Formative Assessment - Canterbury Christ Church … · Web viewThe Mentor uses student self-assessment as a basis for discussion within the Formative assessment. Mentor identifies

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Return to Practice Practice Assessment Document (PAD)

(Mental Health Nursing)

Student Name______________________________________________________

Start Date__________________________________________________________

Practice Placement __________________________________________________

Practice Hours to be completed_______________________________________

Introduction

This Assessment of Practice Document records the student’s progression and achievement of their practice competencies throughout the programme. It also provides information concerning the roles and responsibilities within the assessment process.

This Assessment of Practice Document includes:- Glossary of terms A step by step guide to the Assessment Process Practice Learning Agreement Roles and Responsibilities Learning Contracts Criteria for Assessment The assessment of practice document (APD)

Records of Formative discussion Summative discussion Tripartite discussions

Flow charts to illustrate Practice Assessment Process ‘Assessing my student’s progress’

Process for Raising and Escalating Concerns Form PIR [1]

1

Glossary of Terms

Independent Practice

The ability to practice at the level described within the competency statement without direct supervision, whilst recognising the limits of one’s own ability and seeking appropriate support and advice when required.

2

Support The provision of guidance and learning opportunities to facilitate the achievement of the practice competencies.

Direct Supervision

Observation of the student performing an activity (this may be on a one-to-one basis or part of group activity)

Mentor

Sign off mentor

An appropriately qualified individual identified to supervise and assess your practice competence

A mentor qualified to sign you off as competent to return to the professional register

Programme Director

The academic leader of the Return to Practice Course. They are the first contact for queries relating to the module.

Practice Placement

A department or practice area which supports your learning in practice.

Formative discussion

Constructive feedback given on the student’s progress towards the learning outcomes

Summative discussion

Tripartite meeting

Final summary that provides the student with constructive feedback to inform their future learning experiences

Meeting between sign off mentor, student and tutor to review progress

3

Summaries of meetings

As part of the placement experience it is expected that the mentor and student will have formal initial, mid placement and end of placement interviews. At the initial meeting a learning contract should be agreed with review dates and a summary of the appropriate learning opportunities documented. A formative discussion of progress made towards the learning outcomes and competencies is discussed with the student in the mid-placement meeting with any constructive feedback that provides the student with a clear picture of their strengths and areas for development in relation to the competencies. Midway during the placement the student will arrange a date for a tripartite meeting between tutor, sign off mentor and student. The learning contract should be revised as appropriate and a summary of these meetings should be documented and signed by the mentor and student. The final meeting should contain a summary of the summative assessment that provides the student with constructive feedback that can be used to inform their future learning experiences.

IMPORTANT PLEASE NOTE: ALL competencies MUST be initialled by the Mentor/sign off mentor at both formative and summative stages. Failure to do so will result in a fail. The final summative column MUST be signed and dated by the sign off mentor for all competencies in order to verify the pass or fail in each competency. ALL initials and signatures must be fully recorded in the record of signatures.

4

Step by Step guide to the Assessment of Practice Process (APD)

The process for ‘Assessment of Practice’ can be found on page 37.

Step 1 The student completes the first section of their Learning Contract (p.11)

Step 2 The Mentor and Student read and agree the ‘Learning and Assessment Agreement’ (p. 5)

Step 3 The Mentor and Student agree appropriate learning experiences to support achievement of the learning contract and practice competencies. They complete the second section of the Learning Contract and summarize the discussion in the Record of Meetings (p.13).

Step 4 Set date for ‘Formative’ discussion and tripartite meeting. These meetings should be approximately mid-way through the placement.

Step 5 Ongoing informal feedback will be given to support achievement of competencies.

Step 6 The student ticks on the APD in pencil whether they consider that they are practising the competencies detailed within the APD Independently or dependently for the formative assessment. The mentor confirm this or otherwise by initialling each competency as appropriate at formative and summative meetings.

Step 7 The Mentor uses student self-assessment as a basis for discussion within

the Formative assessment. Mentor identifies whether the student is practising Independently or Dependently and summarizes comments to guide student development in the Record of Meetings.

Step 8 Review and update the learning contract based on the discussions within Step 7

Step 9 Date for summative discussion and assessment is planned and documented.

Step 10 The student ticks in pencil on the APD whether they consider they have passed the competencies detailed within the APD, completes the diary of experience to demonstrate competence and writes their summative self-assessment in the box provided (see p 15).

The mentor uses the student self-assessment as a basis for discussion within the Summative assessment. The mentor documents whether or not the student has passed the competencies, i.e. is practising independently, as detailed within the APD and Criteria for Assessment and provides constructive feedback in the box provided. The learning contract should also be signed to say that achievement has been agreed.

5

Guidance on completion of the APT

COMPETENCY STATEMENT

Essential skill cluster (ESC, 2010)):

Care, Compassion and Communication

ESC reference in red

Formative Assessment

Midway (initials and

date)

Summative Assessment placement

end(initials and

date)

Mentor please provide constructive feedback regarding individual aspects of competence.

Final Summative assessment

Sign off Mentor Signature and date

Independent

Dependen

t

Pass Fail

1 1 Demonstrates clinical confidence through

sound knowledge, skills and understanding

Please use in conjunction with the levels of performance table and negotiate equivalent examples of skills in the learning contract where the specific example given is not appropriate to your practice area

In this section the mentor can describe the progress the student

has made, identify where evidence to support the assessment can be found

and comment on why they have assessed the student as meeting or not meeting the standard required.

The mentor’s initials/signature and

date can be referenced against the record of signatories

earlier in the document

6

Evidence to support Assessment of Practice Learning

Levels of Performance It is the student’s responsibility to provide evidence to the mentor that they are able to demonstrate skills and knowledge with a consistency and autonomy which will be sustained in future practice. Evidence must include the mentor’s own observations of the students but

can be supported by the written or verbal testimony of others and the student’s ability to reflect on their practice

Knowledge and understanding

Demonstrates a working understanding of the wider factors that underpin and impact on effective nursing practice and applies relevant knowledge and skills to more complex and unexpected situations

Problem-solving skills Demonstrates sound problem-solving skills and clinical judgement to more complex and demanding clinical problems.

Values and attitudes Takes an active role in leading own learning experience. Can interact effectively with patients, families and colleagues in more demanding situations. Acknowledges and works within the

boundaries of their knowledge, skills and level of education. Manages and develops their own practice and that of others in accordance with the NMC (2008) Code of conduct.

Clinical skills Performs core skills safely and more complex skills with minimal supervision and is able to guide a junior nurse to undertake essential core skills

Passing / Failing the student

Students are required to pass all practice outcomes/competencies. If at any point the Mentor or student is concerned that the required standard will not be met for either the Formative or Summative assessment reference should be made to the Flow charts on pages 36 & 37 for advice on appropriate action to be taken.

7

Orientation to practice placements The following has been explained / discussed / demonstrated to the satisfaction of both Mentor and student:

Mentor initial and date Student initial and dateLayout of the clinical area

Procedure in the event of Fire

What to do in the event of a collapse, cardiac or respiratory

arrestMoving and Handling of people

and equipment

Awareness of policies specific to the area of practice

General information, shift patterns, members of team

etc.

8

Record of Signatures

This document forms a record of the student’s competence. The ‘sign off’ mentor has overall responsibility for signing the student off as competent at the end of their placement. There may be other individuals involved in the assessment or feedback given to the student. For identification purposes, please write your name, signature and initials along with your job title in the boxes below:

Name Signature Initials Registration part e.g. RN adult nursing.

Sign – off mentor; Date of last mentor update;

Date of last triennial review;

Others Status: mentor/sign off mentor/RN

9

Practice Learning and Assessment Agreement

Student:

Mentor:

Area or Practice:

Dates and Duration of Placement:

Roles and Responsibilities:

Student: Have a clear understanding of the learning outcomes and

practice competencies for the module Assess your existing knowledge and skill and establish a

baseline upon which to build a learning contract To take advantage of learning opportunities and to review

Learning Contract regularly Gain the necessary clinical experience to achieve the Practice

Competencies To provide evidence of competence in relation to the APD Alert Programme Director/Personal Tutor and Sign off Mentor

if problems arise with the placement that might prevent progress or satisfactory completion.

To arrange Tripartite meeting half way through placement.

Mentor: Have a clear understanding of the learning outcomes and

practice competencies for the module and is on the same part of the register as the student with due regard.

Assist in the construction of an appropriate learning contract to enable the development of the student’s practice

Facilitate learning in line with the agreed plan Verify the evidence demonstrated through the APD Meet regularly (at least 3 times) to provide constructive

feedback on progress

Sign off mentor: Review student progress and competences midway and end

of placement Maintain an overview of achievement and professionalism in

line with the standards for entering the professional register (NMC, 2010)

Initiate tripartite meeting if any concerns. Sign the student off as competent to return to the

professional register.

Programme Director: Discuss the requirements of the module with the student and

offer support for the assessment requirements Liaise with and support the Mentor Ensure adequacy of the learning environment

Date Learning agreement agreed:...............................................

Student:.......................................................................................

Sign off Mentor:............................................................................

Co mentor:…………………………………………………………………………

10

11

Hours to be completed

The numbers of hours a student will need to complete to reactivate their professional registration is determined by the number of years the student has been out of practice. Ultimately, the numbers of hours required will be a decision of the Programme Director in consultation with the student’s practice mentor and the University tutor. The table below provides a guideline.

Years out of practice Minimum practice hours required

0 - 5 100

6 – 10 100

11-15 150

16 – more 200

12

RETURN TO PRACTICETIME SHEET FOR SUPERVISED PRACTICE

Student…………………………..Placement………………………...Hours to be completed…………………….

Week Hours worked Supervisor Signature Student Signature Running Total

Week Hours worked Supervisor Signature Student Signature Running Total

13

Total hours completed

14

Diary of events and skills completed

Date Diary of experience

Date Diary of experience

15

16

Learning contract

Learning needs to achieve the practice competency:

Specific Actions that will meet learning needs:

Specific Actions that will meet learning needs:

Achievement Agreed(Signed and dated by Mentor+ Student)

17

Learning needs to achieve the practice competency

Achievement Agreed(Signed and dated by Mentor + Student)

Date Learning Contract agreed:

Mentor Signature: Student Signature:

18

Record of Meetings and Feedback on Assessment of Practice

Date for Initial meeting and development of learning contract:

Summary of discussion:

Mentor signature:

Student signature:

Date:

19

Date for Mid-course meeting:

Summary of Formative Feedback:

Mentor signature:

Student signature:

Date:

20

Date for Tripartite review meeting:

Summary of progress:

Mentor signature:

Student signature:

Tutor signature:

Date:

21

Date for final meeting:Student Self Assessment

Summary of Summative Feedback:

Mentor signature:

Student signature:

Date:

22

Criteria for Assessment: “All nurses must practice autonomously, compassionately, skilfully and safely and must maintain dignity and promote

health and wellbeing” (NMC, 2010) (Standards for preregistration nurse education)

Conditions of practice for the achievement of clinical competenciesLevel of

performanceLevel of supervision/support Independent Dependent

Independent Practices without direct supervision whilst recognising the limits of own ability and seeking appropriate support and advice

when required.

Practice is consistently safe, accurate & effective within each competency.

Performance is skilful, co-ordinated and confident with economical use of

time.

Focuses primarily on the patient (rather than the task).

Demonstrates responsive interpersonal skills.

Is self directing & offers cues to assist others whilst achieving competency.

Evaluates the use of the evidence base for practice.

Omissions or inaccuracies are evident in performance.

Lacks skill or co-ordination in performance of the competency.

Demonstrates a lack of focus on patient needs.

Demonstrates inappropriate interpersonal skills.

Requires directive or supportive cues.

Cannot articulate the evidence base for practice.

23


Essential skill cluster (ESC, 2010)):

Care, Compassion and Communication

ESC reference in red


Midway (initials and

date)

Summative Assessment placement

end(initials and

date)




Independent

Dependen

t

Pass Fail

1 1 Demonstrates clinical confidence through

sound knowledge, skills and understanding

2 1 Articulates the underpinning values of

the NMC(2008) The Code: Standards of

conduct, performance and ethics for nurses

and midwives3 2 Takes a person centred

approach to care, empowering individuals

to make choices and works in partnership with patients, carers

and families

24


Essential skill cluster (ESC):Care, Compassion and

Communication ESC

Formative Assessment (initials and

date)

Summative Assessment (initials and

date)



Mentor Signature and date

Independent

dependen

t

Pass Fail

4 4 Is proactive in maintaining dignity

5 5 Respects diversity and individual preference and uses appropriate

strategies to empower and support choices for

vulnerable or compromised patients.

6 5 Manages and diffuses challenging situations

25


Essential skill cluster (ESC):Care, Compassion and

Communication ESC


date)


date)




Independen

t

Dependen

t

Pass Fail

7 6 Communicates effectively and

sensitively in different settings, providing

information that is clear, accurate, meaningful

and free of jargon8 7 Applies the principles of

confidentiality

9 8 Works within legal frameworks when

seeking consent and shares information

according to agreed safeguarding and protection policies

10 Promote patient/carer individuality, informed

choice and independence

Sign off

26


Essential skill cluster (ESC):Organisational aspects of care

ESC


date)


date)




Independen

t

Dependen

t

Pass Fail

11 9 Act autonomously and takes responsibility for

collaborative assessment and planning of care delivery with the

patient, their carers/family.

12 10 Applies research based evidence to practice

13 13 Responds appropriately when faced with an

emergency or deterioration in a

patients physical or psychological condition

27

Area of CompetenceEssential skill cluster:

Organisational aspects of care

ESC


date)


date)



Sign off Mentor Signature and

dateIndepende

nt

Dependent

Pass Fail

14 14 Promotes health and well being , self care and independence in coping with effects

of treatment, ongoing condition

including death and dying

15 15 Measures, ,documents and interprets

vital signs and acts autonomously and appropriately on

findings.,16 16 Delivers nursing

interventions safely and effectively, prioritising the

needs of individuals.17 17 Detects, reports and

records information taking appropriate

action.

18 17 Evaluates the effect of interventions, taking account of

physical, emotional and behavioural

changes, involving patient/carer in plan

of care

28


Organisational aspects of care

ESC


date)


date)




dateIndepende

nt

Dependent

Pass Fail

19 18 Recognise and respond when adults

or children are in vulnerable situations

and at risk or in need of support or

protection20 19 Works within legal

frameworks and applies evidence based practice in the safe selection

and use of medical devices.

21 20 Can selects and apply appropriate

strategies and techniques for

conflict resolution and de-escalation

29


Infection prevention and control

ESC


date)


date)




dateIndepende

nt

Dependent

Pass Fail

23 21 Recognises infection risk and reports and

acts in situations where there is need for health promotion and protection and

public health strategies

24 22 Maintains effective standard infection control precautions

and apply and adapt these to needs and

limitations in all environments.

25 23 Assesses the needs of the infectious

person, or people and applies

appropriate isolation techniques.

26 24 Adheres to local policy and national guidelines on dress code for prevention

and control of infection,

27 25 Applies a range of appropriate

measures to prevent

30

31


Nutrition and fluid management

ESC


date)


date)




dateIndepende

nt

Dependent

Pass Fail

29 27 Supports people to make appropriate the choices and

changes to eating patterns, taking

account of dietary preferences, religious and

cultural requirements,

treatment requirements and

special diets needed for health reasons.

30 28 Takes and records accurate

measurements of weight, height,

length, body mass index and other

appropriate measures of

nutritional status. 31 28 Makes a

comprehensive assessment of

people’s needs in relation to nutrition

identifying, documenting and

communicating level of risk.

32

33


Medicines Management

ESC.


date)


date




dateIndepende

nt

Dependent

Pass Fail

37 33 Is competent in drug calculations required to administer

medicines safely via appropriate routes including specific requirements for different patient

groups..38 34 Applies legislation to

practice to safe and effective ordering, receiving, storing administering and

disposal of medicines and

drugs, including controlled drugs in both primary and secondary care

settings and ensures others do the same.

39 35 Works confidently as part of the team

and, where relevant, as leader of the team to develop

treatment options and choices with the

person receiving

34

35


Medicines Management

ESC


date)


date)




dateIndepende

nt

Dependent

Pass Fail

43 39 Effectively keep records of medication

administered and omitted, in a variety

of care settings, including controlled drugs and ensures

others do the same.44 40 Assists people to

make safe and informed choices

about their medicines.

45 41 Demonstrates knowledge and

application of the principles of

administration under patient group

directive

36

Area of Competence

Leadership management and team working (NMC, 2010)


(initial)

Summative Assessment

(initial)




dateIndependen

t

Dependent

Pass Fail

46 Can lone work safely and manage a case

load

47 Promotes recovery and communicates

optimism to patients and carers

48 Demonstrate personal

accountability for practice,

acknowledge limitations and seek

guidance where appropriate

49 Be aware of nursing audit/evaluation

methods and standards for clinical

area

37

FINAL ASSESSMENT OF PROFICIENCY

Sign off Mentor Declaration:

I confirm that Return to Practice student……………………………………HAS/HAS NOT* provided sufficient evidence to demonstrate that the NMC standards of proficiency for entrance to the register have been achieved.

*Please delete as necessary

FINAL OUTCOME (please specify):

PASS / FAIL

Sign off mentor name (print): Full Signature: Date:

Workplace:

38

Summary of Tripartite assessment meetings

(Tutor/Mentor/Student) For use when the mentor has raised concerns

Date:

Signatures:

Date:

Signatures:

39

Action Plan to be completed if concerns are expressed during the assessment process

Issue to be addressed Action to be taken By whom and by when

40

Raising and escalating concerns for students on placementsPlease see the following link:https://www.canterbury.ac.uk/health-and-wellbeing/practice-learning-unit/docs/FPLC-6-Raising-and-Escalating-Concerns-in-Practice.pdf

As part of your induction to the placement you will have familiarised yourself with the placement providers policy for ‘Raising and Escalating Concerns’

41

Process of Practice Assessment

42

Introduction to module and practice assessment

documentation

Student identifies learning needs to inform Learning

Contract

Formal discussion and negotiation of learning contract related to APT with

mentor

Agree date of formative assessment and document on Learning Contract

Undertake self assessment in relation to progress referring to APT and Learning Contract

Student satisfied with progress / opportunities

Formative meeting and completion of

assessmentTripartite meeting

Progress satisfactory?

Review and develop learning contract and set date for summative assessment

Student summative self-assessment in relation to progress referring to APT

and Learning ContractStudent satisfied with

progress / opportunities

Summative meeting and completion of assessment with

mentorPass / Fail

Reflection on integration of theory with practice and identification of further learning needs

Tripartite meeting with programme director, mentor and student

NO

YES

FAILResit

opportunity

PASS

YES

NO

YES

NO

Do I have any concerns?

Are the criteria within the PAD being met?

MentorPersonal reflection HAVE I?

Negotiated a learning contract? Clarified my expectations? Given feedback? Provided the learning opportunity? Demonstrated appropriate practice? Shared my opinion with colleagues? Discussed with programme director/ Practice

Educator?

If student is making satisfactory progress in all areas, give constructive feedback to encourage further development.Update assessment documentation

SUMMATIVE ASSESSMENT

Tripartite meeting with mentor, programme director and student

Renegotiate learning contract Identify support system Set review date Document meeting on Record of Discussion

sheet Formative assessment- constructive feedback /update assessment / new learning contract

Informal discussion of progress and concerns Set up a system to ensure adequate support Set a review date Notify the Module Leader

Mentor to address personal responsibilities

FAIL STUDENTTripartite process with student, mentor and programme director

NO

YES

Programme Director to organize resit opportunity

NO


YES

NO

PASS STUDENT

PASS STUDENT

YES (Independent)


PASS STUDENT

NO (Dependent)

Assessing my students’ progress

Documents

Formative Assessment - Canterbury Christ Church … · Web viewThe Mentor uses student self-assessment as a basis for discussion within the Formative assessment. Mentor identifies