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BSc (Hons) Nursing Studies / Registered Nurse
Field:
PRACTICE ASSESSMENT DOCUMENT
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Student Name: Guidance Tutor (GT): GT Tel No: GT Email: GT Group Number: Base Trust: Practice Placement Facilitator:
Submission Dates First submission: Second submission:
2
VERIFICATION PAGE to be completed by anyone who signs this document
SURNAME FIRST NAME DESIGNATION LOCATION SIGNATURE MENTOR ID (if applicable
Year one: Any assessment should only be completed by a registered nurse, or where appropriate a registered professional competent in the skill or aspect of competency in which the student is being assessed. Any professional completing any aspect of the documentation should have undergone training and development that has enabled them to be competent to support and assess students.
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EVIDENCE DEVELOPMENT OPPORTUNITIES—YEAR 1
HUB EXPERIENCE ONE SPOKE ONE HUB EXPERIENCE TWO
Skills Passport Safe Medicate Formative
Skills Passport
SPOKE TWO
Spoke report Spoke report
OSCE
Team Assessment of Performance in Practice (TAPP)
Patient Assessment Questionnaire (PAQ)
Total Client Care Assessments
(TCC)
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Any individual who signs within this document must complete the verification section on page 2.
At the start of any practice learning experience the student and mentor should carefully study the content of this document. This should include a review of the students overall progress and any previous practice assessment and development plans.
At any point the mentor or student may contact the Guidance Tutor for additional support or clarification.
An initial interview between mentor and student should be conducted within the first week of any hub or spoke learning opportunity and documented in the appropriate section. This interview should consider learning opportunities (including the collection of evidence), goals and expectations.
Evaluation of progression criteria can take place throughout the practice experience. Prior to the evaluation the student should collect and identify relevant evidence.
Evaluation of student performance in individual competencies is formative and should take place towards the end of the final hub experience in year one.
In the final week of the first hub experience and the spokes the student and mentor should complete the relevant formative report.
If the student is failing to make the required progress or any other areas of concern are identified at any point during the practice experience, contact
MUST be made with the Guidance Tutor or PPF.
The student must be made aware of any concerns as soon as possible.
Final hub experience - specific guidance:
During the final week the summative assessment of the students overall performance should occur. This will involve the completion of the appropriate summative assessment form
By the end of the year student ability in ALL progression criteria listed within this document must be evaluated.
ASSESSMENT GUIDANCE
Glossary of terms & evidence (year one):
PAD - Practice Assessment Document. All associated evidence should be documented within your PAD and stored within your PPDF. PPDF - Personal and Professional Development File. The PPDF is the file in which you store your record of learning, development and achievements in university and in practice. Potential evidence for triangulation with observed student Performance (examples are given for each progression criteria/competency on their associated page):
PAQ - Patient Assessment Questionnaire
TAPP - Team Assessment of Performance in Practice report
TCC - Total Client Care assessment
OSCE - Objective, Structured, Clinical Examination report
Safe Medicate - report
Skills Passport - evidence of session attendance
Structured reflection - template available in the PPDF
Documented discussion with mentor - template available in the PPDF
Witness Testimony report - template available in the PPDF
Module assessments
Other forms of relevant evidence that may be identified by mentor or student
See pass/fail criteria on the following page and the student and mentor guides for year one for additional
information and guidance.
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COMPETENCY SCALE
MEETS EXPECTATIONS FOR REGISTRATION
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled
Demonstrates capability for independent practice
BORDERLINE FOR REGISTRATION
Supported
Needs occasional direct supervision or support
Assisted
Needs regular direct supervision or support
NEEDS DEVELOPMENT FOR REGISTRATION
Dependent
Needs constant direct supervision or support
Criteria for Appraisal of Competence Adapted from Bondy, K. N. (1983) Criterion-referenced defi-nitions for rating scales in clinical evaluation. Journal of Nursing Education, 22(9); 376-382
The students overall performance in the main hub clinical setting will
be assessed on a pass/fail basis by the students mentor at the end of the final hub visit.
The initial visit to the hub and both spokes are formatively assessed. Mentors within the spoke areas should complete the appropriate spoke reports and aid the student to develop evidence to illustrate they are achieving progression criteria. They may, if they wish, assess individual progression criteria providing the student is in agreement and appropriate evidence can be provided.
Mentors should triangulate evidence from a variety of tools and sources to aid and inform the assessment of progression criteria, competency and the students overall performance. The final decision to pass or fail a student at the end of the second visit to the hub remains with the students identified mentor.
BY THE END OF THE YEAR THE STUDENT MUST ACHIEVE ALL
YEAR ONE PROGRESSION CRITERIA. The student may be identified as failing for the following reasons :
The student fails to act with professionalism, integrity and/or within recognised ethical and legal frameworks.
The student is unable to practise safely or demonstrate an awareness of their own limitations.
The student fails to achieve the identified progression criteria by the end of year one.
The student fails to provide appropriate evidence.
PASS FAIL CRITERIA—YEAR 1
Levels of Practice
ACHIEVED (year 2/3 only)
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PR
OG
RE
SS
YE
AR
1
Progression Criteria Tick box when
Achieved
Associated Competency
Tick when Evaluated
P
atie
nt S
afe
ty
Professional Values P5 A3
P6 A7
Communication and Interpersonal Skills
P7
B1
P10
P1 B2
P12 B7
Nursing Practice and Decision Making
P8
C6
P9
P11
P4 C7
P2 C8
P3 C9
P
rofe
ssio
na
lism
Professional Values P13
A1
P17
P14
A2
P15
Communication and Interpersonal Skills
P16 B8
Leadership ,Management and Team Working
P18 D4
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HUB EXPERIENCE– 1ST VISIT
Clinical area: _____________________________________ Mentor: _________________________________________ Dates: From: _____________ To: ______________
MENTOR / STUDENT CHECK LIST
1. Pre placement contact
2. Orientation to practice area
3. Initial interview
4. Mid point formative assessment
5. Summative assessment
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HUB INITIAL INTERVIEW—1ST VISIT
This interview should be completed within the first week. A learning plan should be developed and documented below
The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence.
The student and mentor should set goals. Please summarise details of this interview below.
The student should review progress towards the end of the experience and before the formative assessment
Learning plan & goals:
Mentor signature: _________________________ Student signature: _________________________ Date: ____________________
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FORMATIVE ASSESSMENT—END OF 1ST HUB VISIT
Student’s Name: ________________________________________________ Intake: ___________________
Student reflection on progress and self assessment
Mentor comments on progress and areas for development
Mentor / Educator signature: _________________________ Student signature: _________________________ Date: ____________________
Additional Action Plan required? (please circle):
No Yes
For further guidance on Action Planning see the reverse of this sheet. If an additional Action Plan is required the students Guidance Tutor and/or the PPF should be contacted for support.
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Criteria Actions / Resources
No additional Action Plan
required
Is identified as working successfully towards all of the agreed learning outcomes /progression criteria/ competencies .
No remedial action is necessary; to continue as per original learning plan
Is working successfully towards most of the agreed learning outcomes /progression criteria/ competencies in the practice setting. However needs development in the identified area listed on the action plan.
Inform GT/PPF of action plan status and arrange meeting as required
Identify the specific learning outcome /progression criteria/ competency that needs development in an agreed action plan
Identify how opportunities and evidence will be provided. Regularly review the action plan (See the practice placements website for the action plan template)
Additional Action Plan required Is not progressing as required to meet the agreed
learning outcomes/ progression criteria/competencies. Failure to reach the appropriate level in these areas by the end of the identified practice experience will result in the student failing the placement and the associated module to which this period of practice is attached.
Arrange a tripartite meeting with GT and seek support from practice learning team
Identify specific learning outcomes/progression criteria/competencies that need development in an agreed action plan
Identify criteria for success and identify how opportunities and evidence will be provided
Instigate regular meetings between the mentor and student and provide regular feedback to the Guidance Tutor
(See the practice placements website for the action plan template)
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SPOKE EXPERIENCE ONE
Clinical area: _____________________________________ Mentor: _________________________________________ Dates: From: _____________ To: ______________
MENTOR / STUDENT CHECK LIST
1. Pre experience contact with clinical area
2. Orientation to practice area
3. Initial interview
4. Spoke Feedback
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SPOKE VISIT INITIAL INTERVIEW
This interview should be completed within the first few days. A learning plan should be developed and documented
below
The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence
The student and mentor should set goals. Please summarise details of this interview below
The student should review progress towards the end of the spoke experience and before the formative assessment
Spoke learning plan & goals:
Mentor signature: _________________________ Student signature: _________________________ Date: ____________________
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SPOKE REPORT: PART 1
Student’s Name: ________________________________________________ Intake: ___________________
Student reflection on progress and self assessment
Mentor comments on overall progress and areas for development *
Mentor signature: _________________________ Student signature: _________________________ Date: ____________________
* Please provide more detailed comments on specific achievements and progress towards progression criteria on the following page
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SPOKE REPORT: PART 2
Student’s Name: ________________________________________________ Intake: ___________________
Patient Safety
Professionalism
Please provide additional comments on student performance, progress, achievements in the following two areas, for further guidance look at the progression criteria and related competencies at the end of this document.
Mentor signature: _________________________ Date:___________________
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SPOKE EXPERIENCE TWO
Clinical area: _____________________________________ Mentor: _________________________________________ Dates: From: _____________ To: ______________
MENTOR / STUDENT CHECK LIST
1. Pre experience contact with clinical area
2. Orientation to practice area
3. Initial interview
4. Spoke Feedback
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SPOKE VISIT INITIAL INTERVIEW
This interview should be completed within the first few days. A learning plan should be developed and documented
below
The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence
The student and mentor should set goals. Please summarise details of this interview below
The student should review progress towards the end of the spoke experience and before the formative assessment
Spoke learning plan & goals:
Mentor signature: _________________________ Student signature: _________________________ Date: ____________________
19
SPOKE REPORT: PART 1
Student’s Name: ________________________________________________ Intake: ___________________
Student reflection on progress and self assessment
Mentor comments on overall progress and areas for development *
Mentor signature: _________________________ Student signature: _________________________ Date: ____________________
* Please provide more detailed comments on specific achievements and progress towards progression criteria on the following page
20
SPOKE REPORT: PART 2
Student’s Name: ________________________________________________ Intake: ___________________
Patient Safety
Professionalism
Please provide additional comments on student performance, progress, achievements in the following two areas, for further guidance look at the progression criteria and related competencies at the end of this document.
Mentor signature: _________________________ Date:___________________
21
HUB EXPERIENCE– 2ND VISIT
Clinical area: _____________________________________ Mentor: _________________________________________ Dates: From: _____________ To: ______________
MENTOR / STUDENT CHECK LIST
1. Pre visit contact
2. Orientation to practice area
3. Initial interview
4. Mid point formative assessment
5. Summative assessment
22
HUB INITIAL INTERVIEW—2ND VISIT
This interview should be completed within the first week of returning to the hub. A learning plan should be developed
and documented below
The aims of the interview are to discuss any new expectations and identify further learning opportunities including the collection of evidence
Consideration should be given to the students mid point assessment at the end of the first hub visit, the spoke placement reports and overall progress
The student and mentor should set goals. Any progression criteria that still need achieving should be the focus of the learning plan. consideration should be given to what learning strategies and resources will be utilised to achieve these targets
Please summarise details of this interview below
Learning plan & goals:
Mentor signature: _________________________ Student signature: _________________________ Date: ____________________
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SUMMATIVE ASSESSMENT—2ND HUB VISIT
Student’s Name: ________________________________________________ Intake: ___________________
Strengths demonstrated:
Areas for development:
Development plan (to be completed with the student):
If student has failed please provide additional comments over the page
Delete as appropriate
Shows professionalism, integrity and works within recognised ethical and legal frameworks
Yes No
Is able to practise safely and has an awareness of own limitations Yes No
Has achieved all progression criteria and has provided appropriate evidence Yes No
Summative assessment: (any NO indicates a fail)
PASS FAIL
Mentor / Educator signature: _________________________
Student signature: _________________________
Date: ____________________
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RECORD OF STUDENT FAILURE
To be completed by the mentor if the student has failed
Please indicate areas for concern and the associated competencies
RECORD OF VARIANCE Please record a detailed rationale where a decision has been made to mark a competency as achieved when the available evidence would suggest non-achievement. Or the student has not achieved a competency despite evidence to the contrary.
Mentor / Educator signature: _________________________ Student signature: _________________________ Date: ____________________
Mentor / Educator signature: _________________________ Student signature: _________________________ Date: ____________________
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Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P5. Demonstrates an understanding of how to work within legal and professional
frameworks and local policies to safeguard and protect people, particularly children,
young people and vulnerable adults.
PATIENT SAFETY— PROFESSIONAL VALUES
Associated Competency: A3 All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
26
COMPETENCY: A3 All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health.
Potential evidence for triangulation with observed student performance Discussion with mentor Structured reflection
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
11.1 Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
Please sign and date the appropriate box,
27
Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P6. Is able to recognise, and work within, the limitations of their own knowledge and skills
and professional boundaries, understanding that they are responsible for their own
actions.
PATIENT SAFETY— PROFESSIONAL VALUES
Associated Competency: A7 All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
28
COMPETENCY: A7 All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal.
Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP)
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
1.2 Works within limitations of the role and recognises own level of competence 15.1 Accepts delegated activities within limitations of own role, knowledge and skill 18.6 Knows and accepts own responsibilities and takes appropriate action
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
Please sign and date the appropriate box,
29
Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P7. Demonstrates the ability to listen, seek clarity, and carry out instructions safely
P10. Recognises signs of aggression and takes appropriate action to keep themselves and other safe
PATIENT SAFETY— COMMUNICATION AND INTERPROFESSIONAL SKILLS
Associated Competency: B1 All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
30
COMPETENCY: B1 All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs.
Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Session attendance - de-escalation / skills passport
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
6.3 Always seeks to confirm understanding. 11.2 Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty. 18.4 Follows instructions and takes appropriate action, sharing information to minimise risk 19.1 Recognises signs of aggression and responds appropriately to keep self and others safe
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
Please sign and date the appropriate box,
31
Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P1. Demonstrate safe, basic, person-centred care, under supervision, for people who are
unable to meet their own physical and emotional needs
PATIENT SAFETY— COMMUNICATION AND INTERPROFESSIONAL SKILLS
Associated Competency: B2 All nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
32
COMPETENCY:B2 All nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it.
Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Team Assessment of Performance in Practice (TAPP)
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
2.1 Takes a person-centred, personalised approach to care 5.4 Provides person centred care that addresses both physical and emotional needs and preferences
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
Please sign and date the appropriate box,
33
Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P12. Demonstrates safe and effective communication skills, both orally and in writing
PATIENT SAFETY— COMMUNICATION AND INTERPROFESSIONAL SKILLS
Associated Competency: B7 All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
34
COMPETENCY: B7 All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language.
Potential evidence for triangulation with observed student performance Patient Assessment Questionnaire (PAQ) Total Client Care Assessment (TCC)
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
3.3 Uses ways to maximise communication where hearing, vision or speech is compromised 6.1 Communicates effectively both orally and in writing, so that the meaning is always clear 6.2 Records information accurately and clearly on the basis of observation and communication 6.3 Always seeks to confirm understanding 6.4 Responds in a way that confirms what a person is communicating 6.5 Effectively communicates people’s stated needs and wishes to other professionals
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
Please sign and date the appropriate box,
35
Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P8. Uses and disposes of medical devices safely under supervision according to local
and national policy, reporting any incidents or near misses
P9. Understands and works within the laws governing health and safety at work. Demonstrates safe manual handling techniques, and understands how nurses can help reduce the risk of infection, including effective hand washing
P11. Safely and accurately carries out basic medicines calculations
PATIENT SAFETY— NURSING PRACTICE AND DECISION MAKING
Associated Competency: C6 All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
36
COMPETENCY: C6 All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes.
Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Team Assessment of Performance in Practice (TAPP) Safe—medicate / Authentic World
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
18.2 Reports safety incidents regarding service users to senior colleagues
18.3 Under supervision assesses risk within current sphere of knowledge and competence
18.4 Follows instructions and takes appropriate action, sharing information to minimise risk
18.5 Under supervision works within legal frameworks to protect self and others
20.1 Safely uses and disposes of medical devices under supervision and in keeping with local and national policy and understands reporting mechanisms relating to adverse incidents
21.1 Follows local and national guidelines and adheres to standard infection control precautions
24.1 Adheres to local and national guidelines on dress code for prevention and control of infection, including footwear, hair, piercing and nails
24.3 Wears appropriate clothing for the care delivered in all environments
30.2 Follows food hygiene procedures in accordance with policy
33.1 Is competent in basic medicines calculations relation to tablets, capsules, liquids, injections including unit dose, sub and multiple unit dose and SI unit conversion
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
Please sign and date the appropriate box,
37
Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P4. Is able to recognise when a person’s physical or psychological condition is
deteriorating, demonstrating how to act in an emergency and administer essential first aid
PATIENT SAFETY— NURSING PRACTICE AND DECISION MAKING
Associated Competency: C7 All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
38
COMPETENCY: C7 All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe.
Potential evidence for triangulation with observed student performance OSCE feedback / score sheet
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
9.1 Responds appropriately when faced with an emergency or a sudden deterioration in a person’s physical or psychological condition including seeking help from an appropriate person
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
Please sign and date the appropriate box,
39
Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P2 Meets people’s essential needs in relation to safety and security, wellbeing, comfort,
bowel and bladder care, nutrition and fluid maintenance and person hygiene, maintaining
dignity at all times.
PATIENT SAFETY— NURSING PRACTICE AND DECISION MAKING
Associated Competency: C8 All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
40
COMPETENCY: C8 All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves.
Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC)
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
5.4 Provides person centred care that addresses both physical and emotional needs and preferences 30.1 Reports to an appropriate person where there is a risk of meals being missed
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
Please sign and date the appropriate box,
41
Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P3 Seeks help where people’s needs are not being met, or they are at risk
PATIENT SAFETY— NURSING PRACTICE AND DECISION MAKING
Associated Competency: C9 All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
42
COMPETENCY: C9 All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse
Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP)
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
11.1 Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations 17.1 Recognises when situation are becoming unsafe and reports appropriately 19.2 Assists others or obtains assistance when help is required 30.1 Reports to an appropriate person where there is a risk of meals
being missed
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
Please sign and date the appropriate box,
43
Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P13 Displays a professional image in their behaviour and appearance, showing respect for
diversity and individual preferences
P17 Practises honestly and with integrity, applying the principles of The code: Standards for conduct, performance and ethics for nurses and midwives (2008) and the Guidance on professional conduct for nursing and midwifery students (2009)
PROFESSIONALISM - PROFESSIONAL VALUES
Associated Competency: A1 All nurses must practise with confidence according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. They must be able to recognise and address ethical challenges relating to people’s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
44
COMPETENCY: A1 All nurses must practise with confidence according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. They must be able to recognise and address ethical challenges relating to people’s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions.
Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP)
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
1.1 Articulates the underpinning values of The code: Standards for conduct, performance and ethics for nurses and midwives (2008) 1.3 Promotes a professional image 3.1 Demonstrates respect for diversity and individual preference, valuing differences, regardless of person view 4.3 Adopts a principled approach to care underpinned by the code (NMC,
2008)
11.3 Uses support systems to recognise manage and deal with own emotions 14.1 Works within the Code (NMC, 2008) and adheres to Guidance on professional conduct for nursing and midwifery students. (NMC, 2010) 17.2 Understands and applies the importance of rest for effective practice 18.1 Under supervision, works within clinical governance frameworks 24.3 Wears appropriate clothing for the care delivered in all environments
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
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Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P14. Demonstrates respect for people’s rights and choices
P15. Acts in a manner that is attentive, kind, sensitive, compassionate and non-discriminatory, that values diversity and acts within professional boundaries
PROFESSIONALISM - PROFESSIONAL VALUES
Associated Competency: A2 All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
46
COMPETENCY: A2 All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care.
Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Patient Assessment Questionnaire (PAQ)
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
1.4 Shows respect for others
1.5 Is able to engage with people and build caring professional relationships
3.2 Engages with people in a way that ensures dignity is maintained through appropriate use of the environment, self and skills and adopting an appropriate attitude
4.1 Demonstrates an understanding of how culture, religion, spiritual beliefs, gender and sexuality can impact on illness and disability
4.2 Respects people’s rights
5.1 Is attentive and acts with kindness and sensitivity
5.2 Takes into account people’s physical and emotional responses when engaging with them
5.3 Interacts with the person in a manner that is interpreted as warm, sensitive, kind and compassionate, making appropriate use of touch
5.5 Evaluates ways in which own interactions affect relationship to ensure that they do not impact inappropriately on others
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
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47
Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P16 Understands the principles of confidentiality and data protection. Treats information as
confidential, except where sharing is required to safeguard and protect people
PROFESSIONALISM - COMMUNICATION AND INTERPERSONAL SKILLS
Associated Competency: B8 All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
48
COMPETENCY: B8 All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality
Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Total Client Care Assessment (TCC)
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
7.1 Applies the principles of confidentiality
7.2 Protects and treats information as confidential except where sharing information is required for the purposes of safeguarding and public protection
7.3 Applies the principles of data protection
8.1 Seeks consent prior to sharing confidential information outside of the professional care team, subject to agreed safeguarding and protection procedures
11.2 Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty.
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
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49
Progression Criteria * Achieved
* Not Achieved
Evidence reviewed by mentor
P18 Acts in a way that values the roles and responsibilities of others in the team and
interacts appropriately
PROFESSIONALISM - LEADERSHIP, MANAGEMENT AND TEAMWORKING
Associated Competency: D4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation.
SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA
* Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page
Student documentation of evidence for review
50
COMPETENCY: D4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation.
Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP)
PROGRESSION CRITERIA ASSESSMENT GUIDANCE
ESSENTIAL SKILLS
1.4 Shows respect for others 6.5 Effectively communicates people’s stated needs and wishes to other professionals 11.2 Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty.
Level of practice
Level of support Signature & Date:
Accomplished
Demonstrates capability for independent practice and often exceeds expectations
Skilled Demonstrates capability for independent practice
Supported Needs occasional direct supervision or support
Assisted Needs regular direct supervision or support
Dependent Needs constant direct supervision or support
Evidence Reviewed:
FORMATIVE ASSESSMENT OF COMPETENCY
Please sign and date the appropriate box,
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