How can I make the most of my How can I make the most of my Clinical Placements? Clinical Placements?

Part onePart one

Pre-registration programmePre-registration programme

Stage TwoStage Two

Fiona Work & Sundari JosephFiona Work & Sundari Joseph

Practice Education LecturersPractice Education Lecturers

Intermediate Nursing Practice NU 2662

How can I make the most of my How can I make the most of my Clinical Placements? Clinical Placements?

•Part one- Master lecturePart one- Master lecture

•Part two- Time with practice teamPart two- Time with practice team

•Part three –time with personal tutor- Part three –time with personal tutor- learning objectives, etclearning objectives, etc

How enjoyable was your How enjoyable was your last placement?last placement?

1.1. Very enjoyableVery enjoyable

2.2. Partially enjoyablePartially enjoyable

3.3. Not enjoyableNot enjoyable

What reasons can you give What reasons can you give for this?for this?

1.1. MentorMentor

2.2. Learning Environment Learning Environment (placement)(placement)

3.3. MyselfMyself

4.4. UniversityUniversity

What do you hope to get What do you hope to get from this session?from this session?

1.1. InformationInformation

2.2. SupportSupport

3.3. How to prepare (tips for How to prepare (tips for preparation)preparation)

4.4. Questions answeredQuestions answered

Which one of this list causes you Which one of this list causes you the most concern about your the most concern about your

stage two placements?stage two placements?

1.1. Things about self e.g. Things about self e.g. professional/confidence/ professional/confidence/ performanceperformance

2.2. Things about self e.g. Things about self e.g. finance/personalfinance/personal

3.3. Things about mentor supportThings about mentor support4.4. Things about the placementThings about the placement5.5. OtherOther

Students

Prog. Leaders

Personal Tutors

StudentCentre

School & Service Framework to Support Students Learning in Practice

PRACTICE TEAM

What is a CLET?What is a CLET?

• CLET stands for Clinical Learning CLET stands for Clinical Learning Environment TeamEnvironment Team

• There are over 20 CLETs covering all the There are over 20 CLETs covering all the placement areas and specialismsplacement areas and specialisms

• It is a working group aiming to improve the It is a working group aiming to improve the quality of learning on placementsquality of learning on placements

• Students are involvedStudents are involved

Your support networkYour support network

• You – the studentYou – the student• MentorMentor• Ward ManagerWard Manager• Practice Educator/Practice Education Practice Educator/Practice Education

Facilitator (PE and PEF)Facilitator (PE and PEF)• Practice Education Lecturer (PEL)Practice Education Lecturer (PEL)• Personal TutorPersonal Tutor• Programme LeaderProgramme Leader

Element of performance Stage two

Knowledge and understanding The student demonstrates a widening appreciation of the significance of central and peripheral areas of the subject area, evidenced through discussion and reflection with mentor.

Problem solving The student applies methods/tools accurately and carefully to more demanding problems with clear guidance from the mentor.

Professional attitude The student demonstrates the ability to interact effectively with colleagues, client groups and significant others in less clearly defined situations and with guidance and demonstrates awareness of personal limitations in knowledge and skills.

Skills The student demonstrates the ability to apply standard principles to perform somewhat more demanding skills, with clear guidance from the mentor.

Performance IndicatorsPerformance Indicators

Levels of learningLevels of learning

What can you do before the placement?What can you do before the placement?

• Check location & travel & accommodation Check location & travel & accommodation arrangementsarrangements

• Contact the placement area by phone Contact the placement area by phone and visitand visit

• Who is the nurse in charge and who is Who is the nurse in charge and who is your mentor?your mentor?

• During that call; find shift patterns, your During that call; find shift patterns, your off duty (? Sunday starts)off duty (? Sunday starts)

• Read up about the placement- use the Read up about the placement- use the RGU library/profiles in student centreRGU library/profiles in student centre

• Find out the names of your PEF/PE/PELFind out the names of your PEF/PE/PEL

What can you do before the What can you do before the placement?placement?

• Plan what you would like to learn from the Plan what you would like to learn from the placement (start with personal tutor placement (start with personal tutor session)session)

• Make a list and take this with youMake a list and take this with you• Read up on night nursing policyRead up on night nursing policy• Read up on bank nursing policyRead up on bank nursing policy• See practice education web pages onSee practice education web pages on

http://www.rgu.ac.uk/nursing/practice/http://www.rgu.ac.uk/nursing/practice/page.cfm?pge=40911page.cfm?pge=40911

On arrivalOn arrival

• Take your clinical assessment documents Take your clinical assessment documents and SKILLS PASSPORT and and SKILLS PASSPORT and keep them on keep them on the ward/dept the ward/dept

• Professional conductProfessional conduct• Induction/ orientationInduction/ orientation• Identify mentor/depute mentorIdentify mentor/depute mentor• Negotiate night nursing experienceNegotiate night nursing experience

Clinical AssessmentClinical Assessment Initial Discussion Initial Discussion

• Initial interview (within 72hours) Initial interview (within 72hours) • Discuss development plan from previous Discuss development plan from previous

placementplacement• Review domains of learning- Professional Review domains of learning- Professional

and Ethical practice, Care Delivery, Care and Ethical practice, Care Delivery, Care Management and Personal and Professional Management and Personal and Professional DevelopmentDevelopment

• Compile a contract of learningCompile a contract of learning• Arrange date for mid-placement and final Arrange date for mid-placement and final

interviewinterview• 40% working with mentor to be recorded 40% working with mentor to be recorded

on timesheet (indirect also)on timesheet (indirect also)

Contract of LearningContract of Learning

Should:Should:• be mutually agreed by mentor and studentbe mutually agreed by mentor and student• make expectations explicitmake expectations explicit• clarify what you are aiming to achieve clarify what you are aiming to achieve

(objectives) (objectives) • clarify how you are to achieve your clarify how you are to achieve your

objectives (learning opportunities)objectives (learning opportunities)• be referred to be referred to regularlyregularly and reviewed and reviewed

regularlyregularly

Formative Assessments Stage 2Formative Assessments Stage 2

• There are 2 formative assessments which There are 2 formative assessments which you must achieve by the end of stage 2you must achieve by the end of stage 2

• Principles of AsepsisPrinciples of Asepsis• Engaging with Clients- Stage 2Engaging with Clients- Stage 2• These are found in your skills passportsThese are found in your skills passports• Get your mentor to sign them when Get your mentor to sign them when

achieved and verify this in your CARachieved and verify this in your CAR• Patient Group DirectivesPatient Group Directives

Clinical Assessment Clinical Assessment Mid-placement discussionMid-placement discussion

• Mid-way assessmentMid-way assessment• Review learning contract and assess Review learning contract and assess

achievementachievement• Time to reflect if you are meeting level two Time to reflect if you are meeting level two

practice outcomes and implement action practice outcomes and implement action plan for achievement if requiredplan for achievement if required

• Arrange final assessment dateArrange final assessment date

Clinical AssessmentClinical AssessmentFinal InterviewFinal Interview

• This is the time when you and your mentor This is the time when you and your mentor reflect on your performance on placementreflect on your performance on placement

• Your mentor records their comments grades Your mentor records their comments grades your performanceyour performance

• You record your comments and indicate the You record your comments and indicate the grade you would award yourselfgrade you would award yourself

• Timesheets need to be completed accurately Timesheets need to be completed accurately and signed (lilac) and signed (lilac)

• Make sure you have all your documentation Make sure you have all your documentation before you leave the placementbefore you leave the placement

Cause for Concern from studentCause for Concern from student

• At any point during your placement there At any point during your placement there may be something that doesn’t seem right may be something that doesn’t seem right to youto you

• Initiate a cause for concern immediatelyInitiate a cause for concern immediately• See practice education web pages onSee practice education web pages on

http://www.rgu.ac.uk/nursing/practice/http://www.rgu.ac.uk/nursing/practice/page.cfm?pge=40911page.cfm?pge=40911

Cause for concern from MentorCause for concern from Mentor

• A mentor may raise a cause for concern in A mentor may raise a cause for concern in order to student performanceorder to student performance

• This is to enable further support to help This is to enable further support to help you successfully complete the placementyou successfully complete the placement

• See practice education web pages onSee practice education web pages on

http://www.rgu.ac.uk/nursing/practice/http://www.rgu.ac.uk/nursing/practice/page.cfm?pge=40911page.cfm?pge=40911

Part-Time WorkPart-Time Work

• Any part time work that you have must not Any part time work that you have must not interfere with your ability to satisfy interfere with your ability to satisfy working alongside your mentor and shift working alongside your mentor and shift patterns which are allocatedpatterns which are allocated

• Please refer to the Bank & Bursary Policy Please refer to the Bank & Bursary Policy for Grampian on the practice education for Grampian on the practice education web pages onweb pages on

http://www.rgu.ac.uk/nursing/practice/page.http://www.rgu.ac.uk/nursing/practice/page.cfm?pge=40911cfm?pge=40911

Cleanliness Champions- Stage 2Cleanliness Champions- Stage 2

• UUnit 4 - personal protective nit 4 - personal protective equipmentequipment

• Unit 5 - safe use and disposal of Unit 5 - safe use and disposal of sharpssharps

• Unit 6 - maintenance of a clean health Unit 6 - maintenance of a clean health care environmentcare environment

• Unit 7 - safe handling and disposal of Unit 7 - safe handling and disposal of wastewaste

• For support follow the cleanliness For support follow the cleanliness champions flowchart in your skills champions flowchart in your skills passportspassports

Skills PassportsSkills Passports

• These are important documents These are important documents which tell the mentor that you have which tell the mentor that you have practised skills in the skills centre practised skills in the skills centre and need to practice with real and need to practice with real patients patients

• Take them with you, Take them with you, leave them on leave them on placementplacement while you are there, so while you are there, so they can be completed as and when they can be completed as and when skill opportunities arise.skill opportunities arise.

Inter-professional LearningInter-professional Learning• Demonstrate evidence of interdisciplinary Demonstrate evidence of interdisciplinary

collaboration. collaboration. • Responsibility of yourself, the student, to arrange Responsibility of yourself, the student, to arrange

- support will be available from your mentor. - support will be available from your mentor. • Discuss this task at your initial interview with Discuss this task at your initial interview with

your mentor and again at your midway your mentor and again at your midway assessment. This activity should be completed at assessment. This activity should be completed at the end of the placement. the end of the placement.

• The activity links with the Domain ‘Professional The activity links with the Domain ‘Professional and Ethical Practice’ in the Clinical Assessment and Ethical Practice’ in the Clinical Assessment Profile (CAP).Profile (CAP).

• Forms to complete this activity are with your Forms to complete this activity are with your personal tutorspersonal tutors

Night DutyNight Duty

• The night duty policy has now The night duty policy has now changed to be more flexiblechanged to be more flexible

• It is expected that you acquire It is expected that you acquire experience in the 24 hour 7 days experience in the 24 hour 7 days a week servicea week service

EvaluationEvaluation

• You have a responsibility to complete an You have a responsibility to complete an online evaluation form following your online evaluation form following your placement.placement.

• This is important for quality assurance This is important for quality assurance purposes and to enhance placement purposes and to enhance placement learning for future studentslearning for future students

• It is an opportunity for you to say what It is an opportunity for you to say what went well and what didn’t go wellwent well and what didn’t go well

• Contact your student support network with Contact your student support network with any issuesany issues

This session has helped me This session has helped me prepare for my next prepare for my next

placementplacement1.1. Strongly agreeStrongly agree

2.2. AgreeAgree

3.3. DisagreeDisagree

4.4. Strongly disagreeStrongly disagree

Good Luck!Good Luck!

Any Questions?Any Questions?

NB. You now have the group work NB. You now have the group work session to ask questions about session to ask questions about

travel, etc and the EBL personal tutor travel, etc and the EBL personal tutor session to work on your learning session to work on your learning

outcomes, etc.outcomes, etc.