meeting dates and times.

The intermediate interview is designed to take stock of progress on the placement and complete the

intermediate formative assessment relating to Part A of the assessment. It is also an opportunity to plan

Part B assessments and consider other insight visits to enrich the learning experience. If any issues or

concerns are identified, alert both the student and link lecturer early enough to allow the university link to

attend this meeting. Feedback should reflect the progress in Part A.

The final interview is designed to assess and record the achievement on this placement. The mentor should also identify areas for the student to focus on in the future. The feedback should reflect progress in Parts A and B. At this point mentors are required to sign a progression statement which should reflect the outcomes of Part A and Part B. Part A Assessment Part A assessment is comprised of 5 criterion:

1. Prioritise People 2. Practice Effectively 3. Preserve Safety 4. Promote Professionalism and Trust 5. Medicines Management

Descriptors in each criterion will be assessed on a scale of 1-6. Part A is designed to assess the student continuously throughout the placement. By the end of the placement, students must achieve at least a ‘3’ in each descriptor for each criterion to pass overall. There is also a table identifying Specific Essential Skills required over the full three years. As these can be attempted at any stage of the programme where opportunity presents during placement, mentors are asked to prepare and support the student in achievement of these skills and sign off as competent. Where students fail to achieve a ‘3’ or above in any descriptor this will indicate a ‘fail’ in that criteria. If this is anticipated at any stage, the mentor should contact the University Link Lecturer for support and direction regarding re-assessment of the criteria. Part B Assessment Part B consists of a Structured Situated Assessment based on an episode of care delivery: Episode of Care This assessment will be graded using the same 1-6 scale. Students must achieve a minimum of ‘3’ during this assessment to pass. This must be achieved by the end of the placement. A practice attempt is permitted during the placement period prior to the actual assessment. Any professional involved in assessing the student should include their name and signature at the end of this document.


Scheduled meetings and planning A formal meeting is required to discuss progress against the learning outcomes on three occasions:

First week of placement Intermediate point of placement Final week of placement

Orientation to placement area:

Complete orientation checklist.

Undertake placement induction.

Ensure student completes the formative self-assessment within this document with supporting evidence or experience to inform formative grade in each of the criteria.

Ensure student completes their self-assessment within this document.

Preliminary interview:

Ask to see the Ongoing Achievement Record and review.

Explore learning opportunities including other fields of nursing.

Set learning objectives based on placement profile and ESCs required at each progression point.

To support and inform your judgement, review the Ongoing Achievement Record during the assessment.

Negotiate formative care episode, demonstrating required skills and discuss assessment

Review Ongoing Achievement Record

Seek confirmation of progress and achievement from insight/associate mentors.

Set dates for:

Intermediate interview.

Formative assessment.

Final interview.

Assess all criteria and complete intermediate (I) assessment, providing clear and constructive feedback and recommendations for development

Undertake final grading assessment of all criteria, provide clear and constructive feedback.

The student may wish to undertake a SWOT assessment to support identification of developmental needs and learning outcomes

Set further learning objectives for remainder of placement including pre-negotiated episode of care summative assessment.

Provide guidance for student and future practice mentor of skills/attributes required in future placement settings.

A review of the student’s progress towards achieving their learning outcomes must take place at this point

Obtain feedback from patients/service users and/or family/carers where possible.

Obtain feedback from patient’s/service users and/or family/carers where possible

A minimum of two assessment interviews are required, Intermediate (I), and Final (F) If you believe the student is not practising at a satisfactory level in one or more of the practice criteria, assess the student more than the minimum number during their placement. If necessary, an action plan can be developed and implemented as soon as problems are identified, at any stage during the placement. This must be communicated to the student and link lecturer


Additional Information

Students will have completed all required mandatory training prior to commencing their placement.

All students undertaking the pre-registration nursing programme have supernumerary status while on placement. This means they are additional to the workforce requirement and staffing figures.

Every student nurse in the UK is required to receive both theory and practice experiences to meet the European Union Directive 2005/36/EC Article 31, amended by Directive 2013/55/EU. Students must be exposed to the following areas of clinical nursing care delivery during the three years of the programme:

1. Acute care 2. New born, paediatric and adolescent care 3. Maternal care 4. Long term care 5. General internal medicine and surgery 6. Mental health and psychiatric illness 7. Disability and care for disabled people 8. Geriatrics and care for the elderly 9. Primary health care, community care 10. Palliative care, end of life and pain management

Student nurses, as part of a team and in direct contact with healthy or sick individuals and/or community, will learn to plan, provide and assess the nursing care required of these patient groups. This requirement will be met through the placements allocation process with practice partners and the university providing the full range of opportunities across care pathways and the life span. Maternity and New born learning is achieved through prearranged placement dates, with a work book and theoretical instruction from practicing midwives as part of our partnership arrangements. Competence will also be achieved through simulation activities delivered by the University.

Contact the University as soon as you have any concerns about a student’s performance or attendance, so that both the student and yourself can be supported and advised during the assessment process.

Students should be continually assessed using feedback from the extended team, patients, service users and family/carers where appropriate.

Attach any additional comments and/or action plans devised to assist a student to reach the required standard to this document, ensuring they are dated and signed. This will provide evidence of an objective assessment. Additional sheets are available within this document.

Students are required to complete the whole of the allocated placement. If the student is off sick or absent, they must notify the University and placement immediately. The student must complete a minimum of four weeks (150 hours) of practice in order to have a valid summative assessment. Missed practice hours must be achieved. Students should not arrange additional placement weeks without contacting the placements office at the University.

Please remember the student cannot question your professional judgement about their performance, but they can question the process. Therefore, the assessment process must be followed within the given timescales in order to uphold your assessment of the student. Early and clear feedback to the student is vital to ensure remedial action and robust assessment.

If the student does not achieve the minimum grade 3 in any one criterion at the final assessment, then they will not achieve an overall pass. If the student does not pass the first attempt they are usually eligible for a further attempt in the early practice weeks of the next placement.

Please refer to the Ongoing Achievement Record (OAR) as part of the preliminary, intermediate and final assessments.


Placement 1A. Orientation

Student Signature/Date:

Mentor Signature/Date:

The following activities must be met within the first day of placement:

An orientation to the practice placement setting has been undertaken including shift patterns, breaks, meal times, placement profile, nature of service, awareness of user group, intended interventions and clinical outcomes.

Placement specific fire procedures have been explained and student is aware of exit, alarms and fire safety equipment locations.

The student and mentor are aware of the university and trust escalation process and support mechanisms

The student understands and adheres to dress code, infection prevention and control and promotes a professional image

The student is aware of how to summon assistance in the case of emergency.

Resuscitation policy and procedures have been explained and the location and use of necessary equipment has been shown.

Information governance protocol including data protection, record keeping and confidentiality

The student is aware of where to find key policies and protocols for safe practise:

Health and safety

Incident reporting

Infection prevention and control

Safeguarding and escalation of concerns

Lone working (as applicable)

Sickness and absence policy and reporting procedure

Supply/administration/destruction/surrender of controlled drugs

Practical arrangements such as:

Security access to practice area

Access to computer and learning resources

Storage of personal belongings

Break periods

The placement interface with other services or agencies and opportunities for inter-professional learning to inform opportunities, insight visits and learning plan.

Risk assessment and reasonable adjustments have been discussed and considered relating to disability/learning/pregnancy needs (where disclosed)

The following criteria must be met prior to student use:

Any moving and handling equipment used in the practice area must be demonstrated in terms of safe use for student and service user/patient.

The student has had a demonstration of any medical devices and practices used in the practice area.


Placement 1A: Preliminary interview and learning agreement

This interview takes place within the first week of placement. A development plan, including learning outcomes to be achieved should be drawn up with reference to each criteria.

Prioritise people:

Practice effectively:

Preserve safety:

Promote professionalism and trust:

Medicines management:

Mentor signature/date:

Student signature/date:

Agreed date for intermediate interview:

Agreed date for final interview:


Placement 1A: Intermediate Interview

To be completed mid-way through practice experience. Learning outcomes can be reviewed and changed as a result of this discussion. Any concerns about the student’s progress must be communicated to the academic link lecturer as soon as possible. The early warning checklist should be used to identify any concerns with the student’s performance (p 34).

Practice Mentor’s Comments. Agree new learning objectives as appropriate (continue on separate page if necessary) set date for part B assessment

Student’s Comments (continue on separate page if necessary)

Summarise feedback from patients/relatives/carers/service users on the student’s performance.



Action plan initiated if necessary: (circle as appropriate)

YES

N/a


Placement 1A: Final interview and statement of progression

This final assessment of the student’s progress must include specific reference to their achievement of the identified learning outcomes. Please summarise the student’s overall performance and progress in the assessed criteria. If there are any concerns about this final assessment the link lecturer must be informed as soon as possible.

As the mentor you are signing to confirm either: Sign:

a) The student has passed all criteria to a minimum of grade 3 and

passed the episode of care assessment. Minimum hours are

achieved. The student can progress to the next placement.

OR

b) The student is not fit to progress to the next placement; is referred.

Based on the criteria: summarise the students level of achievement and professional development (including feedback from patients/relatives/carers/service users):

Based on the criteria, summarise the students’ developmental needs:

Student comments:



Action plan initiated if necessary:

YES NO

(circle as appropriate)

Link Lecturer signature/date (as appropriate):


PART A Assessment

Part A Assessment Students are not required to produce a portfolio of evidence to supplement this PAD. The assessment should be carried out using direct observation, reflective discussion, question and answer, and discussion with the whole team and/or service users and carers as appropriate. Part A assessment is comprised of 5 criterion:

1. Prioritise People 2. Practice Effectively 3. Preserve Safety 4. Promote Professionalism and Trust 5. Medicines Management

Descriptors in each criterion will be assessed on a scale of 1-6. Part A is designed to assess the student continuously throughout the placement. By the end of the placement, students must achieve at least a ‘3’ in each descriptor for each criterion to pass overall. Students can achieve the whole range of grades across each placement. The Matrix below indicates the escalation of skills required at each level relating to each year of study, i.e. it is possible for a student to achieve a ‘6’ in year one, however the student will be expected to perform to a higher standard and with increased autonomy to achieve a ‘6’ in year three. The minimum grade to achieve in each placement in each year of practice is a “3”. Where students fail to achieve a ‘3’ or above in any descriptor this will indicate a ‘fail’ in that criteria, even if this has been met in a previous placement. If this is anticipated at any stage, the mentor should contact the University Link Lecturer as soon as possible for support and guidance.

Year 1

Year 2

Year 31

2

3

4

5

6Excellent

Very Good

Good

Satisfactory

Requires Development

Not Competent

Year 1 – Assimilating. High levels of directions and supervision

Year 2 – Engaging. Reducing levels of direction and supervision

Year 3 – Impacting. Minimal direction and supervision


Criterion 1 – Prioritise people Below expectations

Refer/Fail

1

Requires development

Refer/Fail 2

Satisfactory Meets all of the

criteria and is safe in practice

3

Good Meets all of the

criteria to a standard higher than expected

4

Very good Meets all of the criteria

to a high standard 5

Excellent Meets all of the criteria

to an exceptionally high standard

6

Student and Mentor: Please insert indicative grade for intermediate and final grade Intermediate Final

1. Engages service users, carers and professionals and initiates, maintains and closes professional relationships appropriately

Self

Mentor

2. Interacts with patients/service users demonstrating sensitivity, respect, kindness, care and compassion across the lifespan and in a range of settings as appropriate

Self

Mentor

3. Demonstrates effective written and spoken communication skills, ensuring information, privacy and confidentiality is upheld

Self

Mentor

4. Practices in accordance with The Code – Professional standards of practice and behaviour for nurses and midwives (2015); recognises confidentiality and is aware of when confidentiality must be breached, for example harm to self or others, acting in public interest subject to agreed safeguarding and protection procedures

Self

Mentor

5. Encourages partnerships in treatment and care decisions including self-care and management, the right to refuse care or treatment

Self

Mentor

6. Assesses and recognises factors such as pain, anxiety or distress and responds and communicates appropriately, questioning, paraphrasing and reflecting to support therapeutic intervention

Self

Mentor

7. Represents the needs and rights of patients/service users and their carer’s, accepting differing cultural traditions, beliefs, working in partnership with colleagues and other care providers

Self

Mentor

8. Respects individual rights, diversity and individual patient/service user preference, regardless of personal assumptions or beliefs

Self

Mentor

9. Understands how culture, age, religion, spiritual beliefs, disability, gender and sexuality can impact on health, clinical outcomes, recovery and management of illness

Self

Mentor

10. Enhances communication recognising equality and diversity and factors inhibiting capacity, comprehension, interaction and understanding, involving carers and other professionals as appropriate

Self

Mentor


Criterion 1 – Prioritise People – Intermediate interview feedback

Student reflection on their learning (use specific examples):

Mentor statement/summary of progress (use specific examples):

Student signature & date:

Mentor signature & date:

Prioritise People – Final interview feedback






Criterion 2 – Practice Effectively Below expectations

Refer/Fail 1


Refer/Fail 2

Satisfactory Meets all of the criteria and is safe in practice

3

Good Meets all of the criteria

to a standard higher than expected

4





6


1. Takes a person-centred approach to care, recognising the individual while promoting health, self-management of conditions, or delivering interventions, empowering people to make informed choices about their care

Self

Mentor

2. Promotes well-being, prevents ill health and practices in a non-judgemental manner, ensures privacy and dignity is maintained and is responsive, sensitive and compassionate towards patients/service users and their carers

Self

Mentor

3. Ensures clear and accurate records are kept, relevant to scope of practice, are countersigned, transferred appropriately and maintains confidentiality aligned to information governance

Self

Mentor

4. Links knowledge of anatomy, physiology, sociology & psychology to assessment, care planning and care provision

Self

Mentor

5. Communicates effectively with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty, for example changing patient/service user status, risk or safeguarding issue

Self

Mentor

6. Refers to best available evidence and uses and interprets relevant data when undertaking a range of assessments linked to fundamentals of care

Self

Mentor

7. Is aware of reporting mechanisms and raising concerns process, sharing information with care professionals as appropriate, seeks advice/supervision as appropriate

Self

Mentor

8. Demonstrates increasing confidence and competence in communication, listening and recording information, utilising manual assessment and recording including technology, taking into account emotional and physiological responses when engaging in care delivery

Self

Mentor

9. Ensures care assessment, intervention and communication is undertaken without undue delay, recognising limitations of own knowledge, skills and competence, seeking assistance where necessary

Self

Mentor

10. Delivers the fundamentals of care, undertakes, measures and documents a range of observations, vital signs and diagnostics

Self

Mentor


Criterion 2 – Practice Effectively- Intermediate interview feedback





Practice Effectively – Final interview feedback






Criterion 3 – Preserve Safety Below expectations

Refer/Fail 1


Refer/Fail 2


criterion and is safe in practice

3


criterion to a standard higher than expected

4

Very good Meets all of the

criterion to a high standard

5

Excellent

Meets all of the

criterion to an

exceptional standard

6


1. Works within the limitations of the role and recognises own level of knowledge, skills and competence and take action as necessary

Self

Mentor

2. Assesses risk within current sphere of knowledge and competence, recognising when situations are becoming unsafe, reporting and acting immediately where risk is apparent

Self

Mentor

3. Follows instructions and takes appropriate action, sharing information to minimise risk, escalating concerns. Recognises the need for positive risk taking at times

Self

Mentor

4. Understands and adheres to national and local health and safety requirements including infection prevention and control in a range of settings, hand and food hygiene, moving and handling. Evaluates interventions to evidence efficacy. Maintains and reports own health status, seeks advice where required

Self

Mentor

5. Recognises potential signs of infection or deterioration of the physical or psychological condition of service users/patients, responds and reports to relevant members of staff without undue delay

Self

Mentor

6. Recognises potential risk to others and under supervision works within clinical governance and legal frameworks; local policies for safeguarding adults and children

Self

Mentor

7. Recognises risk factors from and to patients/service users and members of the public where, for example alcohol, drugs, pain, confusion, dehydration, altered cognition such as anxiety or delirium are present and takes direction and steps to minimise

Self

Mentor

8. Reports unsafe practice or professionalism of others (if occurs) or is aware of the mechanism to do so.

Self

Mentor

9. Ensures the meaning of consent and treatment is understood, ensures information is accurate and repeated if necessary, prepares patients/service users for treatment interventions or transfer

Self

Mentor

10. Where there is a risk of inadequate hydration or nutrition, reports and records appropriately, minimising risk and discomfort

Self

Mentor

11. Uses support systems as a means of developing strategies for managing own workload, stress, emotions and for sharing and promoting best practice, working safely and effectively

Self

Mentor


Criterion 3 – Preserve Safety – Intermediate interview feedback





Preserve Safety – Final interview feedback






Criterion 4 – Promote professionalism and Trust Below expectations

Refer/Fail 1


Refer/Fail 2


criterion and is safe in practice

3


criterion to a standard higher than expected

4

Very good Meets all of the

criterion to a high standard

5

Excellent Meets all of the criterion to an

exceptional standard 6

Student and Mentor: Please insert indicative grade for intermediate grade and the final grade Intermediate Final

1. Articulates the underpinning values of The Code: Professional standards of practice and behaviour for nurses and midwives (NMC 2015)

Self

Mentor

2. Practices with integrity, honesty and objectivity, acts as a role model, promoting a professional image, upholding the reputation of the profession at all times

Self

Mentor

3. Personal image, presentation and dress code is aligned to the organisation’s uniform and infection prevention and control policy

Self

Mentor

4. Maintains a consistent professional attitude, is punctual and communicates as required if unable to attend placement

Self

Mentor

5. Adheres to policies, legal and ethical frameworks for information governance, seeking consent prior to sharing confidential information outside of the professional care team

Self

Mentor

6. Understands and applies the importance of rest for effective practice Self

Mentor

7. Has insight into own practice, behaviours and beliefs and impact on others

Self

Mentor

8. Demonstrates attitudes and values conducive to becoming a registered nurse

Self

Mentor

9. Responds appropriately to feedback, compliments and complaints, escalating as appropriate

Self

Mentor

10. Demonstrates initiative and commitment to enhancing own lifelong personal and professional learning and development through reflection and evaluation as well as facilitating the learning of others

Self

Mentor

11. Is cognisant of behaviour and impact related to use of social media and risk to reputation of self and the profession

Self

Mentor

12. Recognises and understands the value and significance of the range of professionals and support staff involved in care delivery. Understands the concept of inter-professional learning

Self

Mentor

13. Accepts delegated activities within limitations of own role, knowledge and skills, recognising own level of competence, contributing as part of a multidisciplinary team

Self

Mentor


Criterion 4 - Promote professionalism and Trust – Intermediate interview feedback





Promote Professionalism and Trust – Final interview feedback






Criterion 5 – Medicines Management Below expectations

Refer/Fail 1


Refer/Fail 2

Satisfactory Meets all of the criteria and is safe in practice

3

Good Meets all of the criteria

to a standard higher than expected

4





6


1. Is proficient in calculating prescribed dosages of medications accurately Self

Mentor

2. Demonstrates understanding of NICE guidance, legal and ethical frameworks relating to medicines management for this client group

Self

Mentor

3. Demonstrates and articulates an understanding of types of prescribing (for example, patient group/specific directions) types of prescribers and routes of administration with reference to the BNF

Self

Mentor

4. Is able to articulate rationale behind safe storage of medicines (including process, controlled drugs, medications stored at home, transporting medication as appropriate)

Self

Mentor

5. Understands how to use prescription charts and the importance of maintaining accurate records. Demonstrates the correct method of recording the administration of medicines.

Self

Mentor

6. Collaborates and communicates effectively with members of the care team to discuss and enhance knowledge and safety.

Self

Mentor

7. Is aware of the importance of and understands reconciliation of medications Self

Mentor

8. Is aware of a range of medicine groups common to the patient profile (including reasons for prescription, effect, time of action, side effects, interactions, duration, recording and potential risk).

Self

Mentor

9. Is aware of circumstances under which medication may be withheld and/or withdrawn. Self

Mentor

10. Is able to describe the signs of adverse reaction to medication (for example anaphylaxis/ocular gyro crisis and action required).

Self

Mentor

11. Is able to outline policy around infection prevention and control (for example safe disposal of waste and “sharps” and policy/action for needle-stick injury or other exposure to infectious substances)

Self

Mentor


Criterion 5 – Medicines Management – Intermediate interview feedback





Medicines Management – Final interview feedback






Please refer to ESC assessment guidance provided separately.

Specific Essential Skills The student is required to achieve these specific skills by the progression point stated below, but

they can attempt them at any stage of the programme Achieved safely

At least by the end of year 2:

Measures and accurately documents TPR and BP

Self

Mentor

Accurately measures height, weight and BMI. Self

Mentor

Accurately monitors dietary and fluid intake and output, recognises signs of dehydration and takes steps to correct.

Self

Mentor

At least by the end of year 3:

Comprehensive assessment of patients’/service user needs in relation to nutrition identifying – MUST

Self

Mentor

Can identify signs of dehydration and acts to correct these in accordance with local policy Self

Mentor

Administers and, where necessary, prepares medication safely under direct supervision, including orally and by injection, safely disposes of equipment used in the administration of medicines

Self

Mentor

Administer enteral feeds safely Self

Mentor

Monitor and assess patients / clients receiving intravenous fluids Self

Mentor


PART B

Structured Situational Assessment: Episode of Care 1A

Students are required to undertake a structured situational assessment in each placement and mentors are responsible for carrying out the assessment with their student. A formative assessment should occur in advance to help prepare the student and should be documented to support student reflection and self-assessment. The summative assessment is an episode of care which incorporates the 5 criterion skills and competencies:

Students can be given the opportunity to undertake the assessment in a formative way to develop their skills up to two weeks after intermediate interview, but in order to pass the placement and the module, a summative assessment must take place at a mutually negotiated date up to three weeks prior to the final interview. The summative assessment must be achieved before the final interview. In order to pass the assessment, students must achieve at least a level 3 or above in each of the criteria. If they do not achieve at least level 3 during the summative attempt, they will be referred on this placement. If this is the case, the mentor should contact the University link. Moderation: The University link lecturers will randomly select a sample of students and observe

these assessments for moderation purposes. If you would specifically like the link lecturer to

moderate your assessments, please make contact with them.

As a mentor you must plan to observe and assess the student carrying out a pre-negotiated episode of care. Guidance is included in the following pages and essentially focusses on:

Professional values; Care, compassion and communication; Nursing practice and decision making; Enabling patients to actively participate in their care Recognising and respecting the role of carers; Infection prevention and control; Nutrition and fluid management; Medicines management Organisational aspects of care; Team working

The student must then reflect upon their practice and discuss this with you prior to completion of the assessment documentation. The student must demonstrate insight into own communication, empathy and compassion and the experience of the patient receiving care. They must discuss the knowledge underpinning their practice and decision making. They should also identify any limitations to their practice and skills and suggest how they may develop these in the future. If the student does not perform to the required standard, they should be given a further opportunity to repeat this assessment.

Where administration of medication is limited within the placement profile, the student must demonstrate knowledge underpinning their understanding of medicines management, and have knowledge of mentor identified drug groups, their expected effects, side effects and interactions. The student should also identify who needs to be involved in decisions around care and medication, collaborative partnership working and effective communication to improve outcomes and quality of life for the service user.


Structured Situated Assessment: An Episode of Care

Not competent Refer/Fail


Refer/Fail

Satisfactory Meets the criteria

and is safe in practice

Good Meets the criteria to a

standard higher than expected

Very good Meets the criteria to a

high standard

Excellent Meets the criteria

to an exceptionally high

standard

1 2 3 4 5 6

Mentor, please enter grade against each descriptor in the associated box Assessment can be either direct observation or indirect where privacy and dignity may be compromised

Pri

ori

tise P

eo

ple

; P

racti

ce E

ffe

cti

vely

; P

rio

riti

se S

afe

ty;

Pro

mo

te

Pro

fessio

nali

sm

an

d T

rust;

Med

icin

es M

an

ag

em

en

t

The student promotes a professional image, acts within professional boundaries, values and understands the role of the multi-disciplinary team and interacts effectively when delegated work, providing accurate and comprehensive written and verbal communication relevant to the episode of care.

The student is aware of the reason for referral, is prepared for undertaking the episode of care and understands the medication prescribed, potential effect and side effects, interactions and monitoring requirements for the individual when medication is prescribed.

The student introduces themselves appropriately, aware of the impact of self on others and of the individual’s emotional and physical responses.

Maintains infection prevention and control and moving and handling requirements, for

example according to local policy. Is aware of reporting mechanisms and raising concerns

process.

The student engages in such a way as to preserve privacy, dignity and facilitates partnership approaches to care planning and decision making, recognising the right to refuse care.

The student nurse treats the individual and their carers’ in a person centred, non-judgmental, sensitive and respectful way.

The student demonstrates an understanding on how religion, culture, gender, age, disability, sexuality, spiritual beliefs for example can impact on health, illness and recovery.

The student explains the purpose of their involvement, gains consent, respects confidentiality, communicates effectively with appropriate listening, responding and questioning, offering information and reassurance as appropriate within their sphere of knowledge.

The student uses ways to maximise communication with individuals in their care, when factors such as hearing loss, cognitive impairment, confusion, anxiety, vision or ability to speak or understand is compromised.

Essential care may focus on: emotional and psychological health, nutrition, infection

prevention and control, pain management, provides adequate and appropriate personal

care, assesses effect of medication, side effects, recovery or deterioration. Ensures nutrition

and hydration are adequate at all times if the patient is unable to manage this themselves,

recognises mobility and communication factors, assesses risk; maintains patient safety.

Student reflects on own preparation, interactions and interventions and mentor and student assess. Further discussion may include: Who needs to be involved in decisions around care, what professionals, agencies, services, assessments, treatment options and accessibility?

Mentor: Consider the quality of the care delivered during the episode of care and to what level professional values, communication and compassion and decision making appropriate to the needs of the individual?

To what extent did the student act within their sphere of competence and skills, using

initiative and evidence relevant to patient need? Has the student demonstrated insight into

areas for future development and skills acquisition and the opportunities for this to occur?

Patient/Service User feedback of experience and recommendations to support assessment and future development – not graded


Patient/service user feedback form

A Mentor will approach service users in receipt of care to obtain consent and will be aware of the right to decline to participate

We are interested in your views about the way the student nurse has been looking after you and/or your carer. Your feedback will help the student nurse to learn and any feedback offered will not change or impact on the way you are looked after. Thank you

Tick if you are: A patient/service user A carer or relative

How happy are you with the way the student nurse……

Very Happy Happy I’m not sure Unhappy Very unhappy

Cared for you?

Listened to you?

Talked to you?

Preserved privacy and dignity?

Demonstrated respect?

Undertook care assessment and delivery?

What did the student nurse do well?

What could the student nurse have improved on?

Mentor signature: Student signature: Date: Date:


Mentor, please list specific skills and competence related to the care episode:

Examples: Oral hygiene; wound care, catheter care; height, weight and BMI measurement; blood pressure; fluid input and output; dietary requirements; temperature; enteral feeds; harm minimisation; education and self-management; therapeutic interventions; team working

Mentor: please list range of insight visits and learning opportunities with reference to other fields and specialties of nursing (Acute care; new born, paediatric and adolescent care; maternal care; long term care; general internal medicine and surgery; mental health and psychiatric illness; disability and care for disabled people; geriatrics and care for the elderly; primary health care, community care; palliative care, end of life and pain management)


Mentor Comments and feedback Structured Situated Assessment: An Episode of Care

Areas of good practice:

Care based discussion summary:

Areas for development:

Service user feedback: Please circle Positive/Negative

Mentor Name:

Mentor Signature:

Date:


University of Lincoln Moderation Structured Situated Assessment: An Episode of Care

Notes:

Moderator Name:

Moderator Signature:

Date:

Grades Agreed: Yes

No: Action Required


Evidence of additional learning experience/activity and/or inter-professional learning

So as to capture the range of opportunities students should briefly outline any visits or experience that they or their mentor have arranged to complement their practice experience. This will include visits to observe procedures or therapies conducted away from the allocated experience, time spent with specialist nurses and/or working with and learning from members of other professions.

Students should name the experience and identify the purpose of that experience

Student should summarise the activities of learning, give brief evidence of the learning and how this can be applied elsewhere. This may be detailed as bullet points.

Should there be nothing of note to record, it is not mandatory during each placement, however is recommended that you seek alternative, inter-professional learning across each year within insight or pathway placements to complement your learning.

This record should be kept with the practice learning assessment documentation (PAD) and should be used to contribute to discussion during the final assessment. It may also be used to contribute to the student’s Ongoing Achievement Record.

Type of visit/experience and dates:

Student to identify purpose of learning experience.

Activities of learning. How can this be applied elsewhere?

Comments from supervisor of learning experience (to include professionalism, knowledge, attitudes, behaviour and skills).

Supervisor signature: Student signature: Hours completed:




Activities of learning and evidence. How can this be applied elsewhere?




Action Plan template

This action plan is for use by mentors in practice with support from the University and should be completed if the student has received less than “satisfactory” grade in any criteria. Actions should be specific, measurable, achievable, relevant and timely. Where an action plan has been provided by an academic it must be attached to this document. Please use cause for concern early warning checklist to formulate the action plan. Use additional pages as necessary.

ACTION PLAN

PAD criteria

Action Resources/support Date for review

Student name: Signature: Date:

Mentor name: Signature: Date:


Cause for Concern Early Warning Checklist If concerns are identified at any stage, these statements can be used to formulate an action plan in the template provided. Indicate a yes against those

statements best describing concerns; asterisk if individual. Where concerns differ from examples, document within action plan.

PAD Criteria Early warning concern Yes Comments

Practice Effectively Has no insight into weakness so unable to change following constructive feedback

Practical interpersonal and communication skills are not appropriate to their level of experience

Demonstrates inability to deal with difficult situations for their level of experience

Poor written record keeping

Lacks insight into the impact of their communication on others

Demonstrates a lack of empathy, respect, dignity and caring towards clients/carers and colleagues

Prioritise People Is preoccupied with personal issues

Is not motivated and shows lack of interest

Does not respond appropriately to feedback

Is unable to effectively work within the team

Shares personal experiences with patients and clients inappropriately

Lacks insight into their behaviour towards others

Preserve Safety Demonstrates inconsistent clinical performance to their level of experience

Has demonstrated unsafe clinical practice

Is unable to demonstrate preparation and organisational skills to their level of experience

Is unable to relate actions to potential risks re self, patients and colleagues

Misuse of IT and/or electronic patient records

Promote Professionalism and Trust

Demonstrates poor professional behaviour and is unaware of professional boundaries

Is unreliable – i.e. persistent lateness/absence/sickness

Evidence of breaching confidentiality, of patients, peer group, placement or university staff

Evidence of inappropriate use of social media

Uses mobile phone to text while in clinical area

Does not adhere to uniform policy

Inappropriate use of electronic mail, text messaging and social network sites

Does not demonstrate respect for all members of the team

Medicines Management

Does not have required knowledge for their level of experience

Has little or no ability to translate numerical calculations into drug administration

Unable to apply theory to practice

Does not meet the required level of competencies for their level of experience

Is unsafe in recognising need for storing, recording or monitoring side effects of medications for example

Appears to have little understanding of legislation around medicines management, legal and ethical frameworks

Does not use initiative in knowledge acquisition around drugs associated with patient profile for placement area, routes of administration, side effects, adverse reactions for example


List of Supervisor and mentor signature samples

Name

(Please print)

Signature

Date of last

mentor update

Designation

Placement

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