BSc (HONS) NURSING IN THE HOME/ DISTRICT NURSING · PDF fileS:\Modularity\Documentation Department\Approval Documentation\Programmes\Nursing in the Home-District Nursing, BSc (Hons)\Updated

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(Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 1

BSc (HONS) NURSING IN THE HOME/

DISTRICT NURSING

PRACTICE TEACHER HANDBOOK

OCTOBER 2014

CONTENTS

Page 1 INTRODUCTION 1 2 THE PROGRAMME TEAM 1 3 THE PROGRAMME 1 4 PROGRAMME PHILOSOPHY AND RATIONALE 2 5 PROGRAMME AIMS 2 6 PROGRAMME OUTCOMES 3 7 THE PROGRAMME STRUCTURES 4

8 LEARNING, TEACHING AND ASSESSMENT STRATEGY 10 9 THE TRIPARTITE APPROACH TO ASSESSMENT IN 10

PRACTICE 10 SUPPORT FOR THE PRACTICE TEACHERS 15 11 REFERENCES 15 APPENDICES 17 Appendix 1 Practice Outcomes 18 Appendix 2 Community Practitioner Prescribing Portfolio Document 34 Appendix 3 Programme Structures 44 Appendix 4 360-degree Feedback Tool 47 Appendix 5 Prescribing Competency Framework 51 Appendix 6 Obtaining Informed Consent 62 DISCLAIMER The information contained in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.



1 INTRODUCTION Welcome to Teesside University School of Health & Social Care (SOHSC). Thank you for agreeing to be a Practice Teacher. This handbook is designed to provide you with the information you will require to facilitate your allocated student on the BSc (Hons) Nursing in the Home/District Nursing undergraduate programme. The content of this handbook will provide the basis of the Practice Teacher workshop as well as signposts for future Practice Teachers’ meetings. 2 THE PROGRAMME TEAM Rachel Doubleday is the Programme Leader for the BSc (Hons) Nursing in the Home/District Nursing. She is based in room H1.40 of the Centuria Building at Teesside University and can be contacted by telephone on 01642 384194 or by e-mail at [email protected] . The following people support the programme: Kathryn Potts [email protected] 01642 388239 Office: H2.21 Centuria Building, Teesside University

Jules Downs [email protected] 01642 342751 Office: H1.40 Centuria Building, Teesside University Michelle Sobande [email protected] 01642 384909 Office: H1.20, Centuria Building, Teesside University Carole Schubert [email protected] 01642 384991 Office: H1.21, Centuria Building, Teesside University You should direct any questions, queries or concerns to Rachel in the first instance. Each student will be allocated an Academic Supervisor for the duration of the programme from the team. 3 THE PROGRAMME The BSc (Hons) Nursing in the Home/District Nursing programme has been designed to prepare future specialist community district nurses to meet the challenges of delivering health and social care in the current transformation of services to the community and primary care arena. The programme is responsive to policy directives including The Knowledge and Skills Framework (Department of Health (DH), 2004), Our Health, Our Care, Our Say (DH, 2006), Our NHS, Our Future: NHS Next Stage Review, Leading Local Change (DH, 2008) and Transforming Community Services (DH, 2009b). In order to prepare district nurses working across complex and changing community and primary care settings to meet these challenges the programme aims to facilitate the development of practitioners who are confident and effective and who can clinically lead, reflect, respond and contribute in an analytical and innovative way to the challenges of practice which

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direct health and social care. Practitioners working in this increasingly challenging arena must be able to respond to the needs inherent within contemporary society. The professional requirement for a 50% theory 50% practice learning experience ensures the programme enhances work-based learning opportunities and supports the student’s development of employability skills. 4 PROGRAMME PHILOSOPHY AND RATIONALE The current transformation of the district nursing workforce requires practitioners who can respond to the unprecedented changes in health and social care practice which is increasingly in transition towards more community and primary care-focused services. Contemporary key policy directs this notion and demands that effective and efficient community services are the foundation of healthcare in the National Health Service (NHS) (DH, 2009). The professional role and function of the district nurse is expressed through the ability to make independent, informed professional judgements, while accepting responsibility for actions and accountability for decisions. Therefore responding to such challenges requires district nurses to move beyond competence to capability. Students undertaking this programme in order to become future district nurses will assume responsibility for effective care and programme management, clinical practice leadership and clinical practice development. Incumbent within this will be the development of their clinical expertise, dynamic and evolving knowledge base, effective leadership skills, proactive response to nursing needs within the community, and a commitment to the notion of lifelong learning for themselves and those with whom they come into contact. The district nursing programme is designed around modules that aim to facilitate this process. The modules ensure the development of critical appraisal skills and a sound knowledge of the policy initiatives that shape health and social care provision. Specific modules address both the theory and practice of district nursing as well as providing students with the opportunity to develop the key skills required for their leadership, prescribing and long-term conditions roles within health and social care practice. 5 PROGRAMME AIMS The overall aims of this programme will:

Provide a professional district nursing programme that is proactive and promotes personal development and responsiveness to service delivery within the contemporary challenges of practice.

Achieve an enhanced professional knowledge in relation to district nursing practice that is underpinned by contemporary evidence.

Develop district nurses who have the ability to demonstrate the application of knowledge and skills to a range of complex and changing settings.



Promote a critical enquiry of district nursing practice in order to lead and deliver safe and effective care.

Develop district nurses who are able to work collaboratively in partnership with others, developing shared values and recognising the unique contributions of others.

Develop a critical thinking graduate who will demonstrate continued professional development through lifelong learning.

6 PROGRAMME OUTCOMES On completion of this programme students will be able to: Knowledge and Understanding

Plan and undertake a negotiated, self-managed major project in relation to improving district nursing practice.

Demonstrate a comprehensive and detailed knowledge of the leadership theory which supports leadership development.

Analyse and evaluate service provision which supports clients in all community settings.

Synthesise and evaluate the health, safety and security of self and others in changing, complex and challenging environments.

Cognitive and Intellectual Skills

Synthesise and evaluate key policies and relevant evidence and use this to inform and innovate district nursing practice and service improvement.

Develop, evaluate and contribute to the improvement of district nursing practice on the basis of research evidence.

Synthesise and evaluate the pathophysiological, psychosocial, cultural and environmental factors that influence health needs and apply this knowledge to promote health and wellbeing in individuals, families and the wider community.

Synthesise and evaluate the moral and ethical decisions made in district nursing practice in order to foster or challenge equality, diversity and rights of colleagues, service users and their families or carers.

Practical/Professional Skills

Work in partnership with service users, their families and carers in assessing their holistic needs and identify and initiate appropriate steps for effective care.

Assess, diagnose and treat specific conditions in accordance with agreed pathways of care.

Assess, plan, provide and evaluate specialist clinical nursing care to meet the care needs of individuals in their own homes and other community settings.

Contribute to strategies designed to promote and improve health and prevent disease in individuals and groups.

Work in partnership with service users, families and carers to plan, implement and manage programmes of care for those with long-term health conditions.



Reflect, respond and contribute to the contemporary public health agenda of integrated working, user involvement, improving access to primary care services and tackling social exclusion.

Act in an autonomous manner in order to play a key role in care management.

Demonstrate the knowledge and skills required to prescribe from a nursing formulary, in accordance with current legislation.

Respond to and evaluate the local, regional and national key policies which impact upon effective care and programme management.

Evidence a proactive response to the challenges and diversities of integrated working and foster effective professional relationships that promote partnership and quality care.

Analyse and evaluate the potential for both clinical and personal risk using appropriate strategies to investigate, minimise and manage such risks.

Lead and clinically direct the community nursing team to ensure the implementation of evidence-based quality care through the effective and efficient management of human and technological resources.

Initiate analytical and innovative strategies to ensure service improvement measures are not only fostered, but also evaluated and disseminated.

Utilise personal skills to work collaboratively with others in order to ensure continuous quality service improvement.

Demonstrate sound professional judgement working within approved codes of practice at all times.

Key Transferable

Reflect on and critically review own performance, identify learning needs and negotiate own personal development.

Communicate clearly, fluently and effectively in order to enhance integrated multi-professional working.

Demonstrate and apply appropriate numeracy skills. The Practice Outcomes are detailed in Appendix 1. 7 THE PROGRAMME STRUCTURES Module Outlines All the modules in the programme are compulsory and students must pass all of them. Evidence Appraisal (RMH3007-N) 20 credits at Level 6 Module Leader: Peter Raby Tel: 01642 384100 Ext 5100, Email: [email protected] Office: Centuria H2.21 This module develops student understanding of the concept of evidence-based practice as a framework in which to explore different research methodologies. It will help develop key skills in critical thinking, academic writing and information retrieval and begins the preparation for the final year community project.




Policy in the Context of District Nursing Practice (CCH3073-N) 20 credits at Level 6 Module Leader: Rachel Doubleday Tel: 01642 384194, Email: [email protected] Office: H1.40 Centuria This module aims to facilitate student development as a practitioner who is confident and effective and can reflect, respond and contribute in an analytical and innovative way to contemporary policy which drives health and social care. Students will explore the theoretical perspectives of district nursing practice within health, social, political and economic contexts, and consider the factors that shape and influence the health and wellbeing of individuals and communities. The Principles & Practice of Managing Long-term Health Conditions (CCH3052-N) 20 credits at Level 6 Module Leader: Jules Downs

Tel: 01642 385133, Email: [email protected] Office: H1.40 Centuria

Undertaking this module will support the notion of the need to equip students with the necessary analytical and innovative skills, knowledge and competence to meet the demands on community service delivery in the area of long term conditions. Students will explore the long-term health conditions agenda and develop their clinical skills. Exploring Leadership in the Context of Specialist Practice (SIH3001-N) 10 credits at Level 6 Module Leader: Carole Schubert, Tel: 01642 384991, Email: [email protected] Office: H1.21 Centuria This module will encourage an exploration of contemporary views of leadership relating to practice through the use of key lectures followed by discussion group. Students will debate the underpinning behaviours, values and principles of leadership theory as applied in the clinical context. This module supports development towards the required leadership role within primary care. Students will be encouraged to share experiences of clinical leadership, attitudes and behaviours in order to build their own leadership philosophy. Students will use the practice placement to explore leadership requirements in the context of a new professional role. Community Practitioner Prescribing (CCH3048-N) 10 credits at Level 6 Module Leader: Michelle Sobande Tel: 01642 384909, Email: [email protected] Office: H1.20 Centuria The module considers the issues important for safe and effective prescribing and encourages a reflective approach to practice. Students will engage in learning which will explore the principles of prescribing, alongside the taught component they will undertake self-assessment to determine their abilities to develop safe and effective prescribing practice. Students will work closely with you in order to develop prescribing experiences and you will verify that they have met the module outcomes in practice through the specific portfolio document for this module (Appendix 2).







Specialist District Nursing Practice Project (CCH3074-N) 40 credits at Level 6 Module Leader: Rachel Doubleday Tel: 01642 384194, Email: [email protected] Office: H1.40 Centuria This module is designed to enable students to demonstrate their ability to contribute to practice and service development by planning and undertaking a negotiated self-managed practice project. The project will be subject to appropriate ethical release. In addition, students will also complete a Practice Progress File which will enable them to consolidate and synthesise learning from all modules and to demonstrate the achievement of their practice outcomes. Below are diagrams of the structures over one year (full-time) and two years (part-time).




BSc (Hons) Nursing in the Home/District Nursing Full-time

Policy in the Context of

District Nursing Practice

(Specific) 20 credits

Specialist District Nursing Practice Project


Evidence Appraisal

(Core)

20 credits

Exploring Leadership in the Context of

Specialist Practice (Core)

10 credits

The Principles & Practice of

Managing Long-term

Health Conditions

(Core) 20 credits

Term 2

Community Practitioner Prescribing

(Core) 10 credits

10 weeks’ practice 3 weeks’ annual leave

Summer

Term

Term 1

Term 3



BSc (Hons) Nursing in the Home/District Nursing Part-time

Evidence Appraisal

(Core) 20 credits

Year 1

Term 1

Specialist District Nursing Practice Project


The Principles & Practice of

Managing Long-term Health Conditions

(Core) 20 credits

Year 1

Term 2

Community Practitioner Prescribing

(Core) 10 credits

Policy in the Context of District Nursing Practice


Year 2

Term 1

Year 2

Term 2

Exploring Leadership in the Context of

Specialist Practice (Core)

10 credits

Year 2 Terms 3 &

summer

10 weeks’ practice 3 weeks’ annual leave

Year 1

Term 3

Practice over summer 2½ days per week for 10 weeks



Year Plan – Full-time This is a 52-week programme that is structured to meet the standard of a 50% theory and 50% practice programme. These 52 weeks will also include a 10-week period of consolidated supervised practice experience. Therefore, all students must have an agreement with a health trust to provide a clinical placement and a community Practice Teacher for the duration of the course. The taught component of the programme will be delivered at Teesside University during term times with modules taking place during the morning, afternoon or evening. Students will spend the equivalent of two full days per week in University. They will be asked to sign a register for each module they attend. They will also spend the equivalent of two full days per week in clinical practice; these days can be negotiated with you as their Practice Mentor. Students must record their practice hours on a monthly basis in practice and will complete a timesheet which must be signed and verified by you. One day per week will be allocated for self-directed study. The final 10 weeks of the programme will be undertaken in full-time practice (five days per week) with a final tripartite in Week 51 of the programme. The final week will be spent in the University as students consolidate their learning and they will share their project progress with their peers, you will be invited to attend in order to share in this success. You will find the programme structure in Appendix 3. Year Plan – Part-time This is a two-year programme (52 weeks per year) that is structured to meet the standard of a 50% theory and 50% practice programme. These two years will also include a 10-week period of consolidated practice experience. Therefore, all students must have an agreement with a health trust to provide a clinical placement and a community Practice Teacher for the duration of the course. The taught component of the programme will be delivered at Teesside University during term times with modules taking place during the morning, afternoon or evening. Students will spend the equivalent of two full days per week in University. They will be asked to sign a register for each module they attend. They will also spend the equivalent of two full days per week in clinical practice; these days can be negotiated with you. Students must record their practice hours on a monthly basis in practice and will complete a timesheet which must be signed and verified by you. One day per week will be allocated for self-directed study. The final 10 weeks of the programme will be undertaken in full-time (2 ½ days per week) practice with a final tripartite in Week 103 of the programme. The final week will be spent in the University as students consolidate their learning and they will share their project progress with their peers, you will be invited to attend in order to share in this success. You will find the programme structure in Appendix 3. All Students It is important that students meet the NMC requirements of the programme in terms of the practice and theory hours. If they require any time off the programme due to sickness or for any other reason they must inform their employer or sponsoring organisation and the programme team. Time will be made up before the period of consolidation. It is important that they discuss any issues at the earliest opportunity with both you and their Academic Supervisor.



8 LEARNING, TEACHING AND ASSESSMENT STRATEGY The programme aims to ensure the quality of the learning experience for all students, so that they are recognised for their academic, professional and personal achievements. Therefore, as well as striving to provide students with access to a curriculum that is contemporary and research-based, the learning and teaching strategy employed addresses the interface of different disciplines. It draws upon the contributions of a range of perspectives, which form the central tenet of the student learning experience. This ensures that the students develop a respect for the knowledge, skills and attitudes of a diversity of disciplines, within a culture that values investigation, research and reflection. The diverse and complex student body which features different backgrounds, discipline expertise, motivation, constraints and preferred learning styles has informed a number of the broad principles that frame the approach taken by the multidisciplinary programme team, which seeks to:

Promote a progression from teaching to learning, which involves developing the continuum of student independence.

Provide a learning environment that encourages student development through active learning.

Develop in students the ability and desire to learn autonomously, with a clear emphasis on using knowledge and developing capability.

Encourage students to reflect on their learning and to become reflective practitioners.

Emphasis on a student-centred approach which incorporates more extensive use of flexible methods of delivery.

Throughout the duration of the programme the student will work towards achievement of the Standards for Specialist Community Nursing Practice (NMC 2001). To facilitate the development of theory and practice, evidenced through the completion of the Practice Progress File, the student will engage in a tripartite relationship with their Practice Teacher and Academic Supervisor. The tripartite approach to assessment in practice is outlined below. 9 THE TRIPARTITE APPROACH TO ASSESSMENT IN PRACTICE You, the student and the Academic Supervisor form a tripartite relationship within the practice setting, to facilitate the integration of the theoretical and competency-based aspects of the programme. This dynamic and collaborative learning relationship is set within the workplace and enables the student to reflect upon practice situations, problems and issues in order to develop a combination of action, reflection and evaluation. This tripartite approach will also be used to assess student learning. The support in practice that this provides is crucial in enabling the student to achieve the outcomes of the programme by preparing them for professional practice and facilitating reflection in and on action. The tripartite group, as partners in the learning process, will meet a minimum of once in the practice area during each term in order to assess student learning needs and help formulate a programme of workplace learning. The first meeting will focus upon two main areas – the practicalities of learning and teaching and the underpinning



philosophy. Further visits will discuss overall progress and the development towards achievement of the practice outcomes. This will include a review of the validity of the evidence provided by the student. As a learner the student will be expected to utilise their reflective skills to evaluate their progress and link practice and capability development to the evidence base. Practice Progress File Practice Progress Files provide an opportunity to address key competencies seen as important in further promoting ‘employability’ of the graduate. The main philosophy of Practice Progress Files is that they enable the student to document and therefore record key achievements in relation to key academic and professional skills throughout their studies in higher education. Students will undertake self-assessment within their file and it will be the responsibility of the student to keep their Practice Progress File up-to-date.

It will be important that the student keeps a record of the successes and challenges that they have through the programme, particularly how they have achieved the practice outcomes. Much of the Practice Progress File will be concerned not only with personal growth but also the development of professional competence and capabilities which are highly valued by employers. The Specialist District Nursing Practice Project module will provide the vehicle for the integration of much of what the Practice Progress File supports and represents an important piece of work during the final stages of the student’s studies. Tripartite meetings will be held during each term of the programme. The first two tripartite meetings will consider progression towards achievement of the practice outcomes. The final tripartite meeting will take place in Week 51 (Week 103 for part-time students) of the programme and will be a summative meeting in which they will demonstrate that they have achieved the practice outcomes. At this point they will be expected to demonstrate through reflection how they have achieved the outcomes. They will also provide evidence that they have successfully completed a Prescribing Competency Framework this will be verified by you and provide all essential evidence detailed in the Practice Progress File. Part-time students will undertake bi-tripartite meetings in each year throughout the programme. The essential evidence which must be submitted in the Practice Progress File includes:

Formulation and completion of a Learning Contract which identifies strategies to meet individual learning needs

Self-assessment which identifies strengths and areas for development

Evidence of achievement of all practice outcomes

Evidence of achievement of the Prescribing Competency Framework

Four completed service user/carer 360-degree Feedback Tool

Completed Dialogue Sheets from each tripartite

Completed timesheets



Summative Assessment of Practice Students who are referred on one or more of the practice outcomes must demonstrate achievement of these outcomes at the designated point of re-assessment. If this is the case the student must devise a Learning Contract and Action Plan with both the Academic Supervisor and you in order to address the outcomes involved within a further tripartite meeting. The decision regarding whether or not the student has achieved this will be made by you and the Academic Supervisor. Students will normally be expected to resubmit the Practice Progress File within four weeks. This will be at agreed at a University Assessment Board. It is, however, your responsibility to have identified any issues or concerns before the final tripartite date and informed the Academic Supervisor and the student in order to address these issues before the final tripartite. 360-degree Feedback Tool (Appendix 4) It is important that service users, their families and carers are involved in the development of any programme which prepares nurses for practice. The SOHSC actively promotes this approach. This programme has been developed with this in mind (SOHSC Learning, Teaching & Assessment Strategy 2009-2012). This tool has been developed in conjunction with the user/carer group who have informed the programme curriculum. Its purpose is to ensure that the student can apply appropriate communication skills and include patients and their families under their care in any decisions made in relation to their care. The tool has been modified and based on good practice in the pre-registration nursing programme. Feedback from this group identified that service users, their families and carers do in the main want to actively participate in their care provision and want a district nurse or indeed any nurse to exhibit high quality communication skills not only with them but with others who may be involved in their care. Please identify four appropriate patients or carers throughout the year including the final 10 weeks of full-time practice whom the student has provided care for and with consent and ensuring confidentiality you will facilitate the completion of this tool. The student will not be informed of the individual’s identity in line with the guidelines for confidentiality. Full, informed consent must be obtained in order to ensure that the patient and their family or carer is able to provide an honest assessment of the student’s communication skills. There is an opportunity for you and the student to consider the responses and feed back your thoughts. Prescribing Competency Framework (Appendix 5) In addition to the specialist qualification awarded on successful completion of the programme, students will develop their prescribing practice and will gain a community prescribing qualification. In order to ensure that they are deemed capable to prescribe safely they must complete a Prescribing Competency Framework document which you must verify. This document is evidence which is required as part of the Specialist District Nursing Practice Project practice module and will be submitted at the final tripartite.



Prescribing Portfolio Document – module Community Practitioner Prescribing (Appendix 2) This portfolio must be completed in full as part of the student’s prescribing assessment for the Community Practitioner Prescribing module. Students will submit this in Week 35 of the programme. You will verify that the student has met the module outcomes through ensuring that they have exposure to prescribing experiences. Students will be required to reflect upon their prescribing experiences with patients, therefore they will be required to ensure confidentiality and obtain informed consent (Appendix 6). The Essential Evidence required for the portfolio includes:

A Learning Contract which identifies the student’s individual learning needs and strategies to meet these needs.

A Learning Log that identifies prescribing experiences.

Evidence of achievement of learning outcomes verified by you the Practice Teacher.

A critical reflection on an episode/s from the student’s Learning Log.

Evidence of having passed an examination which consists of 20 short answer and multi-choice questions (MCQ) and five questions which test numeracy.

This portfolio is separate from the Prescribing Competency Framework detailed above which must be completed and submitted at final tripartite. The Different Roles within the Tripartite Relationship Student The student will be prepared for their practical experience during the theory hours of the modules. The student’s role within the tripartite approach is to take responsibility for their own learning and demonstrate a willingness to develop both academically and in practice. The student will be expected to discuss their own learning needs with you and their Academic Supervisor. The student must be willing to undertake honest self-assessment, articulate their learning needs, seek and accept formative feedback. The student will need to recognise and appraise their own abilities and limitations. Practice Teacher As the Practice Teacher you will provide honest, tactful and specific feedback, discussing and recognising the student’s achievements as well as highlighting areas needed for further development. You will provide a patient/client-centred approach to caring in the clinical setting in which learning can be negotiated and facilitated. Overall, you will facilitate, observe and assess the student’s performance over the continuous period of the programme. In partnership with the Academic Supervisor you will judge whether or not the student has achieved the practice outcomes. You will sign to verify that these have been achieved at the final tripartite meeting; you will be supported by the Academic Supervisor in this. The Academic Supervisor will fulfil a dual role that also encompasses the Personal Tutor role. Their primary role is to give the student and you support and guidance as



part of the practice experience. They will provide student-centred educational support both within the academic and practice settings. They will be involved in an initial discussion to clarify the student’s learning needs whilst on placement. They will monitor progress and aid development of theory/practice links and participate in final discussions to verify achievement of practice outcomes based on discussion with the student and you. The Academic Supervisor will maintain a close liaison with you so that any issues may be clarified at an early stage. They must, alongside you, address and document any issues in order to arrange an appropriate Action Plan. You will, in conjunction with them, have an important role in judging whether any remedial action has been successful. You will both also judge whether or not the practice outcomes have been achieved. A minimum of one tripartite meeting will be held in the practice area during the term in order to assess the student’s learning needs, agree a programme of workplace learning and assess progression towards achievement of the practice outcomes. For part-time students these meetings will take place during Terms 1 and 3 (Year 1) and Term 1 and Week 103 (Year 2). Students will be expected to utilise reflective skills to evaluate their progress and link their practice development to the evidence-base. This Practice Progress File should provide a documentary record illustrating this learning and the achievement of outcomes within the practice area. This process involves:

The use of an appropriate model to reflect upon existing competence, knowledge, skills attitudes and values.

An evaluation of strengths and areas for development in relation to the practice outcomes. This is designed to enable students to identify the knowledge and skills they bring into the programme and clarify what they are required to achieve.

An identification of learning needs in order to achieve practice outcomes.

Establishment of a plan or Learning Contract to meet learning needs.

Formative and summative evaluation of progression and achievement of the practice outcomes.

Identification of future learning needs. Self-assessment Students will undertake an honest self-assessment, articulate and document their learning needs, as well as seek and accept formative feedback from you and the Academic Supervisor. As such they will need to recognise and appraise their own abilities and limitations. Therefore this section should include:

A personal assessment of the knowledge and skills they have acquired during their professional career to date.

An evaluation of their strengths and areas for development in relation to the practice outcomes.

Their strengths.

Areas they would like to develop.



What they would like to achieve in the coming year.

The Learning Contract they have developed in conjunction with you and the Academic Supervisor.

Dialogue Sheets from tripartite meetings.

The final summative assessment will take place in the final tripartite meeting. It is the responsibility of the student to negotiate an appropriate time to hold these meetings which is suitable for all. Both you and the Academic Supervisor are responsible for deciding whether or not the student has achieved the practice outcomes. All the outcomes must be achieved at this point to successfully complete the programme. 10 SUPPORT FOR THE PRACTICE TEACHERS You will be invited to attend Teesside University at certain points in the programme. The first meeting is designed to introduce you to the programme and is an opportunity to meet both your student (if you have not already done so) and other Practice Teachers. Four further agreed meetings/workshops will be arranged. These provide you with ongoing support throughout the year and are structured in such a way that we can share issues; ideas and practice developments to your peer group. They will fulfil your professional requirement to attend one mentor update per year and will allow you to discuss any student issues. It is very important that you contribute to these meetings. In addition to this you can access the SOHSC Mentor website which aims to provide you with information about the programme and your role and responsibilities. There is a general information section which provides brief information which applies to all programmes and links to resources and continuing professional development opportunities for Mentors. There is also a specific section relation to district nursing containing many useful resources in relation to your role and the programme. You will be introduced to the website at your introductory meeting at the beginning of the programme. Here is the link: http://soh-practicesupport.tees.ac.uk. 11 REFERENCES Department of Health (2004) The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process. http://webarchive.nationalarchives.gov.uk/20130107105354/http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4090843 Department of Health (2006) Our Health, Our Care, Our Say: A New Direction for Community Services. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/272238/6737.pdf

http://soh-practicesupport.tees.ac.uk/

http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4090843


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/272238/6737.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/272238/6737.pdf



Department of Health (2008) Our NHS, Our Future: NHS Next Stage Review, Leading Local Change. http://webarchive.nationalarchives.gov.uk/20130107105354/http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_084644 Department of Health (2010) Transforming Community Services: Overview. http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/Healthcare/TCS/Abouttheprogramme/DH_121964 Department of Health (2013) Care in Local Communities: A New Vision and Model for District Nursing available online at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/213363/vision-district-nursing-04012013.pdf



http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/Healthcare/TCS/Abouttheprogramme/DH_121964

http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/Healthcare/TCS/Abouttheprogramme/DH_121964

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/213363/vision-district-nursing-04012013.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/213363/vision-district-nursing-04012013.pdf



APPENDICES



APPENDIX 1

PRACTICE OUTCOMES Outcome 1

Work in partnership with service users, their families and carers in assessing their holistic needs and identify and initiate appropriate steps for effective care.

Term 1 Formative Review of Development of Practice

Student Comments Date: ........................................................... Signature Student: ................................................................

Practice Teacher Comments Date: .......................................................... Signature Practice Teacher: .................................................... Signature Academic: ....................................................................................................................................

Term 2 Formative Review of Development in Practice


Practice Teacher Comments Date: .......................................................... Signature Practice Teacher: .................................................... Signature Academic:. ...................................................................................................................................

Term 3 Summative Assessment of Practice

Competent/Not Competent I am satisfied/not satisfied that the student has met the standard required through the following: observation, question and answer throughout the practice experience and discussion at the final tripartite meeting. The student demonstrates the necessary knowledge skills, attitudes and values to meet the outcome.

Date: .......................................................... Signature Practice Teacher: .................................................... Signature Academic: .................................................................................................................................... Signature Student: .......................................................................................................................................



Outcome 2

Assess, diagnose and treat specific conditions in accordance with agreed pathways of care.


Student Comments Date: ......................................................... Signature Student: ..................................................................

Practice Teacher Comments Date: ......................................................... Signature Practice Teacher: ..................................................... Signature Academic: ....................................................................................................................................


Student Comments Date: ........................................................... Signature Student: ...............................................................

Practice Teacher Comments Date: ...................................................... Signature Practice Teacher: ........................................................ Signature Academic: ...................................................................................................................................



Date: ....................................................... Signature Practice Teacher: ....................................................... Signature Academic: .................................................................................................................................... Signature Student: .......................................................................................................................................



Outcome 3

Assess, plan, provide and evaluate specialist clinical nursing care to meet the care needs of individuals in their own homes and other community settings.


Student Comments Date: ...................................................... Signature Student: ....................................................................



Student Comments Date: ....................................................... Signature Student: ....................................................................

Practice Teacher Comments Date: .................................................... Signature Practice Teacher: ........................................................ Signature Academic: ....................................................................................................................................



Date: ....................................................... Signature Practice Teacher: ....................................................... Signature Academic: .................................................................................................................................... Signature Student: ......................................................................................................................................



Outcome 4

Contribute to strategies designed to promote and improve health and prevent disease in individuals and groups.


Student Comments Date: .................................................... Signature Student: .......................................................................



Student Comments Date: ................................................... Signature Student: .......................................................................

Practice Teacher Comments Date: ..................................................... Signature Practice Teacher: ........................................................ Signature Academic: ...................................................................................................................................



Date: ...................................................... Signature Practice Teacher: ........................................................ Signature Academic: .................................................................................................................................... Signature Student: .......................................................................................................................................



Outcome 5

Work in partnership with service users, families and carers, plan, implement and manage programmes of care for those with long-term health conditions.


Student Comments Date: ................................................... Signature Student: ........................................................................

Practice Teacher Comments Date: ....................................................... Signature Practice Teacher: ....................................................... Signature Academic: ...................................................................................................................................


Student Comments Date: ..................................................... Signature Student: ......................................................................




Date: ........................................................ Signature Practice Teacher: ...................................................... Signature Academic: ................................................................................................................................... Signature Student: ......................................................................................................................................



Outcome 6

Reflect, respond and contribute to the contemporary public health agenda of integrated working, user involvement, improving access to primary care services and tackling social exclusion.


Student Comments Date: .......................................................... Signature Student: .................................................................



Student Comments Date: ............................................... Signature Student: ...........................................................................

Practice Teacher Comments Date: ................................................. Signature Practice Teacher: ............................................................. Signature Academic: ...................................................................................................................................



Date: ....................................................... Signature Practice Teacher: ...................................................... Signature Academic: ................................................................................................................................... Signature Student: …...................................................................................................................................



Outcome 7

Act in autonomous manner in order to play a key role in care management.


Student Comments Date: .................................................. Signature Student: .........................................................................



Student Comments Date: .................................................. Signature Student: ........................................................................




Date: ................................................... Signature Practice Teacher: ........................................................ Signature Academic: ................................................................................................................................. Signature Student: ......................................................................................................................................



Outcome 8

Demonstrate the knowledge and skills required to prescribe from a nursing formulary, in accordance with current legislation.


Student Comments Date: ................................................. Signature Student: ..........................................................................



Student Comments Date: ............................................ Signature Student: ..............................................................................

Practice Teacher Comments Date: ..................................................... Signature Practice Teacher: ........................................................ Signature Academic: .................................................................................................................................



Date: ........................................................ Signature Practice Teacher....................................................... Signature Academic: ................................................................................................................................... Signature Student: ......................................................................................................................................



Outcome 9

Respond to and evaluate the local, regional and national key policies which impact upon effective care and programme management.


Student Comments Date: .......................................... Signature Student: …..............................................................................

Practice Teacher Comments Date: .......................................................... Signature Practice Teacher: .................................................... Signature Academic: ...................................................................................................................................


Student Comments Date: ................................................ Signature Student: ..........................................................................




Date: ..................................................... Signature Practice Teacher: ....................................................... Signature Academic: .................................................................................................................................. Signature Student: .....................................................................................................................................



Outcome 10

Evidence a pro-active response to the challenges and diversities of integrated working and foster effective professional relationships that promote partnership and quality care.


Student Comments Date: ...................................................... Signature Student: .....................................................................

Practice Teacher Comments Date: ....................................................... Signature Practice Teacher: ....................................................... Signature Academic: ..................................................................................................................................


Student Comments Date: ....................................................... Signature Student: ...................................................................




Date: ....................................................... Signature Practice Teacher: ....................................................... Signature Academic: .................................................................................................................................... Signature Student: .......................................................................................................................................



Outcome 11

Analyse and evaluate the potential for both clinical and personal risk using appropriate strategies to investigate, minimise and manage such risks.


Student Comments Date: .................................................... Signature Student: .......................................................................

Practice Teacher Comments Date: ..................................................... Signature Practice Teacher: ....................................................... Signature Academic: ..................................................................................................................................


Student Comments Date: .............................................. Signature Student: .............................................................................

Practice Teacher Comments Date: ..................................................... Signature Practice Teacher: ........................................................ Signature Academic: ..................................................................................................................................



Date: ........................................................ Signature Practice Teacher: ................................................... Signature Academic: ................................................................................................................................... Signature Student: ......................................................................................................................................



Outcome 12

Lead and clinically direct the community nursing team to ensure the implementation of evidence-based quality care through the effective and efficient management of human and technological resources.


Student Comments Date: ................................................... Signature Student: ........................................................................

Practice Teacher Comments Date: ..................................................... Signature Practice Teacher: ........................................................ Signature Academic: ..................................................................................................................................


Student Comments Date: ............................................. Signature Student: ..............................................................................

Practice Teacher Comments Date: .................................................... Signature Practice Teacher: ........................................................ Signature Academic: ....................................................................................................................................



Date: ..................................................... Signature Practice Teacher: ........................................................ Signature Academic: .................................................................................................................................... Signature Student: .......................................................................................................................................



Outcome 13

Initiate analytical and innovative strategies to ensure service improvement measures are not only fostered, but also evaluated and disseminated.


Student Comments Date: ................................................ Signature Student: .........................................................................

Practice Teacher Comments Date: .................................................... Signature Practice: Teacher: ........................................................ Signature Academic: ...................................................................................................................................


Student Comments Date: ............................................... Signature Student: ...........................................................................




Date: ...................................................... Signature Practice Teacher: ........................................................ Signature Academic: .................................................................................................................................... Signature Student: .......................................................................................................................................



Outcome 14

Utilise personal skills and work collaboratively with others to facilitate continuous quality service improvement.


Student Comments Date: ............................................. Signature Student: ..............................................................................



Student Comments Date: ........................................... Signature Student: ................................................................................

Practice Teacher Comments Date: ........................................................ Signature Practice Teacher: ...................................................... Signature Academic: ...................................................................................................................................



Date: ........................................................ Signature Practice Teacher: ..................................................... Signature Academic: ................................................................................................................................... Signature Student: .......................................................................................................................................



Outcome 15

Demonstrate sound professional judgement working within approved codes of practice at all times.


Student Comments Date: ...................................................... Signature Student: ....................................................................

Practice Teacher Comments Date: .................................................... Signature Practice Teacher: ........................................................ Signature Academic: .................................................................................................................................



Practice Teacher Comments Date: ....................................................... Signature Practice Teacher: ...................................................... Signature Academic: ...................................................................................................................................



Date: ........................................................ Signature Practice Teacher: ...................................................... Signature Academic: …................................................................................................................................ Signature Student: .......................................................................................................................................



Outcome 16

Communicate clearly and fluently in professional debate and present arguments in a reasoned manner in order to enhance integrated multi professional working.


Student Comments Date: ........................................... Signature Student: ...............................................................................

Practice Teacher Comments Date: ...................................................... Signature Practice Teacher: ........................................................ Signature Academic : ...................................................................................................................................


Student Comments Date: ............................................... Signature Student: ............................................................................




Date: .................................................... Signature Practice Teacher: ........................................................ Signature Academic: .................................................................................................................................. Signature Student: ......................................................................................................................................



APPENDIX 2

School of Health & Social Care

Community Practitioner Prescribing Portfolio Document

S:\Modularity\Documentation Department\Approval Documentation\Programmes\Nursing in the Home-District Nursing, BSc (Hons)\Updated Documentation\2014-15\BSc (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc

35

Learning Log Student Name:

Date Patient Description of Event Outcomes Met

Significant Learning


38




39




40




41

Learning Outcomes By the end of the module you will be able

to:

Achieved in Practice (Practice Teacher

Signature)

Not Achieved in Practice (Practice Teaching

Signature)

Student Signature Date

1 Critically appraise and synthesise the influences that can affect prescribing practice and demonstrate understanding by managing prescribing practice in an ethical way.

2 Demonstrate a comprehensive and detailed knowledge of drug actions in prescribing practice.

3 Analyse and evaluate the legal and professional framework for accountability and responsibility in relation to prescribing practice.

4 Evaluate the factors involved in effective history-taking, including medication history and current medication that will inform the diagnostic process.

5 Demonstrate a comprehensive and detailed knowledge of the relevant legislation to the practice of nurse/midwife prescribing.


42

6 Critically appraise and synthesise sources of information/advice and decision support systems in prescribing practice.

Achieved (PT Sig) Not Achieved (PT sig) Student Signature Date

7 Demonstrate a critical reflective approach to continuing professional development of prescribing practice.

8 Prescribe safely, appropriately and cost effectively.

9 Practice within a framework of professional accountability and responsibility.

10 Assess and consult with patients/clients, parents and carers.

11 Demonstrate the ability to monitor response to medicines and modify treatment or refer the patient as appropriate.


43

12 Demonstrate a detailed and comprehensive knowledge of the importance of record-keeping in the context of medicines management including accurate recording in patient notes, reporting of near misses, adverse reactions.

13 Demonstrate a detailed knowledge of the roles and relationships of others involved in prescribing, supplying and administering medicines.

Achieved (PT Sig) Not Achieved (PT Sig) Student Signature Date

14 Demonstrate effective partnership working with Independent Prescribers and the wider care team.

15 When working with children take an appropriate history, undertake a clinical assessment, and make an appropriate diagnosis, having considered the legal, cognitive, emotional and physical differences between children and adults.

16 Demonstrate appropriate numeracy skills.

Competent/Not Competent I am satisfied/not satisfied that the student has met the outcomes of the module. This has been evidenced through observation, question and answer discussion throughout the practice experience

Signature: ………………………………………………………………. Practice Teacher Name: …………………………………………………………….

Date: ………………………………………………………………



APPENDIX 3 Full-time Timetable 2014-2015

1 September 8th

Induction 2 September 15th

3 September 22nd

4 September 29th 3 days’ study

2 days’ Practice Modules

Policy in the Context of District Nursing Practice CCH3073-N

Evidence Appraisal RMH3007-N

Specialist District Nursing Practice Project CCH3074-N

(52 weeks)

5 October 6th

6 October 13th

7 October 20th

Formative 1,000-word written paper CCH3073-N

8 October 27th

9 November 3rd

10 November 10th

11 November 17th

12 November 24th

Summative exam CCH3048-N

13 December 1st

14 December 8th

Formative peer assessed project presentation CCH3074-N

Formative practice assessment tripartite CCH3074-N

15 December 15th Study

16 December 22nd

Holiday

17 December 29th Holiday

18 January 5th

3 days’ study 2 days’ Practice Modules

The Principles & Practice of managing Long Term Health Conditions CCH3052-N

Exploring Leadership in the Context of Specialist Practice SIH3001-N

19 January 12th

Summative 4,000 written paper CCH3073-N Summative seen examination RMH3007-N

20 January 19th

21 January 26th

22 February 2nd

23 February 9th

24 February 16th

25 February 23rd

26 March 2nd

27 March 9th

28 March 16th

Summative OSCE CCH3052-N Formative practice assessment tripartite CCH3074-N

29 March 23rd

Holiday

30 March 30th Holiday

31 April 6th 3 days’ study

2 days’ Practice Modules

Community Practitioner Prescribing CCH3048-N

32 April 13th

33 April 20th

34 April 27th

Summative 2,000 word written reflection SIH3001-N

35 May 5th

Summative Portfolio CCH3048-N

36 May 11th

37 May 18th



Part-time Timetable 2014/15 – 2015/16

38 May 25th study

39 June 1st

Summative 8,000 word project CCH3074-N

10 weeks’ practice 3 weeks’ holiday

40 June 8th

41 June 15th

42 June 22nd

43 June 29th

44 July 6th

45 July 13th

46 July 20th

47 July 27th

48 August 3rd

49 August 10th

50 August17th

51 August 24th

52 August 31st

Formative final project presentation Evaluation

1 September 18th

September 15

th

September 22nd

Induction 2

3

4 September 29th 1 ½ days’ study

1 day Practice Modules

Evidence Appraisal RMH3007-N

Specialist District Nursing Practice Project CCH3074-N

(104 weeks)

5 October 6th

6 October 13th

7 October 20th

8 October 27th

9 November 3rd

10 November 10th

11 November 17th

12 November 24th

Summative exam CCH3048-N

13 December 1st

14 December 8th

Formative practice assessment tripartite CCH3074-N

15 December 15th Study

16 December 22nd

Holiday

17 December 29th

Holiday

18 January 5th

1 ½ days’ study 1 day Practice Module

The Principles & Practice of managing Long Term Health Conditions CCH3052-N

19 January 12th

Summative seen examination RMH3007-N

20 January 19th

21 January 26th

22 February 2nd

23 February 9th

24 February 16th

25 February 23rd

26 March 2nd

27 March 9th

28 March 16th

Summative OSCE CCH3052-N

Formative peer assessed project presentation CCH3074-N



91 June 1 Submission of 8,000-word project CCH3074-N

10 weeks’ practice (2½ days/week) 3 weeks’ holiday

Specialist District Nursing Practice

CCH3074-N

(104 weeks)

92 June 8

93 June 15

94 June 22

95 June 29

96 July 6

97 July 13

98 July 20

99 July 27

100 August 3

101 August 10

102 August 17

103 August 24 Summative practice assessment & submission of progress file CCH3074-N

104 August 31 Formative final project presentation

Evaluation



CONFIDENTIAL DISTRICT NURSING PRACTICE-BASED ASSESSMENT

TO BE COMPLETED BY SERVICE USER OR CARER

Thank you for agreeing to help assess the district nursing student’s progress in managing your care needs. Communication is a vital skill which is important to all patients/service users and carers and by completing this questionnaire you are adding your contribution to the assessment process of the student. If you wish please ask the student’s Mentor (the nurse who gave you this form) or your family to help you complete this form. All questions are optional and the student will not know who has been asked to complete the form. The student will see your comments however please be assured that your identity will remain confidential.

Please rate how effective you felt the district nursing student was in relation to the following areas by ticking one box for each statement:

Poor

OK

Good

Excellent

N/A

1. You were greeted in a friendly manner at each visit

2. You were given the opportunity to discuss and plan your care needs

3. You were provided with a clear understanding of how your health and social care needs could be addressed

4. You were given information and choice about your care which you could easily understand

5. The student district nurse worked with you in order to make appropriate decisions about your care and you were given the opportunity to ask questions and express your views concerning your care

6. You felt supported in your decisions and made to feel that your views and choices were respected

7. You were advised on other services which could support you and how to access these

8. The student district nurse was knowledgeable in providing the information you required

9. Your family or carers were included and involved in both the organisation and delivery of your care where appropriate

10. You were provided with the opportunity to be involved in any changes to your care and fully discussing these with you

11. Treated you with dignity and listened to you at all times throughout your care

APPENDIX 4

D

D

D

D



12. Is there anything that you felt the student did particularly well?

13. Are there any areas which you feel the student can improve?

Thank you for taking the time to complete this form



DISTRICT NURSING PRACTICE-BASED ASSESSMENT

Name of District Nurse Student: I confirm that informed consent has been obtained from the patient/client/service user/carer (delete as appropriate) completing this form. Name of Practice Teacher: ……………......................................................................... Signature of Practice Teacher: ……………................................................................... This assessment should ensure that the student can deliver safe, effective and efficient health information based on assessment of client need. Therefore the district nursing student should be able to:

Please rate how effective the service user/carer felt the student district nurse was in relation to the

following areas by ticking one box for each statement:

Work in partnership with service users, their families and carers in assessing their holistic needs and identify and initiate appropriate steps for effective care

Please rate the student performance

Poor

OK

Good Excellent

A demonstration of a clear understanding of how to address any identified health and social care needs

Enhanced observation skills

Effective interview/assessment skills

Working in partnership and respecting clients/family/ carers views

Available resources – e.g. inclusion of or referral/signpost to other more appropriate services if indicated

Demonstrate enhanced communication skills which facilitate a therapeutic relationship through:

Please rate the student performance Poor

OK

Good Excellent

An open questioning style

Good listening skills

Appropriate empathy

Treated the client/service user/carer with dignity and demonstrated an open and honest approach throughout

D

D

D

D

D

D

D

D

D

D

http://www.tees.ac.uk/



Additional Information Was there any aspect of the assessment which the patient/client/service user/ carer felt was particularly good? Are there any areas which the patient/client/service user/carer felt required further development in order to improve their overall experience? Practice Teacher comments Practice Teacher signature: …………………………………………….......................... Date: ............................................................................................................................. Student comments: Signature: ………………............................................................................................... Date: .............................................................................................................................



APPENDIX 5

Prescribing Competency Framework 2014/2015

To be submitted at final tripartite Week 51

Student Name

Full-time/Part-time

Programme

Academic Supervisor

Practice Teacher

Placement Area

Placement Dates

Practice Teacher Signature Student Signature



1. CONSULTATION, DECISION-MAKING AND THERAPY, INCLUDING

REFERRAL

Learning Indicator Evidence of Progression

1.1 Accurate assessment, history-taking,

communication and consultation with patients/ clients and their parents/carers.

1.2 Development of a management plan.

1.3 Diagnosis. 1.4 Prescribe, not to prescribe, non-drug treatment or

referral for treatment.

1.5 Numeracy and drug calculations.

1.6 The legal, cognitive, emotional and physical differences between adults and children, and the implications for safe prescribing practice*.





2. INFLUENCES ON, AND PSYCHOLOGY OF, PRESCRIBING


2.1 Patient/client demand, and preference vs

patient/client need – knowing when to say ‘no’. 2.2 External influences, e.g. companies or colleagues. 2.3 Patient/client partnership in medicine-taking,

including awareness of cultural and ethnic needs. 2.4 Concordance as opposed to compliance.




3. PRESCRIBING IN A TEAM CONTEXT


3.1 Rationale, adherence to, and deviation from national

and local guidelines, local formularies, protocols, policies, decision support systems and formulae.

3.2 Understanding the role and functions of other team

members. 3.3 Documentation, with particular reference to

communication between team members, including electronic prescribing.

3.4 Auditing, monitoring and evaluating prescribing

practice. 3.5 Interface between multiple prescribers and

management of potential conflict. 3.6 Budgets and cost effectiveness. 3.7 Dispensing practice issues.




4. CLINICAL PHARMACOLOGY, INCLUDING THE EFFECTS OF CO- MORBIDITY


4.1 Anatomy and physiology as applied to prescribing

practice and community practitioner formulary. 4.2 Basic principles of drugs to be prescribed –

absorption, distribution, metabolism and excretion, including adverse drug reactions (ADR).

4.3 Interactions and reactions.

4.4 Patient/client compliance, concordance and drug

response.

4.5 Impact of physiological state on drug responses and safety, e.g. in elderly people, neonates, children and young people, pregnant or breast feeding women.




5. EVIDENCE-BASED PRACTICE AND CLINICAL GOVERNANCE IN RELATION TO NURSE PRESCRIBING


5.1 Rationale, adherence to and deviation from national

and local guidelines, protocols, policies, decision support systems and formulae.

5.2 Continuing professional development – role of self

and role of the organisation.

5.3 Management of change.

5.4 Risk assessment and management, including safe storage, handling and disposal.

5.5 Clinical supervision.

5.6 Reflective practice/peer review.

5.7 Critical appraisal skills.

5.8 Auditing practice and scrutinising data, systems monitoring.

5.9 Identify and report adverse drug reactions and near misses, and learn from mistakes.




6. LEGAL, POLICY AND ETHICAL ASPECTS


6.1 Sound understanding of legislation that impacts on prescribing practice.

6.2 Legal basis for practice, liability and indemnity.

6.3 Legal implications of advice to self-medicate including the use of alternative therapies, complementary therapy and over the counter (OTC) medicines.

6.4 Safe-keeping of prescription pads, action if lost, writing

prescriptions and record-keeping. 6.5 Awareness and reporting of fraud.

6.6 Drug licensing.

6.7 Yellow card reporting to the Committee of Safety on

Medicines (CSM) and reporting patient/client safety incidents to the National Patient Safety Agency (NPSA).

6.8 Prescribing in the policy context.

6.9 Manufacturer’s guidance relating to literature, licensing and off-label.

6.10 Ethical basis of intervention.

6.11 Informed consent, with particular reference to client groups in learning disability, mental health, children, critically ill people and emergency situations.




7.1 The NMC Code of Professional Conduct;

Standards for Conduct, Performance and Ethics.

7.2 NMC Standards for Prescribing Practice. 7.3 Accountability and responsibility for assessment,

diagnosis and prescribing.

7.4 Maintaining professional knowledge and competence in relation to prescribing.

7.5 Accountability and responsibility to the employer.

7. PROFESSIONAL ACCOUNTABILITY AND RESPONSIBILITY




8. PRESCRIBING IN THE PUBLIC HEALTH CONTEXT


8.1 Duty to patient/clients and society.

8.2 Inappropriate use of medication, including

misuse, under-use and over-use.

8.3 Inappropriate prescribing, over-prescribing and under-prescribing.

8.4 Access to health care provisions and medicines.

Adapted from Standards of Proficiency for Nurse and Midwife Prescribers (NMC, 2006) http://www.nmc-uk.org/Documents/Standards/nmcStandardsofProficiencyForNurseAndMidwifePrescribers.pdf And NMC (92007) 22/2007 Circular: http://www.nmc-uk.org/Documents/Circulars/2007%20circulars/NMC%20circular%2022_2007.pdf


http://www.nmc-uk.org/Documents/Standards/nmcStandardsofProficiencyForNurseAndMidwifePrescribers.pdf



http://www.nmc-uk.org/Documents/Circulars/2007%20circulars/NMC%20circular%2022_2007.pdf

http://www.nmc-uk.org/Documents/Circulars/2007%20circulars/NMC%20circular%2022_2007.pdf



FINAL Summative Practice Assessment in relation to ALL

PRESCRIBING COMPETENCIES

Practice Teacher Final Report

Practice Teacher Name Signature Date

Student comments

Student Name Signature Date




Verification of Competence as a Community Practitioner Prescriber

(To be completed by the Practice Teacher at final tripartite)

Student:

Considering the student’s demonstration of skills, knowledge attributes and professionalism is the student competent to practice as a Community Practitioner Prescribing? YES/NO

If no, you must comment:

Practice Teacher Name Signature Date




OBTAINING INFORMED CONSENT Rationale As part of the assessment and portfolio-keeping process students are sometimes required to illustrate the relationship between theory and practice by using information relating to specific clients, e.g. care studies, care plans, assessments, projects and reflective pieces. In these circumstances obtaining informed consent is essential. In order to demonstrate compliance with the professional codes/bodies, the attached Obtaining Informed Consent Declaration Form must be completed and submitted with the work. Failure to obtain consent and/or submit the completed declaration form will result in automatic referral/failure and could lead to disciplinary action. Responsibilities The academic support teacher/module tutor supervising the piece of work is responsible for:

Directing the student to the site where they can access a copy of the Obtaining Informed Consent Declaration Form and Guidance Notes prior to the assessment.

Drawing the student’s attention to the Access to Health Records Act (1990), in particular: o Section 5.3, which states that third parties may only access the

patient’s records provided that information given by the patient and/or the results of examinations/investigations will not be disclosed.

o Section 5.1 which states that the information obtained from the patient’s health records must not be used in a way as to cause the patient serious physical or mental harm, or that the patient may be identified.

Drawing the student’s attention to the Data Protection Act (1998) in particular: o Reviewing the rationale and each point set out in the Obtaining

Informed Consent Declaration Form o Reminding the student that the completed Declaration Form must

accompany the assignment when submitted.

APPENDIX 6



The Student is responsible for:

Informing the Practice Mentor/Supervisor of the nature of the assignment/ portfolio and the requirement to complete an Obtaining Informed Consent Declaration Form.

Seeking informed consent from the patient/client and/or patient/client representative and/or carers, and/or colleagues/staff in accordance with points 1-4, as set in the Declaration Form.

Themselves and the Practice Mentor/Supervisor ensuring the Declaration Form is completed.

Ensuring the completed Declaration Form is submitted with the assignment by the required date.

Ensuring that a pseudonym is used for client/patients, relatives, carers and staff mentioned in the assessment.

Ensuring that any documentation submitted as part of the assessment will be rewritten and not photocopied e.g. care plans, assessment forms.

The Practice Mentor/Supervisor is responsible for:

Providing the student with appropriate support and guidance whilst obtaining informed consent form the patient/client and/or patient/client representative.

Signing the Obtained Informed Consent Declaration Form, only if they are confident that the criteria have been met.



OBTAINING INFORMED CONSENT DECLARATION FORM

DECLARATION BY STUDENT In order to comply with the requirements of the Access to Health Records Act (1990) and the Data Protection Act (1984), I confirm I have discussed the following with the patient/client* and/or the patient’s/client’s* representative, e.g. parent/guardian, next of kin, carers, colleagues/staff and have obtained permission to use personal relevant data:

* Delete as appropriate 1. The nature of the assessment. 2. The reason I wish to use data relating to the patient/client. 3. That clients’/patients’, carers’, colleagues’/staff anonymity and confidentiality

in relation to any material gathered or produced in the course of this work will be maintained e.g.: a For all persons mentioned pseudonyms and/or general titles will be

used, not individual names. b The patient/client address and any information which could identify

their address will be omitted. c General terms will be used to describe occupation/workplace/school/

hobbies etc. d Time, date and location of admission will be omitted; e Information which may identify the patient/client/relatives/carer and

colleagues/staff will be omitted from documentation e.g. care plans, pathways of care, risk assessments etc.

4. Those who will have access to the work in addition to myself e.g. typist, teaching staff, other students, Board of Examiners.

Student’s Name

Programme/Pathway/Cohort

Academic Support Teacher/ Module Tutor


65

INFORMED CONSENT DECLARATION FORM N.B.: Patient/Client/Carer/Colleagues/Staff column should be completed by using a Code/Pseudonym e.g. Client/Patient A, Client/Patient B in order to provide anonymity and confidentiality. If names are used in the first column a pseudonym must be used and it must be clearly stated that this is a pseudonym. The Code/Pseudonyms used must be the same as those referred to in the assignment.

Patient/ Client/ Carer/

Colleague/ Staff

Module Title

Academic Support Teacher

Informed Consent Gained

Practice/ Mentor

Supervisor Name

Practice/ Mentor

Supervisor Signature

Student Signature

Date

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Agreed at SASC 26 September 2012