ONGOING ACHIEVEMENT RECORD (OAR) · accordance with the NMC Standards to support Learning and Assessment in Practice which states, that “an ongoing achievement record, including

I Scottish OAR version 3: UofG 21/3/16

ONGOING ACHIEVEMENT RECORD

(OAR) Scotland

Student Name: ............................................................................

University: University of Glasgow

University ID: ..........................................

Programme: Bachelor of Nursing (Hons)

Field of Practice: Adult

II Scottish OAR version 3: UofG 21/3/16

GLOSSARY OF TERMS AND ABBREVIATIONS

BLS Basic Life Support

CCP Health care worker who has undertaken the Cleanliness Champion Programme for Education (Web-based with mentor support)

CHEF Care Home Education Facilitator

CPR Cardiopulmonary Resuscitation

ESC Essential Skills Clusters

MH Manual Handling

HAI Healthcare Associated Infection

HEI Higher Education Institute

NES NHS Education for Scotland

NHS National Health Service

NHSS National Health Service Scotland

NMC Nursing and Midwifery Council

OAR Ongoing Achievement Record

Part 1 Year One

Part 2 Year Two

Part 3 Year Three and Four

PEF Practice Education Facilitator

PLE Practice Learning Assessment Documentation

PSMAV Prevention & Safe (Therapeutic) Management of Aggression and Violence.

PLE Practice Learning Experience

SLAiP Standards to support learning and assessment in practice

SOM Sign-Off Mentor

III Scottish OAR version 3: UofG 21/3/16

Table of Contents

SECTION 1: GUIDANCE ........................................................................................... 1

1.0: Introduction to the Scottish Ongoing Achievement Record (OAR) ...................... 2

1.1 Information for students ........................................................................................ 3

1.2 Information for mentors and supervisors .............................................................. 4

1.3 Performance review process ................................................................................ 5

1.3.1 Pre-practice activities ................................................................................ 5

1.3.2 Initial meeting ............................................................................................ 6

1.3.3 Interim performance .................................................................................. 6

1.3.4 Final performance ..................................................................................... 7

1.3.5 Progression Points .................................................................................... 7

1.4 Users, carers, and professional colleagues .......................................................... 8

1.5 Risk assessment .................................................................................................. 9

1.6 Due regard ......................................................................................................... 10

1.7 Reasonable adjustment ...................................................................................... 11

1.8 Attendance ......................................................................................................... 11

1.8.1 Working time directive ............................................................................. 11

1.8.2 Attendance record sheets ....................................................................... 12

1.8.3 Authorised absence ................................................................................ 12

1.8.4 Unauthorised absence ............................................................................ 12

1.8.5 Reporting sickness / absence ................................................................. 12

1.8.6 Returning from sickness / absence ......................................................... 12

1.10 Record of signatories ....................................................................................... 14

1.11 Record of signatures for other registered professionals ................................... 17

SECTION 2: PRACTICE LEARNING EXPERIENCE (PLE) ..................................... 18

2.0 Programme outline ............................................................................................. 19

2.1 University of Glasgow assessment criteria ......................................................... 24

2.2 Student agreement – confidentiality, professional behaviour,good health and good character statement. Signed at commencement of each year and at entry to the register (see section 3.4). ................................................................................... 35

2.3 Mandatory training .............................................................................................. 36

2.4 Record of compulsory practice skills .................................................................. 37

2.5 Alternative fields of practice ............................................................................... 38

SECTION 3: U ofG POLICIES, GUIDELINES, PROTOCOLS ............................... 322

3.0 Student support protocol .................................................................................. 323

IV Scottish OAR version 3: UofG 21/3/16

3.1 Reporting a cause for concern in practice identified by a student .................... 328

3.2 Risk assessments ............................................................................................ 335

3.3 Submission of practice learning assessment documents checklist .................. 345

USEFUL REFERENCES FOR STAFF AND STUDENTS ...................................... 356

1 Scottish OAR version 3: UofG 21/3/16

SECTION 1: GUIDANCE


1.0: Introduction to the Scottish Ongoing Achievement Record (OAR)

All Scottish Higher Education Institutions (HEIs) deliver their pre-registration nursing programmes in accordance with the Nursing and Midwifery Council (NMC) Standards for pre-registration nursing education (2010), the Standards for Learning and Assessment in Practice (SLAiP) (2008) and the European Union Directive 2005/36/EC requirements. All Scottish HEIs have worked collaboratively to produce a single Ongoing Achievement Record (OAR) for Scotland, which must be completed by all nursing students undertaking a pre-registration programme. The purpose of the OAR is to provide a record of practice learning progress and achievement of learning outcomes throughout each practice learning experience (PLE) (NMC 2008, page 30). This allows current and future mentors to see an overview of the student’s progress from the first PLE right through to the last. The OAR is an integral part of the learning process. It is not simply a catalogue of learning activities; rather, it should be clear evidence of the learning that has occurred. The OAR should provide evidence of learning from academic activities as well as from practice experience; it is particularly important to demonstrate achievement of the NMC Standards for Pre-Registration Nursing Education (NMC 2010).

All pre-registration nursing students have consented to the carrying of practice learning documentation throughout the length of their programme and recognise the importance of the OAR to ongoing learning, the final assessment of competence by the Sign-Off-Mentor and for future practice.

Footnote

All Scottish HEIs use slightly different terminology regarding the lecturer who is responsible for the student while on their PLE. You should be aware of this terminology; however for the purpose of this single document, the link lecturer, academic advisor, personal tutor shall be referred to as the academic lecturer.


1.1 Information for students

Your OAR is an important tool in presenting an overall picture of your achievements at progression points and at the end of your programme. It provides evidence for your mentor or sign-off mentor about your achievements and/or needs. This is in accordance with the NMC Standards to support Learning and Assessment in Practice which states, that “an ongoing achievement record, including comments from mentors, must be passed from one practice learning environment to the next to enable judgements to be made on the student’s progress” (NMC 2008a, p.31).

Role of the student:

1. Take a proactive approach to practice and personal learning by developing learning plans.

2. Complete the pre practice learning activities prior to the start of the PLE. 3. Determine who the associated Academic Lecturer and Practice Education

Facilitator (PEF/CHEF) for the area are and the approved mechanism by which a student may raise concerns about the safety of service users. This is addressed through the “Raising and escalating a concern” in section 3 of this booklet and all students MUST make themselves aware of their responsibilities in relation to this aspect of their role.

4. Students must respect the rights of a service user to decline care at all times. 5. Take your OAR to your PLE on day 1 so that your mentor can review your

progress to date. If you do not, then you will be sent away to get them. 6. Ensure that your mentor signs ‘record of signatories’ form once he/she has

reviewed your OAR 7. All actions and entries in your OAR must be undertaken in collaboration with

your mentor or sign-off mentor and documented by them 8. To identify experiences and learning opportunities with mentors to enable the

achievement of practice outcomes, NMC Domains, generic and field specific competencies and personal objectives

9. To reflect in and on your practice 10. Demonstrate ability to integrate theoretical learning with practice 11. Provide mentors with evidence of learning and development to inform

assessment of performance and feedback from mentors. 12. Ensure that all elements of the assessment section are completed fully and

signed before you leave your PLE 13. On completion of the PLE, individual HEI procedures will be followed for your

submission of documentation.

In addition to the activities described above, the student must also be aware of the requirement to complete an evaluation of the Practice Learning Experience which is part of the formal university audit process.

This OAR will be useful to show your achievements, progression through the programme and culminate in your entry to the register. If you have any questions regarding this document or how to use it please do not hesitate to speak to your link lecturer/course/year leader.


The Nursing and Midwifery Council (2008) states that:

“Pre-registration students have supernumerary status and can expect to be able to

work with mentors.”

Supernumerary status means that

students will not be considered part of the workforce. Student’s names may appear on duty rotas for scheduling purposes but they will not be counted as part of the workforce.

the learning experience should provide the student with opportunities to meet their learning outcomes and learning needs. Where appropriate students may visit other areas as determined by their learning needs.

1.2 Information for mentors and supervisors

Mentors are registered nurses who undergone mentorship preparation and are on a ‘live’ mentor register for a practice area (NES 2013). Supervisors are registered professionals, who are not nurses and have undertaken appropriate preparation to support student nurses. Their names are included on a register. In order to remain on the live register, mentors and supervisors are required to undertake annual updating and triennial review. Some mentors are also designated as ‘sign-off’ mentors and as such, are responsible for verifying students’ competence and readiness for registration with the NMC at the end of the programme. If you are a student-mentor, all entries in the OAR must be signed by the student-mentor and countersigned by the supervising mentor.

Mentors are required to determine the amount of direct and indirect supervision needed by each student, however at least 40% of students’ time must be supervised directly or indirectly by a mentor whilst giving care within the practice setting (NMC 2008a).

Responsibilities of the mentor:

1. Keep up to date with respect to the structure and content of the pre-registration nursing programme and NMC (2010) standards.

2. Provide support and guidance to the student when applying new knowledge. 3. Act as a resource to the student to facilitate learning and professional growth. 4. Directly manage the student’s learning in practice to ensure public protection. 5. Ensure the student’s supernumerary status is maintained. 6. Directly observe the student’s practice, or use indirect observation where

appropriate, in order to ensure that NMC defined outcomes and standards of competence are met.

7. Assess the student and complete all relevant documentation. Responsibilities of sign-off mentor are contained within the sign-off documentation section.


Please read the following information which will assist you in the assessment process, including users, carers and other professionals involvement, risk assessment, due regard, reasonable adjustment, any cause for concerns, and attendance.

Please note: If acting as a supervising mentor for someone undertaking

mentorship preparation (student-mentor) then you must countersign all entries

made by the student-mentor in the students’ practice learning assessment

documentation

1.3 Performance review process

The Process of Assessment The NMC (2010a, p11) define competence as “the overarching set of knowledge, skills and attitudes required to practise safely and effectively without direct supervision”. Assessment is often categorised as formative and summative. Formative assessment is designed to give students feedback on the progress they are making within new PLEs. It provides students and those involved in providing learning and support with the opportunity to make adjustments to the learning process. Within the practice environment, formative assessment occurs formally at the interim interview and review of progress. However, students should be given feedback at any time to ensure they are aware of how they are progressing, justifying areas of strength and areas requiring improvement. Summative assessment is concerned with measuring the standard to which predetermined outcomes have been achieved. Summative assessment usually involves measuring against criteria to determine achievement. In the case of practice learning the NMC Domains, Generic and Field Specific Competencies and Essential Skills Clusters (2010) for entry to the register constitute the subject of assessment. Assessing a student often comes from the direct observation of practice by you, the mentor. It will also be through probing theoretical principles or decision making processes, perhaps through posing hypothetical questions relating to practice situations, from feedback from others involved in supporting the student during the practice experience, and from service user/carer feedback. This may supplement other more direct methods of assessing, especially as the student should develop initiative and require less direct supervision as they progress. This documentation is designed to assist you with this process.

1.3.1 Pre-practice activities

Pre-practice learning activities including practice information - student The University has set designated activities and it is essential that these are completed by the student prior to commencing within the PLE. These focus on the nature of the care area, the staffing profile, the types of clients, and the nature of common conditions that may be encountered. These activities will enable potential learning opportunities to be identified thereby facilitating the development of a learning plan to achieve the required competencies whilst within the practice learning


environment. These pre-practice activities are documented as completed by the mentor in the OAR once the student commences the PLE.

1.3.2 Initial meeting

Orientation and Induction to practice learning environment - mentor and student The Orientation Outcomes specified within this booklet should be completed by the student within the first 48 hours in order to familiarise themselves with the nature of the practice learning environment. It should also be signed off by a mentor within the first 48 hours in order to familiarise themselves with the nature of the practice learning environment. This ensures that the students understand how to make best use of PLE in the practice settings with a particular emphasis on their own and others safety.

The mentor will complete the details required within the section and the Mentor Signature Record (section 1.12) to enable confirmation of your status as a mentor.

The student and mentor must have a preliminary meeting to discuss the student’s learning needs (within the first 48 hours), at which they will review the learning plan/s from their second PLE onwards and determine a plan for achieving the prerequisite learning as recorded in the OAR. This discussion and review of learning needs is documented by the mentor in the OAR. At this point it is strongly recommended that the dates for the interim and final assessments are agreed and documented by the mentor and student.

1.3.3 Interim performance

Interim review of progress – mentor and student It is recommended that the student and mentor meet regularly (for example once every two weeks) to discuss progress and to review the learning plan formulated within the first 48 hours of the PLE. As a minimum, it is necessary for the student, in collaboration with the mentor, to ensure that the interim review of progress is completed at the interim of the PLE. Prior to the interim review of progress, students should reflect on their progress within the practice learning environment and this should inform the discussion and formulation of the interim strategy to address learning needs. This discussion and review assessment is formative and documented and signed by the mentor in the OAR.

Situations may arise where there are concerns about a student’s knowledge, competence, professionalism or fitness to progress. The NMC Code (2015) reminds mentors of their professional accountability and responsibilities and where a student is recognised as being “weak and not achieving”, it is essential that they “are identified early and given the right amount of encouragement and support and concerns dealt with in a timely manner” (NMC 2010b, p. 23). Consequently, you may need support when making difficult assessment decisions and may feel anxious about being accountable for such decisions, at this point the Academic Lecturer/PEF/CHEF should be involved as soon as a problem is identified. An action plan needs be developed between the student, the mentor and the Academic Lecturer/PEF/CHEF to address these concerns at the earliest opportunity.


1.3.4 Final performance

Final Performance Assessment

It is the responsibility of the student in collaboration with the mentor to ensure that the final interview and summative assessment of performance is completed at the end of the PLE. This should be completed during the last few days of the PLE. In anticipation of this, you should review the student’s progress, identifying evidence upon which you can make a professional judgement. This should involve discussion with all others who have supported the student and include reference to the service users/carers asked to provide feedback to the student during the PLE.

Following this assessment, the student should reflect upon their progress and document this along with their learning needs within the Learning Plan. In the event of the student not achieving the specified practice learning outcomes or demonstrating an unsatisfactory level of performance, you must forewarn the Academic Lecturer as soon as this is evident. It is anticipated that this would be discussed in advance of the final assessment. If the outcome is unsatisfactory the Academic Lecturer should normally be present when the assessment is discussed with the student. 1.3.5 Progression Points

The NMC (2010) Standard 5.3.2 states that: “Programme providers must ensure that there are two progression points, normally separating the programme into three equal parts”. All Scottish University providers of pre-registration nursing programmes have these progression points at the end of part 1, the end of part 2 and entry to the Register.

Progression in acquiring the competencies is mapped through the use of minimum progression criteria based on safety and values. The safety criteria comprise safeguarding and protection of all people of all ages, their carers and their families and the values criteria comprise professional values, expected attitudes and the behaviours that must be shown towards people, their carers, their families and others.

Part One – there are 18 Progression Point Criteria (PPC) for part one, as defined within the Essential Skills Clusters2 (2010) and a full list of these can be found in Section two of this document.

Part Two - The PPC for part two require the following two statements to be achieved: ‘Works more independently, with less direct supervision, in a safe and increasingly confident manner. Demonstrates potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice’. ESC (2010).

Footnote

Specific HEI requirements of the assessment process are detailed within Section Two of the document.


1.4 Users, carers, and professional colleagues

The NMC (2010) values the role of service users, carers and professional colleagues in assessment of the student’s practice learning, advocating their involvement in the assessment process. As such, we would encourage you to consider feedback received from these individuals when reviewing the student’s performance and take cognisance of this when preparing to discuss and document the student’s final written performance assessment. You may consider seeking feedback from service users and carers on the student’s abilities in relation to:

Giving compassionate care Communicating effectively Respect of the person’s individuality, dignity and rights.

Please note the following for your guidance however-

1. It is your responsibility as mentor to collate and document this feedback in a sensitive, anonymous manner within the student’s document in the appropriate section.

2. Any comments included should be an overall consensus of the feedback received from service users, carers and professional colleagues and must not include any identifiers. Please remember, this document will be photocopied and will be viewed by a variety of practice staff, academic staff and others. It is therefore imperative that any comments made cannot be traced back to the individual who made them

3. Feedback received from users, carers and professional colleagues should be considered in light of your own experiences of working closely with the student and documented taking cognisance of this experience and your assessment of the student’s overall performance

4. Maintaining the anonymity of those who have provided feedback, you should ensure that the student is informed of the summarised comments if choosing to document this within their OAR.

Guidance for Mentors: Service user/carer feedback form

1. Mentors should encourage students to gain valuable feedback from service users and carers as an ongoing aspect of their care delivery. For the purposes on this feedback exercise the key points will be recorded on the form.

2. Service users and carers participating in the feedback exercise of students should be selected in consultation with their mentor(s). Please reassure the service user/ carer that they do not have to participate and if they do not want to, it will not affect their future care or treatment.

3. Mentors should explain the feedback process using the information on the form to contextualise the feedback exercise. If the service user/carer agrees the Mentor will ask the service user/carer for feedback on the listed points and then write the comments on the form. They will read them back to the service user / carer to ensure that the wording is what they wanted to say.

4. It is the Mentor's responsibility to ensure the comments are an accurate account of the service user/carers experience.


5. It is the responsibility of the Mentor to discuss the evidence with the student and sign the form regarding the accuracy of the evidence.

6. The mentor and student will both sign the form indicating that this activity has taken place; the service user/carer should not be identified on the form.

7. The mentor will gain feedback from service users and/or carers/family member and the following is recommended:

a. In part one, without the student being present. b. In part two, if the service user and/or carers/family member consents

the student nurse can be present but the mentor facilitates the discussion.

c. In part three, if the service user and/or carers/family member consents the student and mentor will be present and the student will facilitate the discussion.

8. Any professional ethical issues identified during this evaluation, should be addressed through the NHS board, and HEI policy.

9. These feedback forms have been approved by NHS Lothian Patient Focus and Public Involvement and NHS Borders Public Involvement (Clinical Governance and Quality).

Please also refer to the NHS Education for Scotland (NES) document-

NES 2013 Evaluation of Current Practices to Involve Service Users and Carers in Practice Assessment in 11 Higher Education Institutes (HEIs) in Scotland. 1.5 Risk assessment Introduction:

During a programme of pre registration nurse education each accredited HEI has a duty of care to ensure that students are safe while undertaking PLEs. The HEI and practice providers work collaboratively to support all students. According to current Health and Safety legislation (Management of Health and Safety at Work Regulations 1999) some groups of student nurses must be aware of particular hazards in the practice setting. Students who have not attained the age of 18 (Young workers) and those who are pregnant or breastfeeding may need additional consideration, to ensure that they are not exposed to undue risk. For such students, risk assessment should be carried out prior to the PLE to identify areas of concern and control measures. See section 3 for the following information: Student Nurses as Young workers Students who are pregnant or breastfeeding Outline of roles and responsibilities in relation to risk assessment process Outline of roles and responsibilities in relation to risk assessment process

Student responsibilities are to: 1. Alert the university as soon as possible if they are pregnant or will be under

the age of 18 when they first commence practice.


2. Consent to sharing information. While any information divulged by a student will be treated sensitively it will be necessary to share information relating to their situation with the member of staff responsible for the practice learning environment.

3. Comply with measures recommended to control risk.

Academic staff responsibilities are to:

HEI staff identify that student is under 18 at time of commencing first PLE

Ensure initial risk assessment is carried out (by an identified individual) and recorded on the appropriate form.

Ensure recommended control measures are implemented.

Seek alternative PLE allocation for student if risks cannot be controlled Service provider (Senior Charge Nurse or Nurse Manager in charge of the practice learning environment) responsibilities are to:

Carry out risk assessment.

Suggests control measures to reduce risk in line with local procedures and guidelines.

Record these on the appropriate form

Liaise with mentor about control measures.

Ensure recommended control measures are implemented.

1.6 Due regard

“A nurse mentor who has completed specific preparation in assessing students is normally responsible for ongoing supervision and assessment in practice settings” (NMC 2010a, p9). There are however some circumstances where the student will be supervised by a nurse from a different part of the register (different field of practice), or a different profession. This may be the case with inter-professional and shared learning opportunities. Other registered professionals who have been suitably prepared can supervise and contribute towards the assessment of nursing students with the exception of the last PLE where it must be a sign-off mentor who is registered in the field of practice that the student intends to enter. If you require guidance regarding this aspect of student assessment please contact the student’s academic lecturer or the HEI in a timely fashion. Further guidance can be sought from the NES document on due regard (NES 2013) and the quick reference table below.

Throughout each part of the programme

At the first progression point

At the second progression point

For entry to the register

A registered nurse mentor or, where decisions are transferable across professions, an appropriately registered

Normally a mentor who is a registered nurse from any of the four fields of practice.

A mentor who is a registered nurse from any of the four fields of practice.

A sign-off mentor who is a registered nurse from the same field of practice as that which the student intends to enter.


professional, who has been suitably prepared.

Ref: NES (2013) Please also refer to the NHS Education for Scotland Document- NES 2013 An Exploration of the Interpretation and Application of the use of Due Regard in Pre-registration Nursing Programmes. 1.7 Reasonable adjustment Reasonable adjustments may have been made to allow a student with a disability to achieve competency. It is important to recognise that reasonable adjustments can be made to support the student and to assess how they can demonstrate that they have met a competency or standard. Standards and competencies must be maintained and therefore are not subject to adjustment (NMC 2010). Ultimately it is the student’s own responsibility to inform the mentor of any reasonable adjustment in practice that they may require. It is therefore good practice to discuss with the student at the preliminary interview whether reasonable adjustments can be made to enable the student to practise safely and effectively. Feedback on how the reasonable adjustments are working can be made on the interim assessment pages by students, mentors and other members of practice education staff. Further information on policies and reasonable adjustments can be accessed at the Government site and the NMC. 1.8 Attendance

The NMC Standards for pre-registration nursing education (NMC 2010) state that students must achieve 2,300 hours in practice during their programme. Attendance at practice is mandatory. It is therefore essential that practice time is recorded and any absence is made up. For advice on how time is made up see Section two for individual HEI regulations. 1.8.1 Working time directive

The number of weeks that students must engage with their PLE is allocated by the Placements Office. Students must not negotiate any reduction to their allocated time.

Students are expected to work the shifts allocated by the practice learning environment. Any requests for alteration to designated shift patterns for any reason should be made to the Practice learning environment manager/Academic Lecturer

During their education, the NMC requires all students to undertake practice learning that enables them to experience the full 24 hour, 7 days per week care of patients.

When on practice, students are normally expected to work a minimum of 30 hours per week and a maximum of 48 hours per week. The average time worked should be 37.5 hours per week over the duration of the programme.


Students must ensure that any other work that they regularly undertake does not result in them working more than 48 hours per week. This is to ensure the health and safety of the student nurse, their colleagues and the patients and clients that they care for.

To fulfil the NMC (2010) requirements, students are expected to work a minimum of 40% of the practice time with a mentor and must therefore be prepared to be flexible to accommodate this.

1.8.2 Attendance record sheets

Attendance records are important documents, in that they provide evidence to confirm that students have achieved the minimum NMC requirement of 2,300 hours of practice during the pre-registration nursing programme.

Both students and mentors are responsible for ensuring attendance records are accurate and signed.

Attendance records should accurately reflect the number of hours of practice undertaken.

The Nursing & Health Care School will photocopy attendance record sheets and file for reference.

Attendance records should not be signed in advance. If the mentor is not going to be on duty during the last few days of a student’s PLE the attendance records for these days should be signed by another member of staff.

1.8.3 Authorised absence

Please refer to the authorised absence policy document two for each individual HEI. 1.8.4 Unauthorised absence

Students who accrue significant periods of unauthorised absence will have this addressed through the HEIs disciplinary policy. This may ultimately result in discontinuation from the programme. 1.8.5 Reporting sickness / absence

Students who are unable to attend the practice learning experience, for any reason must, either personally or by someone on their behalf: Contact the HEI (as per local policy) AND phone the practice learning environment stating the reason for non-attendance. Please try to phone the practice learning environment before the start of the shift or as soon as possible thereafter. Note that certain hospitals and health centres operate a policy where, if a person who is off sick does not phone in by a certain time, they are automatically marked absent, even if they phone in later. Please remember that it is courteous to inform colleagues in the practice learning environment. Students should provide the practice learning environment with a contact number. This will only be held while the student is on practice and will be deleted when the PLE has ended. 1.8.6 Returning from sickness / absence

Students should contact or phone the practice learning environment to tell them when they are returning and contact the HEI when they have returned. A medical


certificate/fit note is required for all sickness of 7 days or more. Failure to do this will result in students still being recorded as sick/absent and may have implications for their attendance record on the programme.


1.10 Record of signatories

PLEASE COMPLETE AT THE START OF EVERY PRACTICE LEARNING EXPERIENCE.

This will indicate that you are on the live mentor register

PLE PLE Name Mentor Name

(print)

Mentor Signature

confirming that you

are on the local

mentor register

Mentor

Initials

Date of your last

triennial review or

mentor prep

course

Date of last

annual

update

Students sign to

confirm that all

signatures in this

document are

authentic

One Ward 5 SGH Jacqueline Black Jacqueline Black JB 15/11/13 1/11/13 Nursing student


PLEASE COMPLETE AT THE START OF EVERY PRACTICE LEARNING EXPERIENCE (PLE).



(print)

Mentor Signature

confirming that you

are on the local

mentor register

Mentor

Initials

Date of your last

triennial review or

mentor prep

course

Date of last

annual

update

Students sign to

confirm that all

signatures in this

document are

authentic


PLEASE COMPLETE AT THE START OF EVERY PRACTICE LEARNING EXPERIENCE (PLE).



(print)

Mentor Signature

confirming that you

are on the local

mentor register

Mentor

Initials

Date of your last

triennial review or

mentor prep

course

Date of last

annual

update

Students sign to

confirm that all

signatures in this

document are

authentic


1.11 Record of signatures for other registered professionals

In order to verify the identity of all those involved in assessing student performance and to minimise the possibility of fraud, please enter your details in the table below if you contribute any signature / initials to the student’s documentation while on practice.

FULL NAME (PRINT)

POSITION HELD FULL SIGNATURE INITIALS USED


SECTION 2: PRACTICE LEARNING EXPERIENCE

(PLE)


2.0 Programme outline

The University of Glasgow Bachelor of Nursing (BN Hons) programme is a four year

programme of study that leads to award of honours degree and to entry to the register: Adult

nursing. As with all programmes leading to entry to the register in Adult nursing, the BN

programme is designed to provide the student with a programme that is made up of 50%

theory and 50% practice learning and contains a minimum of 2,300 hours of theory and

2,300 hours of practice learning (Standards for pre-registration nursing education, NMC,

2010). The programme learning outcomes have been developed to meet the NMC standards

and prescribed progression points as outlined in the Standards for pre registration nursing

education (NMC, 2010) and reflect the Essential Skills Clusters (NMC, 2007) and the

Scottish Subject Benchmarking Statements for Nursing (QAA, 2009).

Within the BN Hons programme increased emphasis has been placed on equipping students

with skills to work across a range of service settings and within new service delivery models.

The programme is designed to give the student more experience in the community setting,

with skills in managing long-term conditions, advanced assessment, interprofessional

working and an awareness of how new service models impact upon care delivery.

Patient centred care remains central to NHS care provision as outlined in a number of policy

documents; Equity and Excellence (DoH, 2010), The Healthcare Quality Strategy for

NHSScotland (NHS Scotland, 2010) and NMC Standards for Pre-Registration Nursing

(NMC, 2010). The BN curriculum places people who use services and carers and their

needs as central to the caring process. The BN Honours Degree Programme is clearly

focused on safe and effective person centred care delivered with care and compassion.

The programme aims to educate nurses who are able to work flexibly across a range of

health care environments and with the skills to provide evidence based, person-centred care

to the very highest standard. The BN programme prepares the graduate nurse to work

autonomously and collaboratively, employ transfer of knowledge and skills, use critical

thinking, analytical problem-solving, decision making, organisational and other life-long

learning skills in delivering evidence based nursing care and influencing nursing practice

development. The educational process aims to encourage life long learning and recognition

of the need for continued professional development beyond professional registration.


Year 1

Course Components Theory weeks Credits

Nursing &

Integrated

Biomedical & Life

Sciences 1

Nursing

IBLS-

Anatomy

Physiology

Biochemistry

Microbiology

Moral Philosophy & Ethics in Nursing

22

50

Nursing & Health

Studies 1

Nursing & Health

Psychology & Sociology as applied to

Health

30

Assessed practice

18 weeks (645 hours)

Practice Learning

Experience 1

Care of the older adult

4 weeks

30 hrs pw

+ study day

65

Care of families, mothers and children

in the community

(including hub + spoke learning

disability experience)

4 weeks

37.5 hrs pw

Care of the adult in the community

(including hub + spoke mental health

experience)

4 weeks

37.5 hrs pw

Care of the adult in the acute setting 6 weeks

37.5 hrs pw

Progression point 1


Year 2


Nursing & Health

Studies 2

Process of Nursing

Introduction to Human Disease and

Pathology


Nutrition

Clinical Pharmacology

Social Policy

Health Promotion

Research Methods

22

50

Integrated

Biomedical and

Life Sciences 2

Anatomy

Physiology

Biochemistry

Microbiology

Pathology

20

Assessed practice


Practice Learning

Experience 2

Adult nursing in the acute setting

1 & 2

6 weeks

37.5 hrs pw

80

Adult nursing in the community

(general community)

5 weeks

37.5 hrs pw

Public Health/ Community

Development

5 weeks

37.5 hrs pw

Progression point 2


Year 3 Ordinary Degree


Nursing 3 Nursing (inc Leadership &

Management)



Theory component Practice Learning

Consolidation

22

35

Advancing

Clinical Skills 3

10

Research

Methods 3

10

Human Disease

& Pathology 3

20

Assessed practice

12 weeks (450 hours) +

12 weeks continuous

(450)

Practice Learning

Experience 3

Adult Specialist Acute Nursing 6 weeks

37.5 hrs pw

45

Adult Critical Care Nursing 6 weeks

37.5 hrs pw

Clinical Practice

Consolidation 3

12 weeks

37.5 hrs pw

45


Year 3 Junior Honours


Nursing 3H Nursing (inc Leadership &

Management)



28

35

Advancing

Clinical Skills 3H

10

Research

Methods 3H

10

Human Disease

& Pathology 3

20

Assessed practice


Practice Learning

Experience 3H

Adult Specialist Acute Nursing 6 weeks

37.5 hrs pw

45

Adult Critical Care Nursing 6 weeks

37.5 hrs pw

Year 4 Honours Degree

Course Theory weeks Credits

Dissertation 4 25

60

Nursing policy in context 4 20

Leadership & management 4 20

Assessed practice

12 weeks continuous

(450)

Clinical Practice Consolidation 3 12 weeks

37.5 hrs pw

45


2.1 University of Glasgow assessment criteria

Within the BN programme practice learning is credited and graded in the same way as any academic work the student undertakes. The

assessment of practice learning is both formative and summative, with the formal stages of assessment being the interim and then final

discussion and assessment. The student should first be assessed for achievement of the outcomes/competencies (based on the appropriate

ESCs and progression point criteria) for the relevant part of the programme. Those that the mentor considers have been achieved on the

placement are signed off as ‘achieved’ at this stage.

Grading the student’s performance

Having assessed the student’s performance in relation to the ESCs for the year of study the mentor should rate the student’s overall

performance on the following scale (page XX) which is based on Schedule B of the University of Glasgow’s Code of Assessment.

The student’s performance is given a grade from A to F. In applying a grade it should be noted a D grade is deemed a pass for all practice

learning. However, when grading a student it is essential to consider the year of study, the level descriptor and the learning outcomes

listed in the OAR. In other words the students are assessed in context of their stage of education and what can be reasonably expected of

them at that stage. Therefore it is possible even for a first year student to achieve an A grade if these components are considered together.

The University of Glasgow does not have a progressive grading policy.

If you have any problems understanding the grading system please contact your student’s link lecturer. This is especially important if you feel

the student is not performing at the appropriate level.


Before applying a grade please consider these level descriptors which give some practical descriptors that demonstrate the level at

which the student would be expected to work at their stage in the programme.

Practice Assessment Level Descriptors

Year 1

With no/little experience of the clinical environment the student needs to have the salient features of situations pointed out.

With prompting the student will be able to demonstrate his/her knowledge of relevant underlining theory.

The rationale for specific nursing tasks / interventions needs to be identified for the student.

Following demonstration, the student will be able to perform basic nursing tasks and activities under supervision and close guidance.

The student has limited organisational ability at this stage and requires help to prioritise.

The student shows interest and willingness to learn, asks relevant questions.

Year 2

The student is able to observe situations with an appraising eye and with initial prompting is able to identify salient features of clinical situations and to demonstrate knowledge of relevant underlying theory.

With guidance, the student demonstrates development of essential skills in assessing patients’ nursing needs, can suggest specific nursing interventions that are required and is able to perform previously practiced nursing interventions.

The student is beginning to show ability to prioritise patients’ nursing needs and prioritise his/her own workload.

The student is able to work more independently than in year 1, with less direct supervision, in a safe and increasingly confident manner.

The student demonstrates potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice.

New skills must be performed under supervision and with initial close guidance.

Year 3

The student has an holistic understanding of patients’ health care needs and demonstrates the ability to question and critically analyse relevant issues.

The student uses an holistic approach to meeting the needs of individual patients, basing practice on sound theoretical knowledge.

The student is competent in undertaking nursing care under supervision but without guidance or assistance.

New skills must be performed under supervision and with initial close guidance.


GRADE DESCRIPTORS

Evidence criteria adapted with permission from Bournemouth University School of Health & Social Care Practice Assessment Tool

Grade Descriptor How will this be evidenced?

A

Excellent/pass Exemplary and polished demonstration of at least 80% of the required clinical outcomes, displaying underpinning knowledge, sound judgement and appropriate professional values. Student demonstrates initiative and flexibility of approach. Student demonstrates focussed sensitivity to the needs of the subject and the wider implications of the student’s actions.

To achieve a grade A the student will demonstrate most or all of the following attributes:

Has achieved 80% of required clinical outcomes

Works with insight, consistently understands and delivers excellent quality care

Is consistently able to rationalise and demonstrate best practice

Uses creative and innovative approaches

Consistently demonstrates appropriate attitudes and values toward professional practice.

B

Very good/pass Efficient and confident demonstration of at least 80% of the required clinical outcomes, displaying underpinning knowledge, sound judgement and appropriate professional values. Student demonstrates initiative and flexibility of approach. Student demonstrates an appreciation of the implications of the student’s actions.

To achieve a grade B the student will demonstrate most of the following attributes for much of the time:


Understands and delivers very good quality care

Demonstrates good rationale for practice and knowledge of best practice

Able to identify and/ or use alternative approaches to practice

Demonstrates appropriate attitudes and values towards practice.

C

Good/pass Clear demonstration of attainment of at least 80% of the required clinical outcomes, displaying underpinning knowledge, good judgement and appropriate professional values. Student demonstrates familiarity with how to proceed in a range of contexts.

To achieve a grade C the student will demonstrate most of the following attributes for much of the time:


Understands and delivers good quality care

Demonstrates good rationale for practice

Able to identify alternative approaches to practice

Demonstrates appropriate attitudes and values towards practice.

D

Satisfactory/pass Acceptable independent performance of at least 80% of the required clinical outcomes, displaying underpinning knowledge, acceptable level of judgement and appropriate professional values. Student demonstrates familiarity with how to proceed in routine situations.

To achieve a grade D the student will demonstrate the following attributes in most situations:


Practice is safe

Demonstrates acceptable rationale for practice

Student operates within broad general guidelines

Attitudes and values are appropriate to the situation.

E

Fail Less than 80% of the required clinical outcomes satisfactorily achieved. Student demonstrates knowledge, judgement and professional values at least sufficient to indicate awareness of personal limitations.

To be awarded a grade E the student will demonstrate one or more of the following attributes:

Less than 80% of the required clinical outcomes satisfactorily achieved

Practice is unacceptable, inconsistent and lacks focus and student demonstrates poor rationale for practice

Inappropriate attitudes and values demonstrated The student will demonstrate some awareness of own limitations.

F

Fail Less than 80% of the required clinical outcomes satisfactorily achieved. Student lacks self awareness of limitations and prone to errors of judgement and/or faulty practice.

To be awarded a grade F the student will demonstrate one or more of following attributes:

Less than 80% of the required clinical outcomes satisfactorily achieved

Practice is unsafe and student is unable to demonstrate a rationale for practice

Inappropriate attitudes and values demonstrated The student will demonstrate lack of awareness of own limitations.


Competencies required for entry to the register: Adult Nursing

Domain 1: Professional Values Generic Standard for Competence

D 1

All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and accountable for safe, compassionate, person-centred, evidence-based nursing that respects and maintains dignity and human rights. They must show professionalism and integrity and work within recognised professional, ethical

and legal frameworks. They must work in partnership with other health and social care professionals and agencies, service users, their carers and families in all settings, including the community, ensuring that decisions about care are shared.

Field Standard for Competence

D1 Ad

Adult nurses must also be able at all times to promote the rights, choices and wishes of all adults and where appropriate, children and young people, paying particular attention to equality, diversity and the needs of an ageing population. They

must be able to work in partnership to address people’s needs in all healthcare settings.

Generic Competence

D 1.1

All nurses must practise with confidence according to The code: Professional standards of practice and behaviour for nurses and midwives (NMC 2015), and within other recognised ethical and legal frameworks. They must be able to

recognise and address ethical challenges relating to people’s choices and decision making about their care, and act within the law to help them and their families and carers find acceptable solutions.

Field Specific Competence

D1 Ad 1.1

Adult nurses must understand and apply current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life.

Generic Competence

D 1.2

All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports

social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care

D 1.3

All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and

populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health.


Domain 1: Professional Values Cont’d

D 1.4

All nurses must work in partnership with service users, carers, families, groups, communities and organisations. They

must manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety.

D 1.5

All nurses must fully understand the nurse’s various roles, responsibilities and functions, and adapt their practice to

meet the changing needs of people, groups, communities and populations.

D 1.6

All nurses must understand the roles and responsibilities of other health and social care professionals, and seek to work with them collaboratively for the benefit of all who need care.

D 1.7

All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing

professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal.

D 1.8

All nurses must practise independently, recognising the limits of their competence and knowledge. They must reflect on

these limits and seek advice from, or refer to, other professionals where necessary.

D 1.9

All nurses must appreciate the value of evidence in practice, be able to understand and appraise research, apply relevant theory and research findings to their work, and identify areas for further investigation.


Domain 2: Communication and Interpersonal Skills

Generic Standard for Competence

D. 2

All nurses must use excellent communication and interpersonal skills. Their communications must always be safe, effective, compassionate and respectful. They must communicate effectively using a wide range of strategies and

interventions including the effective use of communication technologies. Where people have a disability, nurses must be able to work with service users and others to obtain the information needed to make reasonable adjustments that

promote optimum health and enable equal access to services.


D2 Ad

Adult nurses must demonstrate the ability to listen with empathy. They must be able to respond warmly and positively to people of all ages who may be anxious, distressed, or facing problems with their health and wellbeing

Generic Competence

D 2.1

All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs.

D 2.2 All nurses must use a range of communication skills and technologies to support person-centred care and enhance

quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it.

D2.3 All nurses must use the full range of communication methods, including verbal, non-verbal and written, to acquire,

interpret and record their knowledge and understanding of people’s needs. They must be aware of their own values and beliefs and the impact these may have on their communication with others. They must take account of the many different ways in which people communicate and how these may be influenced by ill health, disability and other

factors, and be able to recognise and respond effectively when a person finds it hard to communicate.


D2 Ad 1.1

Adult nurses must promote the concept, knowledge and practice of self-care with people with acute and long-term conditions, using a range of communication skills and strategies.


Domain 2: Communication and Interpersonal Skills Cont’d

Generic Competence

D 2.4 All nurses must recognise when people are anxious or in distress and respond effectively, using therapeutic principles,

to promote their wellbeing, manage personal safety and resolve conflict. They must use effective communication strategies and negotiation techniques to achieve best outcomes, respecting the dignity and human rights of all concerned. They must know when to consult a third party and how to make referrals for advocacy, mediation or

arbitration.

D 2.5 All nurses must use therapeutic principles to engage, maintain and, where appropriate, disengage from professional caring relationships, and must always respect professional boundaries.

D 2.6 All nurses must take every opportunity to encourage health-promoting behaviour through education, role modelling

and effective communication.

D 2.7

All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language

D 2.8 All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for

confidentiality


Domain 3: Nursing Practice and Decision Making


D 3

All nurses must practise autonomously, compassionately, skilfully and safely, and must maintain dignity and promote health and

wellbeing. They must assess and meet the full range of essential physical and mental health needs of people of all ages who come into

their care. Where necessary they must be able to provide safe and effective immediate care to all people prior to accessing or referring

to specialist services irrespective of their field of practice. All nurses must also meet more complex and coexisting needs for people in

their own nursing field of practice, in any setting including hospital, community and at home. All practice should be informed by the

best available evidence and comply with local and national guidelines. Decision making must be shared with service users, carers and

families and informed by critical analysis of a full range of possible interventions, including the use of up-to-date technology. All nurses

must also understand how behaviour, culture, socioeconomic and other factors, in the care environment and its location, can affect

health, illness, health outcomes and public health priorities and take this into account in planning and delivering care.


D3 Ad

Adult nurses must be able to carry out accurate assessment of people of all ages using appropriate diagnostic and decision-making

skills. They must be able to provide effective care for service users and others in all settings. They must have in-depth understanding

of and competence in medical and surgical nursing to respond to adults’ full range of health and dependency needs. They must be able

to deliver care to meet essential and complex physical and mental health needs.

Generic Competence

D 3.1

All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings, influence

change and promote health and best practice. They must make person-centred, evidence-based judgments and decisions, in

partnership with others involved in the care process, to ensure high quality care. They must be able to recognise when the complexity

of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly.


D3 Ad 1.1

Adult nurses must be able to recognise and respond to the needs of all people who come into their care including babies, children and

young people, pregnant and postnatal women, people with mental health problems, people with physical disabilities, people with

learning disabilities, older people, and people with long term problems such as cognitive impairment.


Domain 3: Nursing Practice and Decision Making Cont’d

Generic Competencies

D 3.2

All nurses must possess a broad knowledge of the structure and functions of the human body, and other relevant knowledge from

the life, behavioural and social sciences as applied to health, ill health, disability, ageing and death. They must have an in-depth

knowledge of common physical and mental health problems and treatments in their own field of practice, including co-morbidity

and physiological and psychological vulnerability.

D3.3

All nurses must carry out comprehensive systematic nursing assessments that take account of relevant physical, social, cultural,

psychological, spiritual, genetic and environmental factors, in partnership with service users and others through interaction,

observation and measurement.


D3 Ad 1.1

Adult nurses must safely use a range of diagnostic skills, employing appropriate technology, to assess the needs of service users.

Generic Competence

D 3.4

All nurses must ascertain and respond to the physical, social and psychological needs of people, groups and communities. They

must then plan, deliver and evaluate safe, competent, person-centred care in partnership with them, paying special attention to

changing health needs during different life stages, including progressive illness and death, loss and bereavement.


D3 Ad 1.3

Adult nurses must safely use invasive and non-invasive procedures, medical devices, and current technological and

pharmacological interventions, where relevant, in medical and surgical nursing practice, providing information and taking account

of individual needs and preferences.

D3 Ad 1.4

Adult nurses must recognise and respond to the changing needs of adults, families and carers during terminal illness. They must

be aware of how treatment goals and service users’ choices may change at different stages of progressive illness, loss and

bereavement.

Generic Competence

D 3.5

All nurses must understand public health principles, priorities and practice in order to recognise and respond to the major causes

and social determinants of health, illness and health inequalities. They must use a range of information and data to assess the

needs of people, groups, communities and populations, and work to improve health, wellbeing and experiences of healthcare,

secure equal access to health screening, health promotion and healthcare, and promote social inclusion.


Domain 3: Nursing Practice and Decision Making Cont’d

D 3.6

All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including

nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report

any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to

the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes.

D 3.7

All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond

promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe.


D3 Ad 1.5

Adult nurses must recognise the early signs of illness in people of all ages. They must make accurate assessments and start

appropriate and timely management of those who are acutely ill, at risk of clinical deterioration, or require emergency care.

D3 Ad 1.6

Adult nurses must understand the normal physiological and psychological processes of pregnancy and childbirth. They must work

with the midwife and other professionals and agencies to provide basic nursing care to pregnant women and families during

pregnancy and after childbirth. They must be able to respond safely and effectively in an emergency to safeguard the health of

mother and baby.

Generic Competence

D 3.8

All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and

wellbeing. They must promote self care and management whenever possible, helping people to make choices about their

healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves.


D3 Ad 1.7

Adult nurses must work in partnership with people who have long-term conditions that require medical or surgical nursing, and

their families and carers, to provide therapeutic nursing interventions, optimise health and wellbeing, facilitate choice and

maximise self-care and self-management.

Generic Competence

D 3.9

All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable

steps to protect them from abuse.

D3.10

All nurses must evaluate their care to improve clinical decision-making, quality and outcomes, using a range of methods, amending

the plan of care, where necessary, and communicating changes to others.


Domain 4: Leadership, Management and Team Working


D 4 All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and

uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills during

their period of preceptorship and beyond.


D4 Ad

Adult nurses must be able to provide leadership in managing adult nursing care, understand and coordinate interprofessional care when needed, and liaise with specialist teams. They must be adaptable and flexible, and able to

take the lead in responding to the needs of people of all ages in a variety of circumstances, including situations where immediate or urgent care is needed. They must recognise their leadership role in disaster management, major incidents and public health emergencies, and respond appropriately according to their levels of competence.

Generic Competence

D 4.1 All nurses must act as change agents and provide leadership through quality improvement and service development to enhance people’s wellbeing and experiences of healthcare.

D 4.2 All nurses must systematically evaluate care and ensure that they and others use the findings to help improve people’s experience and care outcomes and to shape future services.

D 4.3 All nurses must be able to identify priorities and manage time and resources effectively to ensure the quality of care is maintained or enhanced.

D 4.4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation.

D 4.5 All nurses must facilitate nursing students and others to develop their competence, using a range of professional and personal development skills.

D 4.6 All nurses must work independently as well as in teams. They must be able to take the lead in coordinating, delegating and supervising care safely, managing risk and remaining accountable for the care given.

D 4.7 All nurses must work effectively across professional and agency boundaries, actively involving and respecting others’ contributions to integrated person-centred care. They must know when and how to communicate with and refer to other

professionals and agencies in order to respect the choices of service users and others, promoting shared decision making, to deliver positive outcomes and to coordinate smooth, effective transition within and between services and agencies.


2.2 Student agreement – confidentiality, professional behaviour,good health and

good character statement. Signed at commencement of each year and at entry to

the register (see section 3.4).

Form completed

Student signature

Date

Part One

Part Two

Part Three

Entry to Register


2.3 Mandatory training

This must be signed by the student and an HEI signature when sessions are attended/completed.

Health and Safety Part 1 Part 2 Part 3

Manual Handling Lecture and Practical Session

Practical session Practical Session

Student Signature:

School Signature:

Date:

Therapeutic Responses to Violence and Aggression

Violence at work Policy issues Legal and ethical issues De-escalation Breakaway

Review and update of Part 1 content

Student Signature:

School Signature:

Date:

Fire Safety

Lecture / On-line Assessment



Student Signature:

School Signature:

Date:

Better Blood Transfusion

Safe Transfusion Practice Module 1

Student Signature:

School Signature:

Date:


2.4 Record of compulsory practice skills

Practice Skills Part 1 Part 2 Part 3

Cardio-Pulmonary Resuscitation (Theory and Practice)

Basic Life Support (BLS)

Revision of BLS Airway Management

Introduction to Immediate Life Support (ILS)

Student Signature:

School Signature:

Date:

Control of Infection

Introduction to Infection Control Standard Precautions

‘Cleanliness Champions’ Completion of Units 1-9

‘Cleanliness Champions’ Review of completed Units

Student Signature:

School Signature:

Date:

Medicine Management

Numeracy assessment

Numeracy assessment

Student Signature:

School Signature:

Date:


2.5 Alternative fields of practice This section includes Alternative Fields of Practice Learning Outcomes. The following pages (in blue) determine the NMC (2010) “Alternative Fields of

Practice Learning Outcomes” which should be engaged with whenever a learning

opportunity presents. These Learning Outcomes are to be achieved by the end of

the final part of the pre-registration nursing programme. These do not have to be

achieved every part however if the opportunity presents itself, students can continue

to develop their practice in these areas.

To sign off these outcomes as achieved, the mentor does not have to be a registrant

within that alternative field of practice.


Alternative Fields of Practice Learning Outcomes

Achievement of the learning outcomes (LOs) for the alternative fields of practice is

facilitated by negotiation between the student and their mentor.

The following pages contain the outcomes to assess knowledge, professional values

and care delivery to a range of service users. These outcomes are collectively

termed the ‘Alternative fields of practice learning outcomes’. These additional

outcomes are classified into five categories:

People with mental health needs; People with a learning disability; Needs of

children and young people; Meeting the needs of maternal health; Meeting the

needs of people with a long term condition, for example where cognitive

impairment is a symptom.

We have indicated below the key PLEs where these outcomes are most likely to be

achieved; it is important that the outcomes should be reviewed in all PLEs to

maximise and consolidate learning.

The mentor should review what has been achieved previously and seek, where

appropriate, to encourage achievement of the remaining outcomes. Certain

outcomes are likely to be achievable in certain practice learning environments

therefore the following are suggestions:

Part One Care of the older adult- long term conditions (e.g. cognitive impairment), mental health needs

Part One Care of families, mothers & children in the community (hub) -learning disabilities (spoke), the needs of children and young people, maternal health

Part One Care of the adult in the community (hub) – long term conditions, mental health (spoke), and learning disability needs

Part One Care of the adult in the acute setting- long term conditions, mental health and learning disability needs

Part Two Care of the adult in the acute setting 1 & 2- long term conditions, mental health and learning disability needs

Part Two Adult nursing in the community (general community)- long term conditions, mental health and learning disability needs

Part Two Public Health Nursing/ Community Development- long term conditions, mental health and learning disability needs

Part Three Adult Specialist Acute Nursing + Adult Critical Care Nursing – long term conditions, mental health and learning disability needs

Part Three Consolidation – long term conditions, mental health, learning disabilities, the needs of children and young people, maternal health needs.


PEOPLE WITH MENTAL HEALTH NEEDS Mentor’s

Signature

Date

1. Use basic mental health skills to reduce the distress

associated with mental health problems and help

promote recovery.

2. Act promptly to reduce the risk of harm in a crisis and to

protect people who are vulnerable.

3. Have a basic understanding of mental health promotion,

the links between physical and mental health problems

and the aetiology and treatment of common mental

health problems.

4. Appreciate the impact of mental health problems and

distress on a person’s cognition, communication,

behaviour, lifestyle and relationships.

5. Be aware of the main provisions of mental health laws,

especially those relating to capacity, human rights and

safeguarding.

6. Recognise and address people’s essential mental health

needs when these exist alongside other primary health

needs.

7. Work and communicate with others to maintain continuity

in meeting mental health needs in long term conditions.


PEOPLE WITH MENTAL HEALTH NEEDS

Reflective Account (This should reflect what you feel you have learned, how you

achieved the outcomes and any evidence consulted)

University use only

Competencies Achieved Y 1 (CIRCLE NUMBER + SIGN)



1 4 7 1 4 7 1 4 7

2 5 2 5 2 5

3 6 3 6 3 6

All Mental Health LO’s achieved: Y/N Lecturer Signature: Date:


PEOPLE WITH LEARNING DISABILITY Mentor’s

Signature

Date

1. Recognise and respond to the needs of people with

learning disabilities who come into their care.

2. Maintain continuity of care to meet pre-existing

intellectual, physical and emotional needs.

3. Understand the prevention, effects, and treatment of

common health problems; the links between learning

disabilities and physical and mental health.

4. Ensure that they have access to health and social care

networks and specialist services to provide support and

protect people who are vulnerable.

5. Actively listen, provide information, and involve people

with learning disabilities in decision-making, including

agreeing reasonable adjustments to minimise disruption

to their usual way of life, and promote their autonomy,

wellbeing and social inclusion.

6. Work with families, carers, and support networks and

where necessary, specialist advocates: to address

people’s needs.

7. Use effective communication and active involvement in

decision making about treatment options taking into

account the person’s wishes


PEOPLE WITH LEARNING DISABILITY



University use only

Competencies Achieved Y 1

(CIRCLE NUMBER + SIGN)





1 4 7 1 4 7 1 4 7

2 5 2 5 2 5

3 6 3 6 3 6

All Learning Disabilities LO’s achieved: Y/N Lecturer Signature: Date:


NEEDS OF CHILDREN AND YOUNG PEOPLE Mentor’s

Signature

Date

1. Have a broad understanding of the development of

children and young people within the family context and

how this affects their individual needs, health, behaviour

and communication.

2. Work with children, young people, their families and

others to provide family centred care.

3. Understand common physical and mental health

problems associated with childhood and adolescence,

their effects and treatment.

4. Deliver the basic care required to meet essential needs.

5. Recognise deterioration and provide safe care to infants,

children and young people in an emergency, or act to

protect them where there is risk of harm, prior to referral

or when accessing specialist services.


NEEDS OF CHILDREN AND YOUNG PEOPLE Reflective Account (This should reflect what you feel you have learned, how you achieved the

outcomes and any evidence consulted)

University use only

Competencies Achieved Y 1 (CIRCLE

NUMBER + SIGN)


NUMBER + SIGN)


NUMBER + SIGN)

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

All Children and Young People LO’s achieved: Y/N Lecturer Signature: Date:


MATERNITY CARE Mentor’s

Signature

Date

1. Understand and meet the essential needs of pregnant or

postnatal women in relation to a coexisting physical

condition, mental health problem or learning disability.

2. Recognise major risks and act quickly in an emergency

to get expert help.

3. Have a broad understanding of the physical and

psychological effects of pregnancy, childbirth and the

postnatal period.

4. Have a clear understanding of the role of the midwife and

midwifery care and be able to work in partnership with

midwives and other professionals to achieve the best

outcomes for pregnant and postnatal women and babies

in their care.


MATERNITY CARE



University use only







1 4 1 4 1 4

2 2 2

3 3 3

All Maternal Health LO’s achieved: Y/N Lecturer Signature: Date:


MEETING THE NEEDS OF PEOPLE WITH A LONG TERM CONDITION

where cognitive impairment is a symptom

Mentor’s Signature

Date

1. Understand the unique needs of the person with cognitive

impairment, including dementia and delirium, and respond with

person centred care, empathy, compassion, dignity and respect

2. Know the main types and causes of cognitive impairment (where

appropriate) and their likely impact on mental and physical

health.

3. Be aware of the legislation relating to mental health, capacity,

and human rights and safeguarding individuals.

4. Use evidence-based approaches, including psychological

therapies, and appropriate medication to promote continuity and

meet pre-existing intellectual, physical and emotional needs.

5. Be aware of the communication needs of people with cognitive

impairment.

6. Actively involve the person and their family in decisions about

reasonable adjustments and managing risk that will help

minimise the disruption to their lifestyle, where appropriate, and

promote their autonomy, wellbeing and inclusion.

7. Avoid assumptions, and work with people, families and carers

and through other networks to choose the care and treatment

options that reflect the person’s wishes, lifestyle and their

capacity for consent.

8. Seek advice from specialists skilled in managing more complex

and challenging needs, for example, behaviour, memory, sleep,

continence, fluid maintenance, nutrition, communication and

pain management

9. Enable people to function at their full potential for as long as

possible


MEETING THE NEEDS OF PEOPLE WITH A LONG TERM CONDITION Reflective Account (This should reflect what you feel you have learned, how you achieved the

outcomes and any evidence consulted)

University use only


NUMBER + SIGN)


NUMBER + SIGN)


NUMBER + SIGN)

1 6 1 6 1 6

2 7 2 7 2 7

3 8 3 8 3 8

4 9 4 9 4 9

5 5 5

All Long Term Condition LO’s achieved: Y/N Lecturer Signature: Date:


PART 1 (Year 1) (pink)

Practice Learning Experience 1 (Course Code 1002) is an 80 credit

course comprising of practice learning over 4 placements undertaken in

the first year of study. The grades given for each of the 4 placements are

aggregated to give an overall grade for the student’s practice learning.

Placement 1


Care of the older adult is an integrated course where the student attends related lectures

one day a week (Mondays) in the university and the remainder of the week is spent in the

clinical area. This practice learning experience aims to enable the student to develop a

greater awareness of the nursing needs of the older person in a range of settings, and to

work as part of the multidisciplinary team, collaborating with other professionals to deliver a

high standard of care for older adults.

Placement 2 or 3

Care of families, mothers & children in the community

Students undertake two 4 weeks practice learning experience to provide them with the

opportunity to develop at first hand, experience of the factors that influence the health of

families living in the community, and the agencies and professionals available to maintain

their health. Both placements are arranged as ‘Hub and Spoke’. This community practice

learning experience focuses on the care of families, mothers and children in the community.

The student is placed within a community team, often with a health visitor or specialist

community nurse (Hub) and then has an opportunity to spend time with the learning disability

team finding out about people with learning disabilities (Spoke), and the effect on family

functioning where children have disabilities (physical, cognitive or emotional) and parents

who have disabilities (including learning disabilities and mental health problems).

PLEASE ALSO CONSIDER ALTERNATIVE FIELDS OF PRACTICE LEARNING

OUTCOMES


Placement 2 or 3


The second community practice learning experience is care of adults in the community. The

student is placed within community team (‘Hub’), often with a district nurse or practice nurse,

and has the opportunity for observation and participation in the multidisciplinary care of

adults in the community. During this practice learning experience student will spend time

with a mental health (‘Spoke’) and be introduced to the care of people with mental health

problems.

Placement 4

Care of the adult in the acute setting

This practice learning experience provides an opportunity to participate in nursing ill

hospitalised adult patients to ensure that all the outcomes required for progression to PART

2 of the programme have been achieved.


OUTCOMES


Practice learning experience 1

YEAR 1 (PART 1): Placement 1 Care of the older adult

PRACTICE LEARNING EXPERIENCE

Information for Students and Mentors

1. Please check the information produced by the Practice Placement Team to

ensure you complete the correct section of the OAR

2. Please note that a first part student may have an opportunity to work night duty

where appropriate.

3. Action plan (if required) to be utilised when Students have not achieved the

level of competency within practice expected by the mid-way stage of their

learning experience.

4. Where the opportunity arises please assist the student in achieving the

Alternative Fields of Practice Learning Outcomes (blue pages)


PRE-PRACTICE LEARNING ACTIVITIES

PART 1: Placement 1 Care of the older adult

PRACTICE LEARNING EXPERIENCE DETAILS – Student (PRINT)

Student Name:

University ID: Year:

Practice

Environment:

Telephone Number:

Start date:

Finish date:

Year/Group Leader:

PLE Type: Care of the older adult

Academic Lecturer Name

Practice Education Facilitator Name

Prior to the commencement of each practice learning environment, the student should:

1. Make contact with the practice learning environment and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit

2. Read the appropriate practice learning environment profile, which can be accessed on the student portal:

3. Briefly summarise what the practice learning environment does:


4. From the Learning Opportunities outlined in the PLE profile, choose one that you are unfamiliar with and write a short summary.

5. Considering the service user group that attend the practice learning experience, select one condition/situation that those service users are likely to present with and undertake a literature search in relation to these.

o From your search, identify two key articles on the topic o In the space below provide a brief summary of these two articles and outline

any best practice recommendations in relation to these

Condition / situation


In relation to the practice learning environment that you are about to enter, identify any

related learning from the Year 1 theory courses that would support your learning within this

care environment. Please note your thoughts below:


related learning from the Preparation for Practice that would support your learning within this


Mentor – please sign to confirm that the pre-practice learning activities

have been completed by the student

Date __/__/__

Student Signature: Mentor Signature:


PLE LEARNING OUTCOMES



Care of the older adult is an integrated course where the student attends related lectures

one day a week (Mondays) in the university and the remainder of the week is spent in the

clinical area. This practice learning experience aims to enable the student to develop a

greater awareness of the nursing needs of the older person in a range of settings, and to

work as part of the multidisciplinary team, collaborating with other professionals to deliver a

high standard of care for older adults.

Learning Outcomes:

Describe the physical, psychological and sociological aspects of ageing

Identify and use appropriate models of care for older adults

Develop appropriate nursing skills in initial and continuing assessment of nursing

needs of older people

Outline the principles and participate in the management of care of older adults in

hospitals and different types or nursing home settings

Discuss measures to promote health, rehabilitation and optimum independence for

the older adult

Demonstrate the development of skills in identifying nursing needs in relation to

maintaining dignity, privacy and comfort of the older adult in institutional settings

Discuss ethical and legislative issues with regard to nursing care and management of

older people

Discuss the effects of the ageing process which may result in dementia

Care of individuals with dementia and the communication and collaboration between

the various individuals involved in that care.


OUTCOMES


PRELIMINARY INTERVIEW


In accordance with the NHS Education for Scotland (2008) Quality Standards for Practice Placements, a preliminary interview should take place within two days of commencing practice. Preferably the mentor (or someone acting on their behalf) should meet with the student. The discussion ought to establish the following:

The student’s previous practice achievements, in order to identify current learning needs

The level at which the specified competencies/practice learning outcomes have to be achieved during this PLE

The available learning opportunities within this PLE

Any additional student support requirements taking cognisance of reasonable adjustment

An initial Learning Development Plan for Learning

Date of preliminary interview

Topics to be Discussed: Please initial when

complete

Layout of practice learning experience

Shift patterns and meal breaks/facilities

Sickness/absence reporting procedure

Accident /incident reporting procedures and systems

Emergency and fire procedure

Health and Safety Policy including lone working

Introduction to Health and Social Care Professionals

Introduction to Patients/Clients

Confidentiality and data protection

Professional behaviour

Policy on corporate and personal use of social media

HEI Raising and escalating concerns guidance

Student’s individual requirements

Available practice learning experiences

Student’s practice learning expectations

Student’s strengths and areas for improvement

Uniform policy for the practice learning environment

Access to Scottish ongoing achievement record (OAR)

Student’s previous practice assessment, previous mentor’s written comments and learning development plan

Cause for concern procedure (student support)

Students mandatory training record

Agreed date for next meeting


LEARNING DEVELOPMENT PLAN


Please use the space below to summarise the main points arising from the

preliminary interview with the student and discussion around student’s learning

development plan.

Date __/__/__



INTERIM REVIEW


Mentor comments (refer to NMC Domains):

Domain 1: Professional Values


Domain 3: Nursing Practice and Decision-making

Domain 4: Leadership Management and Team Working

Student comments:

Have any issues been referred to the academic lecturer? Yes No

Action plan required Yes No

Date __/__/__



SERVICE USER/CARER FEEDBACK (see guidance section 1.4)


SERVICE USER/CARER FEEDBACK OF STUDENT NURSE CONTACT

Aim: We would value the views of service users and/or their carers/families on the contact the

student has had with you. This helps the student nurse and their mentor to learn what you thought of

what the student did for you and how she/he did it. The information you provide will be used to help

the student’s learning and development and it will benefit future service users/carers.

Information to be given to the service user/carer/family member:

You have been asked to participate in this feedback exercise, as the student nurse has been involved

in delivering your care. The student’s mentor will ask you some questions about your experience with

the student. These comments will be anonymous and will be treated in confidence: they will not affect

your care in any way. You do not have to participate if you do not wish to do so and if you do not

want to, this will not affect your future care or treatment.

Please provide some details on the following (mentor should record):

Were you made to feel welcome?

Did you feel listened to? Did you feel able to ask questions or raise concerns about what the student

was saying or doing?

Did you feel respected?

Did you feel that the student showed care and consideration?

What do you think the student could do even better?

Thank you very much for your comments

Date __/__/__



STUDENT REFLECTION ON USER / CARER FEEDBACK


Use the box below to record your thoughts and feelings:

Date __/__/__



INTERPROFESSIONAL/SPOKE EXPERIENCE


Student Name: HEI ID:

Name of Placement (Hub): Mentor:

Name and Location of Organisation/Professional Visited (Spoke):

Review the Alternative Fields of Practice Learning Outcomes (blue pages in the OAR) and

consider if the visit will contribute to the achievement of any of these learning outcomes.

Student Reflection on Learning Achieved:

Alternative Field Learning Outcomes

(number)


(number)

Mental Health Maternal Health

Long Term Conditions Children and Young People

Learning Disability

Supervisor comments – Please state what the student did well

Supervisor comments - Please state what the student could do to enhance their

skills/performance/knowledge

Name of Supervisor (Print): Signature of Supervisor:

Title:

Date:


ADDITIONAL NOTES


Date Time Detail Signature


FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – mentor



Domain 1: Professional Values – please comment on the students approach to putting the

patient at the centre of the care delivery and the Service user and carer feedback on this aspect

of their role.




Did this student require an action plan? (please circle) YES NO


Please indicate the degree to which the student has met the Learning Outcomes specified for the

completion of the practice learning experience.

Mentor - Overall Comment:

Please refer to the University of Glasgow

grading criteria and grade descriptors in

section 2.1

Summative grade: Please circle

A B C D E F

Student Name:

HEI ID:

Date __/__/__ Student Signature Mentor Signature

University use only Provisional Placement Result: Achieved / Not Achieved

Name:

Signature:

Date: Any aspect of the assessment requiring to be Retrieved


REFLECTIVE ACCOUNT - Student


In this section, you should consider your practice learning experience; how it has helped you

develop your competence in nursing and areas for your future development.

LEARNING DEVELOPMENT PLAN - student

In this section you should identify areas for potential development in relation to your

assessments and overall professional development.





Any other thoughts?

Date __/__/__



ATTENDANCE RECORD

PART 1: Placement 1

Student Name and ID

Placement Name


Programme and year

BN Year 1

Field of Practice

Adult

Practice learning experience location

Week No

Week beginning

M T W T F S S Total hours

Practice signature

e.g dd/mm/yy M 7.5

U 7.5

M 7.5

DO

M 7.5

DO M 7.5

30 A.Mentor

1

2

3

4

Total number of hours 4 weeks (excluding weekly study day) @ 30

hrs p/w = 120 hours

See section 1.8.1 for maximum hours worked per week. Time worked includes

tea and meal breaks.

Key: M=Mentor (min 40% of time) U=University DO=Day Off

C=Compassionate leave S=Sick A=Absent (not sick)

This is a true and accurate record of student attendance and confirm a mentor working 40% of the attendance with the student.

Date __/__/__




YEAR 1 (PART 1) Placement 2 or 3

Care of families, mothers & children in the

community






where appropriate.

3. Action plan (if required) to be utilised when Students have not achieved the level

of competency within practice expected by the mid-way stage of their learning

experience





YEAR 1 (PART 1): Placement 2/3



Student Name:


Practice Learning

Environment:

Telephone Number:

Start date:

Finish date:

Year/Group Leader:

Practice Experience Type: Care of families, mothers & children in the

community



Prior to the commencement of each learning environment, the student should:

1. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit




4. From the Learning Opportunities outlined within the PLE profile, choose one that you are unfamiliar with and write a short summary.

5. Considering the service user group that attend the practice learning environment, select one condition/situation that those clients/patients are likely to present with and undertake a literature search in relation to these.





In relation to the practice area that you are about to enter, identify any related learning from

the Year 1 theory courses that would support your learning within this practice learning

environment. Please note your thoughts below:



practice learning environment. Please note your thoughts below:



Date __/__/__



PRACTICE LEARNING EXPERIENCE OUTCOMES



Placement 2/3:


Students undertake two 4 week practice learning experiences to provide them with the

opportunity to develop at first hand, experience of the factors that influence the health of

families living in the community, and the agencies and professionals available to maintain

their health. Both placements are arranged as ‘Hub and Spoke’. This community practice

learning experience focuses on the care families, mothers and children in the community.

The student is placed within a community team, often with a health visitor or specialist

community nurse (Hub) and then has an opportunity to spend time with the learning disability

team finding out about people with learning disabilities (Spoke), and the effect on family

functioning where children have disabilities (physical, cognitive or emotional) and parents

who have disabilities (including learning disabilities and mental health problems). The spoke

placement is intended to be experiential, to give the student insight into the range of support

services and role of nurses and practitioners in providing support to clients with learning

disabilities in the community setting and contributing to the student’s overall understanding

of how to recognise and respond to the needs of people with learning disability accessing

health services.

Learning Outcomes

1. Discuss ethical, legal and professional issues related to working with families in the

community

2. Demonstrate essential nursing skills appropriate to his/her stage in the programme

3. Show insight into how health and social care for families is organised and delivered

into the community

4. Relate knowledge of Social and Life Sciences to community nursing practice

5. Describe the key roles of key professionals from statutory agencies available to

maintain the health of families in the community

6. Gain insight into the impact of post-natal depression (and other mental health

problems) have for the individual and for family functioning

7. Demonstrate basic understanding of working with individuals or families with a

disability

8. Reflect on personal professional development by completing workbook and portfolio

of practice.

Learning outcomes for learning disability ‘spoke’

Have knowledge of the range of support services and role of nurses and other

practitioners in providing support to clients with learning disabilities in the community

setting


OUTCOMES (PARTICULARLY PEOPLE WITH LEARNING DISABILITIES)










complete






Health and Safety Policy and lone working













Student’s previous practice assessment, previous mentor’s

written comments and learning development plan

Cause for concern procedure












development plan.

Date __/__/__



INTERIM REVIEW








Student comments:



Date __/__/__

























Date __/__/__







Date __/__/__




YEAR 1 (PART 1): Placement 2/3 Care of families, mothers & children

in the community (hub)- Service for people with learning disabilities (spoke)

Student name: HEI ID:







(number)


(number)



Learning Disability





Title:

Date:


ADDITIONAL NOTES




(does not require to be completed if no academic

lecturer visit)






Domain 1: Professional Values – please include comment on the students approach to putting

the patient at the centre of the care delivery and the Service user and carer feedback on this

aspect of their role.











section 2.1


A B C D E F

Student Name:

HEI ID:



Name:

Signature:







develop your competency in nursing and areas for your future development.








Any other thoughts?

Date __/__/__



ATTENDANCE RECORD


Student Name and ID

Placement Name


Programme and year

BN Year 1

Field of Practice

Adult


Week No

Week beginning


Practice signature

e.g dd/mm/yy M 7.5

7.5

M 7.5

7.5

M 7.5

DO DO 37.5

A.Mentor

1

2

3

4

Total number of hours 4 weeks@ 37.5 hrs p/w = 150hrs

Maximum hours worked must not exceed 48 hours in any one week. Time

worked includes tea and meal breaks.




Date __/__/__



YEAR 1 (PART 1) PLACEMENT 2 or 3







where appropriate



experience





YEAR 1 (PART 1): Placement 2/3 Care of the adult in the community


Student Name: Intake:


Practice Learning

Environment:

Telephone Number:

Start date:

Finish date:

Year/Group Leader:

Practice Experience Type: Care of the adult in the community




6. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit CHECK NUMBERING ON ALL SECTIONS LIKE THIS


















Date __/__/__



PRACTICE LEARNING EXPERIENCE LEARNING OUTCOMES


Placement 2/3:


The second community practice learning experience is care of adults in the community. The

student is placed within a community team (Hub), often with a district nurse or practice

nurse, and has the opportunity for observation and participation in the multidisciplinary care

of adults in the community. During this practice learning experience student will spend time

with a mental health team (Spoke) and be introduced to the care of people with mental

health needs. The spoke placement is intended to be experiential, to give the student insight

into the range of support services and role of nurses and practitioners in providing support to

clients with mental health needs in the community setting and contributing to the student’s

overall understanding of how to recognise and respond to the needs of people with mental

health problems accessing generic services.

Learning Outcomes

Show awareness of relevant policies and legislation related to caring for individuals in

the community setting

Develop skills to respond sensitively with non-judgemental attitude to clients from

adverse social circumstances

Demonstrate developing nursing skills in caring for individuals in the community

Gain knowledge of the interface between health and social care in the community

Show insight into the roles of the various nurses within the Primary Health Care team

caring for individuals in the community especially those working with people with

mental health problems

Identify health education needs of individuals within the community and use

communication skills to discuss some of these issues with clients

Relate knowledge of social and life science subjects to community nursing practice

Have knowledge of statutory, voluntary and private agencies available to maintain

adult health in the community, including mental health

Reflect on personal development by completing portfolio of practice.

Learning outcomes for mental health ‘spoke’

Have knowledge of statutory, voluntary and private agencies available to maintain

adult health in the community, including mental health


OUTCOMES (PARTICULARLY PEOPLE WITH MENTAL HEALTH NEEDS)












complete





























development plan.

Date __/__/__



INTERIM REVIEW







Student comments:



Date __/__/__
























Date __/__/__






Date __/__/__












(number)


(number)



Learning Disability





Title:

Date:


ADDITIONAL NOTES




lecturer visit)


















section 2.1


A B C D E F

Student Name:

HEI ID:



Name:

Signature:














Any other thoughts?

Date __/__/__



ATTENDANCE RECORD


Student Name and ID

Placement Name


Programme and year

BN Year 1

Field of Practice

Adult


Week No

Week beginning


Practice signature

e.g dd/mm/yy M 7.5

M 7.5

M 7.5

7.5

M 7.5

DO DO 37.5 A.Mentor

1

2

3

4

Total number of hours 4 weeks@ 37.5 hrs p/w

= 150hrs






Date __/__/__



YEAR 1 (PART 1) Placement 4







where appropriate.



experience



5. Placement 4 is the final placement of Year 1 (Part 1) please complete the

End of Part 1 Statement of Competence / ESCs



Year 1 (Part 1): Placement 4 Care of the adult in the acute setting


Student Name:


Practice Learning

Environment:

Telephone Number:

Start date:

Finish date:

Year/Group Leader:

Practice Experience Type: Care of the adult in the acute setting




11. Make contact with the practice area and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit


















Date __/__/__



PRACTICE LEARNING EXPERIENCE OUTCOMES


Placement 4:


This practice learning experience provides an opportunity to participate in nursing ill

hospitalised adult patients to ensure that all the outcomes required for progression to PART

2 of the programme have been achieved.

Learning Outcomes

1. Identify personal learning needs, reflect on practice and document professional and

personal development in a portfolio

2. Adhere to The code: Professional standards of practice and behaviour for nurses and

midwives (NMC 2015) at all times

3. Observe and, under direct supervision, participate in assessment and the delivery of

essential nursing care to patients in medical and surgical wards.

4. Observe and discuss the planning and prioritising of nursing interventions

5. Be aware and use local health and safety procedures and evidence based practice

while carrying out this nursing care

6. Demonstrate communication and interpersonal skills

7. Identify opportunities for health education

8. Under direct supervision, accurately record nursing observations

9. Outline the roles of other members of the health care team involved in provision of

care in the wards

10. Apply knowledge of social and life sciences when discussing patients care needs

with the mentor

11. Observe and discuss the planning and priorities in nursing interventions.


OUTCOMES












complete





























development plan.

Date __/__/__



INTERIM REVIEW







Student comments:



Date __/__/__
























Date __/__/__






Date __/__/__












(number)


(number)



Learning Disability





Title:

Date:


ADDITIONAL NOTES




lecturer visit)


















section 2.1


A B C D E F

Student Name:

HEI ID:



Name:

Signature:














Any other thoughts?

Date __/__/__



ATTENDANCE RECORD

Year 1 (Part 1) Placement 4

Student Name and ID

Placement Name


Programme and year

BN Year 1

Field of Practice

Adult


Week No

Week beginning


Practice signature

e.g dd/mm/yy DO U 0

M 12

12

M 12

DO DO 36 A.Mentor

1

2

3

4

5

6

Total number of hours 6 weeks @ 37.5 hrs p/w

= 225hrs






Date __/__/__



ESSENTIAL SKILLS CLUSTER: CARE, COMPASSION AND COMMUNICATION

Mentor Initial and date when achieved

Initial Date

Ways in which NMC standards

may be achieved

Relate

s to 1

st

Pro

gression

Po

int

R

elates to

NM

C

com

peten

ce

ESC 1 As partners in the care process, people can trust the newly registered graduate nurse to provide collaborative care based on the highest standards, knowledge and competence.

1.1 Articulates the underpinning values of The code: Professional standards of

practice and behaviour for nurses and midwives (NMC 2015) Participates in de-

briefing/ reflective sessions. Good timekeeping. Adheres to dress code. Awareness of professional boundaries.

P1.1 D1.1 D1.2 D1.8

1.2 Works within limitations of the role and recognises own level of competence.

P1.1 D1.8 D3.6 D4.4

1.3 Promotes a professional image.

P1.1 D1.2 D2.5 D4.5

1.4 Show respect for others.

P1.1 D1.2 D1.3 D2.8 D4.7

1.5 Is able to engage with people and build caring professional relationships. P1.5 D1.4 D2.1 D2.5 D3Ad1.7 D4.7

ESC 2 People can trust the newly registered graduate nurse to engage in person centred care empowering people to make choices about how their needs are met when they are unable to meet them for themselves.

2.1 Takes a person-centred, personalised approach to care. Information within nursing assessments, care-plans and evaluation sheets.

P1.1

P1.2

P1.10

P1.17

D1.2




Initial Date


may be achieved

Relate

s to 1

st

Pro

gression

Po

int

R

elates to

NM

C

com

peten

ce

ESC 3 People can trust the newly registered graduate nurse to respect them as individuals and strive to help them preserve their dignity at all times.

3.1 Demonstrate respect for diversity and individual preference, valuing differences, regardless of personal view.

Nursing documentation and observation of interaction with patients/clients. Use of a range of strategies when communication is compromised.

P1.1 P1.7 P1.14

D1.2 D3.1 D3.3 D3.4 D3.5 D3.8 D3Ad1.4 D4.4

3.2 Engages with people in a way that ensures dignity is maintained through making appropriate use of the environment, self and skills and adopting an appropriate attitude.

P1.1 P1.5 P1.13

D1.3 D2.4 D3 Ad 1.4

3.3 Uses ways to maximise communication where hearing, vision or speech is compromised.

P1.7 P1.12

D2.2 D2.3 D2 Ad 1.1




Initial Date


may be achieved

Relate

s to 1

st

Pro

gression

Po

int

R

elates to

NM

C

com

peten

ce

ESC 4 People can trust the newly qualified graduate nurse to engage with them and their family or carers within their cultural environments in an acceptant and anti-discriminatory manner free from harassment and exploitation.

4.1 Demonstrate understanding of how culture, religion, spiritual beliefs, gender and sexuality can impact on illness and disability.

Awareness and appropriate use of the services such as visits from ministers and priests. Patients’ rights being expressed in situations where they are unable to do so themselves.

P1.12 P1.13 P1.14 P1.17

D1.1 D1.2 D2.3 D3.3 D3.5

4.2 Respect people’s rights. P1.15 P1.17

D2.8 D3.5

4.3 Adopts a principled approach to care underpinned by the code (NMC 2015). P1.1 P1.15 P1.17

D2.5 D3.1 D3 Ad1.1 D3 Ad1.5 D3 Ad1.7 D3.10




Initial Date


may be achieved

Relate

s to 1

st

Pro

gression

Po

int

R

elates to

NM

C

com

peten

ce

ESC 5 People can trust the newly registered graduate nurse to engage with them in a warm, sensitive and compassionate way.

5.1 Is attentive and acts with kindness and sensitivity. Testimony from patients. Observation of interactions with patients. De-briefing/ reflection following interaction with patients/clients.

P1.1 D2.4

5.2 Take into account people’s physical and emotional responses when engaging with them.

P1.1 P1.2 P1.15

D1.2 D2.1 D2.4 D3.3 D3.4

5.3 Interacts with the person in a manner that is interpreted as warm, sensitive, kind and compassionate, making appropriate use of touch.

P1.14 P1.15 P1.17

D2.3

5.4 Provides person-centred care that addresses both physical and emotional needs and preferences.

P1.1 P1.5

D3.1 D3.4

5.5 Evaluate ways in which own interactions affect relationships to ensure that they do not impact inappropriately on others.

P1.1 P1.13 P1.17

D4.4




Initial Date


may be achieved R

elates to

1st

Pro

gression

Po

int

R

elates to

NM

C

com

peten

ce

ESC 6 People can trust the newly registered graduate nurse to engage therapeutically and actively listen to their needs and concerns, responding using skills that are helpful, providing information that is clear, accurate, meaningful and free from jargon.

6.1 Communicates effectively both orally and in writing, so that the meaning is always clear.

Handover reports. Nursing documentation. Observation of interactions.

P1.12 P1.17

D2.7

6.2 Records information accurately and clearly on the basis of observation and communication.

P1.12 D2.2 D2.4

6.3 Always seeks to confirm understanding. P1.7 P1.15

D2.1 D2.2 D2.4 D2 Ad 1.1

6.4 Responds in a way that confirms what a person is communicating. P1.7 P1.12

D2.2 D2.4 D2.8 D4.7

6.5 Effectively communicates people’s stated needs and wishes to other professionals.

P1.12 P1.17

D2.4

ESC7 People can trust the newly registered graduate nurse to protect and keep as confidential all information relating to them.

7.1 Applies the principles of confidentiality.

Local & National policies & procedures.

P1.16 D2.8

7.2 Protects and treats information as confidential except where sharing information is required for the purpose of safeguarding and public protection.

P1.15 P1.16

D2.8

7.3 Applies the principles of data protection. P1.16 D2.8




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ESC 8 People can trust the newly registered graduate nurse to gain their consent based on sound understanding and informed choice prior to any intervention and that their rights in decision making and consent will be respected and upheld.

8.1 Seeks consent prior to sharing confidential information outside of the professional care team, subject to the agreed safeguarding and protection procedures.

Local & National policies & procedures. Relevant Legislation:- Vulnerable Adults Age of Legal Capacity .

P1.14 P1.16

D2.8


ESSENTIAL SKILLS CLUSTER: ORGANISATION ASPECTS OF CARE


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ESC 9 People can trust the newly registered graduate nurse to treat them as partners and work with them to make a holistic and systematic assessment of their needs; to develop a personalised plan that is based on mutual understanding and respect for their individual situation promoting health and well-being, minimising risk of harm and promoting their safety at all times.

9.1 Responds appropriately when faced with an emergency or a sudden deterioration in a person’s physical or psychological condition, e.g. abnormal vital signs, collapse, cardiac arrest, self harm, extremely challenging behaviour, attempted suicide including seeking help from an appropriate person.

Accurate completion of recordings of vital signs as a baseline assessment of weight, temperature, pulse, respiration and blood pressure. Performs routine diagnostic tests, e.g. urinalysis, under supervision and accurately records results. Reports changes in patient’s condition or abnormal recordings to senior colleague.

P1.4 P1.6 P1.18

D1.1 D1.6 D1.7 D2.4 D3.7 D3.9 D3.10 D3 Ad 1.5




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ESC 10 People can trust the newly registered graduate nurse to deliver nursing interventions and evaluate their effectiveness against the agreed assessment and care plan. There are no requirements for the first progression point. However, if the student has achieved this ESC, it can be signed.

ESC 11 People can trust the newly registered graduate nurse to safeguard children and adults from vulnerable situations and support and protect them from harm.

11.1 Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations.

Assists in developing individualised care plans. Contributes to the documentation of information relevant to the individual patient.

P1.1 P1.14 P1.17

D1.1 D1 Ad1.1 D3.1 D3.9

11.2 Shares information with colleagues and seeks advice from appropriate sources.

P1.5 P1.7 P1.12 P1.16

D1.6 D1.8 D2.4 D2.8 D3.1 D3.7 D3.9 D3Ad1.5

11.3 Seek support to manage and deal with own emotions. P1.15 P1.17

D1.7 D4.4




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ESC 12 People can trust the newly registered graduate nurse to respond to their feedback and a wide range of other sources to learn, develop and improve services.

12.1 Responds appropriately to compliments and comments. Seeks advice from senior colleague when patients/ clients wish to comment or complain. Develops use of reflective practice to engage with team members.

P1.6 P1.13 P1.17

D1.1 D2.5

ESC 13 People can trust the newly registered, graduate nurse to promote continuity when their care is to be transferred to another service or person. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.




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ESC 14 People can trust the newly registered graduate nurse to be an autonomous and confident member of the multi-disciplinary or multi agency team and to inspire confidence in others.

14.1 Works within the code (NMC 2015). Demonstration of working with others and within NMC code of professional conduct.

P1.1 D1.1

ESC 15 People can trust the newly registered graduate nurse to safely delegate to others and to respond appropriately when a task is delegated to them.

15.1 Accepts delegated activities within limitation of own role, knowledge and skill.

Observation of practice.

P1.1 P1.16

D1.1 D1.5 D1.8D4.6

ESC 16 People can trust the newly registered graduate nurse to safely lead, co-ordinate and manage care. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.




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ESC 17 People can trust the newly registered graduate nurse to work safely under pressure and maintain the safety of service users at all times.

17.1 Recognise when situations are becoming unsafe and reports appropriately. Observation of practice.

P1.4 P1.5 P1.6 P1.10 P1.17

D1.1 D1.8 D3.6 D3.7 D3.9 D3 Ad1.5

17.2 Understands and applies the importance of rest for effective practice. P1.5 P1.6 P1.9 P1.12

D1.1 D1.8 D3.6 D3.7 D3.9 D3 Ad1.5




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ESC 18 People can trust the newly registered graduate nurse to enhance the safety of service users and identify and actively manage risk and uncertainty in relation to people, the environment, self and others.

18.1 Under supervision, works within clinical governance frameworks. Seeks advice and information regarding risk assessment and safety issues within working environment. Contributes to individual risk assessment documentation.

P1.1 P1.14

D1.1 D1 Ad1.1

18.2 Reports safety incidents regarding service users to senior colleagues. P1.9 P1.17

D1.1 D1.4 D2.4 D3.6 D3.9

18.3 Under supervision assesses risk within current sphere of knowledge and competence.

P1.9 P1.7 P1.12

D1.8 D3.7 D3.9 D4.6

18.4 Follows instructions and takes appropriate action, sharing information to minimise risk.

P1.9 P1.7 P1.12

D2.8 D3.6 D4.6

18.5 Under supervision works within legal frameworks to protect self and others.

P1.2 P1.3 P1.5 P1.8

D1.1 D1.Ad1.1

18.6 Knows and accepts own responsibilities and takes appropriate action. P1.6 P1.7

D1.1 D1.5 D1.8 D3.1




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ESC 19 People can trust the newly registered graduate nurse to work to prevent and resolve conflict and maintain a safe environment.

19.1 Recognise signs of aggression and responds appropriately to keep self and others safe.

Seeks advice from senior colleague when signs of aggression are recognised.

P1.7 P1.10

D1.1 D1 Ad1.1 D1.5 D1.8 D2.4 D4.6

19.2 Assists others or obtains assistance when help is required. Develop the use of strategies to disengage from situations which may become aggressive.

P1.3 D1.6 D1.8 D4.6 D4.7

ESC 20 People can trust the newly registered graduate nurse to select and manage medical devices safely.

20.1 Safely uses and disposes of medical devices under supervision and in keeping with local and national policy and understands reporting mechanism relating to adverse incidents.

Observation of practice. Examples of medical devices, e.g. tympanic thermometer,Dyna-map, saturation monitor, blood glucose monitor, weighing scales, height monitor.

P1.18 D1.1 D3.6


ESSENTIAL SKILLS CLUSTER: INFECTION PREVENTION AND CONTROL


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ESC 21 People can trust the newly registered graduate nurse to identify and take effective measures to prevent and control infection in accordance with local and national policy.

21.1 Follows local and national guidelines and adheres to standard infection control precautions.

Discussion with student. Observation of practice. Cleanliness Champions Programme.

P1.8 P1.9

D3.6

ESC 22 People can trust the newly registered graduate nurse to maintain effective standard infection control precautions and apply and adapt these to needs and limitations in all environments.

22.1 Demonstrates effective hand hygiene and the appropriate use of standard infection control precautions when caring for all people.

Cleanliness Champions Programme.

P1.1 P1.7 P1.9

D3.6

ESC 23 People can trust the newly registered graduate nurse to provide effective nursing interventions when someone has an infectious disease including the use of standard isolation techniques. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.




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ESC 24 People can trust the newly registered graduate nurse to fully comply with hygiene, uniform and dress codes in order to limit, prevent and control infection.

24.1 Adheres to local policy and national guidelines on dress code for prevention and control of infection, including: footwear, hair, piercing and nails.


P1.9 P1.13 P1.17

D1.1

24.2 Maintains a high standard of personal hygiene. P1.1 P1.13 P1.17

D2.6

24.3 Wears appropriate clothing for the care delivered in all environments. P1.13 P1.17

D2.6

ESC 25 People can trust the newly registered graduate nurse to safely apply the principles of asepsis when performing invasive procedures and be competent in aseptic technique in a variety of settings. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.

ESC 26 People can trust the newly qualified nurse to act, in a variety of environments including the home care setting, to reduce risk when handling waste, including sharps, contaminated linen and when dealing with spillages of blood and other body fluids. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.


ESSENTIAL SKILLS CLUSTER: NUTRITION AND FLUID MANAGEMENT


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ESC 27 People can trust the newly registered graduate nurse to assist them to choose a diet that provides an adequate nutritional and fluid intake. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.

ESC 28 People can trust the newly registered graduate nurse to assess and monitor their nutritional status and in a partnership, formulate an effective plan of care. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.

ESC 29 People can trust the newly registered graduate nurse to assess and monitor their fluid status and in partnership with them, formulate an effective plan of care. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.

ESC 30 People can trust the newly qualified graduate nurse to assist them in creating an environment that is conducive to eating and drinking.

30.1 Reports to an appropriate person where there is a risk of meals being missed.


P1.1 P1.3

D3

30.2 Follows food hygiene procedures in accordance with policy.

Discussion with student. Observation of practice.

P1.2 P1.9

D1.6




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ESC 31 People can trust the newly qualified graduate nurse to ensure that those unable to take food by mouth receive adequate fluid and nutrition to meet their needs. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.

ESC 32 People can trust the newly registered graduate nurse to safely administer fluids when fluids cannot be taken independently. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.


ESSENTIAL SKILLS CLUSTER: MEDICINES MANAGEMENT


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ESC 33

People can trust the newly registered graduate nurse to correctly and safely undertake medicines3 calculations.

33.1 Is competent in basic medicines calculations (*) relating to:

Tablets and capsules

Liquid medicines

Injections including:

Unit dose

Sub and multiple unit dose

SI unit conversion.

Supervised practice.

P1.1 P1.6 P1.7 P1.8

P1.11

D3.6 D4.1

ESC 34

People can trust the newly registered graduate nurse to work within legal and ethical frameworks that underpin safe and effective medicines management. There are no requirements for first progression point. However if the student has achieved this ESC, it can be signed.

ESC 35

People can trust the newly registered graduate nurse to work as part of a team to offer holistic care and a range of treatment options of which medicines may form a part. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.

ESC 36

People can trust the newly registered graduate nurse to ensure safe and effective practice in medicines management through comprehensive knowledge of medicines, their actions, risks and benefits. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.




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ESC 37 People can trust the newly registered graduate nurse to safely order, receive, store and dispose of medicines (including controlled drugs) in any setting. There are no requirements for first progression point. However if the student has achieved this ESC, it can be signed.

ESC 38 People can trust the newly registered graduate nurse to administer medicines safely and in a timely manner, including controlled drugs. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.

ESC 39 People can trust the newly registered graduate nurse to keep and maintain accurate records using information technology, where appropriate, within a multi-disciplinary framework as a leader and as part of a team and in a variety of care settings including at home. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.

ESC 40 People can trust the newly registered graduate nurse to work in partnership with people receiving medical treatments and their carers. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.

ESC 41 People can trust the newly registered graduate nurse to use and evaluate up-to-date information on medicines management and work within national and local policy guidelines. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.




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ESC 42 People can trust the newly registered graduate nurse to demonstrate understanding and knowledge to supply and administer via a patient group direction. There are no requirements for first progression point. However, if the student has achieved this ESC, it can be signed.


Part 1 (Year 1)

SUMMATIVE assessment of performance & Statement of

Competence :

Dear Mentor

Please ensure that you consider the statements made within each Year 1(Part 1)

Final Interview prior to completing the student’s end of Part 1 Statement of

Competence:

Practice learning experience 1 Course code 1002, comprising: Placement 1 Care of the older adult Placement 2 or 3 Care of families, mothers & children in the community Placement 2 or 3 Care of the adult in the community Placement 4 Care of the adult in the acute setting

Mentor Guidance: Statement of Competence (Part 1 Students) The NMC Standards for pre-registration nursing education (2010) require that students achieve a specific level of Competence at the end of their first and second part of clinical practice. This means that in their final practice experience at the end of Part 1 the student’s mentor is asked to read and sign the Statement of Competence. The Statement of Competence can be signed when the mentor is satisfied that the student has successfully completed all of the practice experiences within Part 1. As the assessment of practice takes place when providing care, achievement of each competence is verified by completion of all assessed activities. You do not need to be a Sign off Mentor to complete the Statement of Competence or be on the same part of the register as the student nurse. How do you determine the student is competent? Each NMC Essential Skills Cluster (ESC) and Progression Point Criteria (PPC) has been integrated into the OAR. Therefore when the student has achieved each competence set within the OAR and have successfully completed their practice experience, you can be confident that they have achieved all ESCs and PPC required for the current stage of their Programme in the four domains of practice.

The progression point criteria to be met by the student at the end of Part 1 are

listed on the next page.


First Progression Point Criteria: Criteria that must be met as a minimum requirement by progression point one in any practice setting where people are receiving care, or through simulation. Year 1 Progression Point Criteria (NMC, 2010)

Areas associated with safety and safeguarding people of all ages, their carers and their families

1. Demonstrates safe, basic, person-centred care, under supervision, for people who are unable to meet their own physical and emotional needs.

2. Meets people’s essential needs in relation to safety and security, wellbeing, comfort, bowel and bladder care, nutrition and fluid maintenance and personal hygiene, maintaining their dignity at all times.

3. Seeks help where people’s needs are not being met, or they are at risk. Communication and interpersonal skills

4. Is able to recognise when a person’s physical or psychological condition is deteriorating, demonstrating how to act in an emergency and administer essential first aid.

5. Demonstrates an understanding of how to work within legal and professional frameworks and local policies to safeguard and protect people, particularly children, young people, and vulnerable adults


6. Is able to recognise, and work within, the limitations of their own knowledge and skills and professional boundaries, understanding that they are responsible for their own actions.

7. Demonstrates the ability to listen, seek clarity, and carry out instructions safely.

8. Uses and disposes of medical devices safely under supervision according to local and national policy, reporting any incidents or near misses.

9. Understands and works within the laws governing health and safety at work. Demonstrates safe manual handling techniques, and understands how nurses can help reduce the risk of infection, including effective hand washing.

10. Recognises signs of aggression and takes appropriate action to keep themselves and others safe.

11. Safely and accurately carries out basic medicines calculations.


12. Demonstrates safe and effective communication skills, both orally and in writing.

Areas associated with professional values and expected attitudes and behaviours towards people, their carers and their families

13. Displays a professional image in their behaviour and appearance, showing respect for diversity and individual preferences.

14. Demonstrates respect for people’s rights and choices. Professional values

15. Acts in a manner that is attentive, kind, sensitive, compassionate and non discriminatory, that values diversity and acts within professional boundaries.

16. Understands the principles of confidentiality and data protection. Treats information as confidential, except where sharing is required to safeguard and protect people.

Areas associated with professional values and expected attitudes and behaviours towards people, their carers and their families

17. Practises honestly and with integrity, applying the principles of The code: Professional standards of practice and behaviour for nurses and midwives (2015).

18. Acts in a way that values the roles and responsibilities of others in the team and interacts appropriately.


END OF PART 1 (YEAR 1) - STATEMENT OF

COMPETENCE

Completed by Mentor in Final Part 1 Placement

I, (PLEASE PRINT NAME) ...........…………………................................................ (MENTOR)

Can confirm that STUDENT NURSE (PLEASE PRINT NAME) ...........................................................

HEI ID:

Has achieved all of the requirements for the first part of practice included within this booklet

(the Ongoing Achievement Record relating to the NMC / University of Glasgow approved

nursing programme).

These include each of the set Competencies, Essential Skills Clusters and Learning

Activities, and altogether fulfil the NMC Progression Points* to advance into Part 2 of the

Programme.

The above student is therefore deemed fit for safe and effective practice commensurate with

the level expected by the end of the first part of the programme.

MENTOR...........…………….......................……................................................ (PLEASE PRINT NAME)

MENTOR’S SIGNATURE …………………………………….

DATE …………………………………

HEI use only

Provisional Progression Sign Off: Achieved / Not Achieved

Name:

Signature:

Date:


PART 2 (Year 2) (yellow)

Practice Learning Experience 2 (Course code 2002) is an 80 credit


the second year of study. The grades given for each of the 4 placements

are aggregated to give an overall grade for the student’s practice

learning:

Placement 5 & 6 Adult nursing in the acute setting 1 & 2

Building on the first year clinical nursing experience, these two, six weeks of practice learning experience provide the student with opportunities to further develop their application of knowledge and skills to caring for adult patients in an acute setting. It is anticipated that one of these placements will be taken in a predominantly medical setting and the alternate placement will be undertaken in a surgical setting.

Placement 7 & 8

Adult nursing in the community (general community)

This five week placement enables the student to consolidate knowledge and practice of community nursing. Students will consider adult nursing in the community within the context of secondary and tertiary care. Placement 7 & 8 Public health nursing/Community development During this five week placement the student will be introduced to Public Health Nursing

activities that are essential to working with disadvantaged communities. PLEASE ALSO CONSIDER ALTERNATIVE FIELDS OF PRACTICE LEARNING

OUTCOMES



YEAR 2 (PART 2): Placement 5 Adult nursing in the acute setting





2. Please note that a second part student may have an opportunity to work night

duty where appropriate



learning experience







Student Name:


Practice

Environment:

Telephone Number:

Start date:

Finish date:

Year/Group Leader:

PLE Type: Adult nursing in the acute setting






















Date __/__/__

Student Signature: Mentors Signature:





Building on the first year clinical nursing experience, these two, six weeks of practice learning experience provide the student with opportunities to further develop their application of knowledge and skills to caring for adult patients in an acute setting.

Learning Outcomes cover all 4 placements undertaken by student in Year 2. By the end of this year students will be able to: Knowledge and Understanding

1. Critically discuss the nursing management of adults with a range of conditions taking cognisance of the information needs of the service user and their relatives or carers (Nursing Practice and Decision Making).

2. Explain the importance of caring, integrity and compassion in the therapeutic relationship (Communication and Interpersonal Skills).

3. Discuss the pathology and broad management of common diseases (Nursing Practice and Decision Making).

4. Critically discuss how lifestyle, diversity and socio-economic factors can affect health and illness and public health priorities (Nursing Practice and Decision Making).

5. Critically examine the social and health implications of disease and disability for the individual, family, friends and community, and appraise the contribution nursing can make in improving the quality of life for those concerned (Nursing Practice and Decision Making).

6. Discuss the value of research to the critical evaluation of practice and demonstrate the research process and basic methodologies used in nursing research (Nursing Practice and Decision Making).

7. Evaluate the sources from which data are accumulated for evaluation of the nursing process and explain how criteria are determined to measure to success of nursing interventions (Nursing Practice and Decision Making).

8. Discuss the NMC guidelines on raising and escalating concerns (NMC, 2010) and the nurses role in safeguarding the public (Professional Values).

Skills and Other Attributes

9. Critically discuss and apply the skills and relevant assessment tools required to carry out comprehensive, systematic and holistic assessments of individuals, groups and carers (Nursing Practice and Decision Making).

10. Apply theoretical knowledge to the practice setting in order to deliver evidence based care in any setting including hospital, community and at home (Nursing Practice and Decision Making).

11. Discuss and apply the components of a plan for nursing intervention in relation to the needs of the patient and their relatives or carers and discuss the use, value and limitations of care pathways (Nursing Practice and Decision Making).

12. Undertake accurate observations of clinical phenomena relating to nursing care and demonstrate the appropriate critical analysis of relevant clinical data (Nursing Practice and Decision Making).


13. Recognise situations where patients would benefit from Public Health Nursing/health education advice and apply the principles of patient teaching in particular situations (Nursing Practice and Decision Making)

14. Discuss the basics of clinical pharmacology, medicines management and drug calculations and apply them to the safe administration of medications (Nursing Practice and Decision Making).

Transferable Skills

15. Identify personal learning needs, reflect on practice and document professional and personal development in a portfolio (Professional Values).

16. Apply effective communication and interpersonal skills (Communication and Interpersonal Skills).

17. Work effectively as a team member group (Leadership, Management and Team Working).

18. Apply strategies to enhance learning through experience, feedback, reflection and evaluation (Professional Values).

19. Be able to work on own initiative taking cognisance of limitations (Leadership, Management and Team Working).

20. See 14 (Nursing Practice and Decision Making).


OUTCOMES












complete





























development plan.

Date __/__/__



INTERIM REVIEW







Student comments:



Date __/__/__
























Date __/__/__






Date __/__/__












(number)


(number)



Learning Disability





Title:

Date:


ADDITIONAL NOTES




FINAL INTERVIEW AND SUMMATIVE ASSESSMENT OF PERFORMANCE – MENTOR
















section 2.1


A B C D E F

Student Name:

HEI ID:



Name:

Signature:



REFLECTIVE ACCOUNT - STUDENT











Any other thoughts?

Date __/__/__



ATTENDANCE RECORD

YEAR 2 (PART 2): Placement 5

Student Name and ID

Placement Name


Programme and year

BN Year 2

Field of Practice

Adult


Week No

Week beginning


Practice signature

e.g dd/mm/yy DO U 0

M 12

12

M 12

DO DO 36 A.Mentor

1

2

3

4

5

6


= 225 hours






Date __/__/__










duty where appropriate.



learning experience







Student Name:


Practice

Environment:

Telephone Number:

Start date:

Finish date:

Year/Group Leader:

PLE Type: Adult nursing in the acute setting






















Date __/__/__






Building on the first year clinical nursing experience, these two, six weeks of practice learning experience provide the student with opportunities to further develop their application of knowledge and skills to caring for adult patients in an acute setting.

Learning Outcomes cover all 4 placements undertaken by student in Year 2. By the end of this year students will be able to: Knowledge and Understanding

















Transferable Skills








OUTCOMES












complete





























development plan.

Date __/__/__



INTERIM REVIEW







Student comments:



Date __/__/__
























Date __/__/__






Date __/__/__












(number)


(number)



Learning Disability





Title:

Date:


ADDITIONAL NOTES




















section 2.1


A B C D E F

Student Name:

HEI ID:



Name:

Signature:














Any other thoughts?

Date __/__/__



ATTENDANCE RECORD


Student Name and ID

Placement Name


Programme and year

BN Year 2

Field of Practice

Adult


Week No

Week beginning


Practice signature

e.g dd/mm/yy DO U 0

M 12

12

M 12

DO DO 36 A.Mentor

1

2

3

4

5

6


= 225 hours






Date __/__/__






OR

Public health nursing/Community development (Delete as appropriate)









learning experience







Student Name:


Practice

Environment:

Telephone Number:

Start date:

Finish date:

Year/Group Leader:

PLE Type: Adult nursing in the community (general community)

OR

Public health nursing/Community development

(delete as appropriate)






















Date __/__/__






This five week placement enables the student to consolidate knowledge and practice of community nursing. Students will consider adult nursing in the community within the context of secondary and tertiary care. OR Public health nursing/Community development During this five week placement the student will be introduced to Public Health Nursing

activities that are essential to working with disadvantaged communities. Learning Outcomes cover all 4 placements undertaken by student in Year 2. By the end of this year students will be able to: Knowledge and Understanding

















Transferable Skills








OUTCOMES












complete





























development plan.

Date __/__/__



INTERIM REVIEW







Student comments:



Date __/__/__
























Date __/__/__






Date __/__/__












(number)


(number)



Learning Disability





Title:

Date:


ADDITIONAL NOTES




















section 2.1


A B C D E F

Student Name:

HEI ID:



Name:

Signature:














Any other thoughts?

Date __/__/__



ATTENDANCE RECORD


Student Name and ID

Placement Name

Adult nursing in the community

OR

Public health nursing/Community development (delete as appropriate)

Programme and year

BN Year 2

Field of Practice

Adult


Week No

Week beginning


Practice signature

e.g dd/mm/yy DO U 0

M 12

12

M 12

DO DO 36 A.Mentor

1

2

3

4

5

6


= 225 hours






Date __/__/__













learning experience



5. Placement 8 is the final placement of Year 2 (Part 2) please complete the

End of Part 2 Statement of Competence / ESCs





Student Name:


Practice

Environment:

Telephone Number:

Start date:

Finish date:

Year/Group Leader:

PLE Type: Adult nursing in the community (general community)

OR























Date __/__/__






This five week placement enables the student to consolidate knowledge and practice of community nursing. Students will consider adult nursing in the community within the context of secondary and tertiary care. OR Public health nursing/Community development During this five week placement the student will be introduced to Public Health Nursing

activities that are essential to working with disadvantaged communities. Learning Outcomes cover all 4 placements undertaken by student in Year 2. By the end of this year students will be able to: Knowledge and Understanding

















Transferable Skills








OUTCOMES












complete





























development plan.

Date __/__/__



INTERIM REVIEW







Student comments:



Date __/__/__
























Date __/__/__






Date __/__/__












(number)


(number)



Learning Disability





Title:

Date:


ADDITIONAL NOTES




















section 2.1


A B C D E F

Student Name:

HEI ID:



Name:

Signature:














Any other thoughts?

Date __/__/__



ATTENDANCE RECORD


Student Name and ID

Placement Name

Adult nursing in the

OR


Programme and year

BN Year 2

Field of Practice

Adult


Week No

Week beginning


Practice signature

e.g dd/mm/yy DO U 0

M 12

12

M 12

DO DO 36 A.Mentor

1

2

3

4

5

6


= 225 hours






Date __/__/__





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1.6 Forms appropriate and constructive professional relationships with families and other carers.

Participates in de-briefing/ reflective sessions. Good timekeeping Adheres to dress code. Awareness of professional boundaries.

P2.1 D1.4 D2.1 D2.5 D3.Ad1.7 D4.7

1.7 Uses professional support structures to learn from experience and make appropriate adjustments.

P2.1 D1.6 D1.7 D4.4




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2.2 Actively empowers people to be involved in the assessment and care planning process.

Information within

nursing assessments, care-plans and evaluation sheets.

P2.1 P2.2

D1.4 D2.2 D3.Ad1.4 D3.Ad1.7 D4.7

2.3 Determines people’s preferences to maximise comfort and dignity. P2.1 D1.1 D2.1 D2.3 D2.4 D3.Ad1.4 D3.Ad1.7

2.4 Actively supports people in their own care and self care. P2.1 D1.4 D2.2 D3.Ad1.4 D3.Ad1.7 D4.7

2.5 Considers with the person and their carers their capability for self care. P2.1 D1.1 D1.4 D2.2 D3.Ad1.4 D3.Ad1.7 D4.7

2.6 Provides personalised care, or makes provisions for those who are unable to maintain their own activities of living maintaining dignity at all times.

P2.1 P2.2

D2.2 D3.4 D4.7


2.7 Assists people with their care. P2.1 P2.2

D3.4



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There are no requirements for second progression point. However, if the student has achieved this ESC, this can be signed.


There are no requirements for second progression point. However, if the student has achieved this ESC, this can be signed.

ESC 5

People can trust the newly registered graduate nurse to engage with them in a warm, sensitive and compassionate way.

There are no requirements for second progression point. However if the student has achieved this ESC, this can be signed.




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6.6 Uses strategies to enhance communication and remove barriers to effective communication minimising risk to people from lack of or poor communication.

Handover reports. Nursing documentation. Observation of interactions.

P2.1 P2.2

D 2.2 D2.3

ESC 7 People can trust the newly registered graduate nurse to protect and keep as confidential all information relating to them.

7.4 Distinguishes between information that is relevant to care planning and information that is not.


P2.2 D4.7




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8.2 Distinguishes between information that is relevant to care planning and information that is not.

Local & National policies & procedures. Relevant Legislation:- Vulnerable Adults Age of Legal Capacity

P2.1

D1.1 D1.3 D1.Ad 1.1

8.3 Ensures that the meaning of consent to treatment and care is understood by the people or service users.

P2.1

D1.1 D1.3 D1.4 D2.2


ESSENTIAL SKILLS CLUSTER: ORGANISATIONAL ASPECTS OF CARE


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9.2 Accurately undertakes and records a baseline assessment of weight, height, temperature, pulse, respiration and blood pressure using manual and electronic devices. (*)

Accurate completion of recordings of vital signs as a baseline assessment of weight, temperature, pulse, respiration and blood pressure. Performs routine diagnostic tests, eg. urinalysis, under supervision and accurately records results.

P2.1 D3.3 D3.6 D3.Ad1.1 D3.Ad2.1 D3.Ad3.1

9.3 Understands the concept of public health and the benefits of healthy lifestyles and the potential risks involved with various lifestyles or behaviours, eg. substance misuse, smoking, obesity.

P2.1 P2.2

D1.3 D3.2 D3.4 D3.5

9.4 Recognise indicators of unhealthy lifestyles. P2.2 D3.1 D3.2 D3.Ad 1.1

9.5 Contributes to care based on an understanding of how the different stages of an illness or disability can impact on people and carers.

P2.2 D1.3 D1.5 D3.1 D3.2 D3.4 D3.Ad4.1 D3.Ad5.1 D3.Ad6.1 D3.Ad7.1

9.6 Measures and documents vital signs under supervision and responds P2.1 D1.1 D2.7


appropriately to findings outside the normal range. (*) P2.2 D3.7 D3.Ad1.5



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ESC 9 Continued People can trust the newly registered graduate nurse to treat them as partners and work with them to make a holistic and systematic assessment of their needs; to develop a personalised plan that is based on mutual understanding and respect for their individual situation promoting health and well-being, minimising risk of harm and promoting their safety at all times.

9.7 Performs routine, diagnostic tests for example urinalysis under supervision as part of assessment process (near client testing).

Reports changes in patient’s condition or abnormal recordings to senior colleague.

P2.1 D3.3 3.6 D3.Ad1.1 D3.Ad2.1 D3.Ad3.1

9.8 Collects and interprets routine data, under supervision, related to the assessment and planning of care from a variety of sources.

P2.1 D3.1

9.9 Undertakes the assessment of physical, emotional, psychological, social, cultural and spiritual needs, including risk factors by working with the person and records, shares and responds to clear indicators and signs.

P2.1 P2.2

D2.3 D3.Ad3.1 D3.Ad3.3 D3.Ad3.7 D3.Ad3.9 D3.Ad1.1 D3.Ad2.1 D3.Ad1.5

9.10 With the person and under supervision, plans safe and effective care by recording and sharing information based on the assessment.

P2.1

D2.3 D2.4 D3.1 D3.3




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ESC 9 Continued People can trust the newly registered graduate nurse to treat them as partners and work with them to make a holistic and systematic assessment of their needs; to develop a personalised plan that is based on mutual understanding and respect for their individual situation promoting health and well-being, minimising risk of harm and promoting their safety at all times.

9.11 Where relevant, applies knowledge of age and condition-related anatomy, physiology and development when interacting with people.

P2.1

D3.7 D3.9 D3.Ad1.1 D3.Ad1.2 D3.Ad1.5 D3.2 D3.Ad1.1




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ESC 10 People can trust the newly registered graduate nurse to deliver nursing interventions and evaluate their effectiveness against the agreed assessment and care plan.

10.1 Acts collaboratively with people and their carers enabling and empowering them to take a shared and active role in the delivery and evaluation of nursing interventions.

P2.1 D3.3 D3.8 D3.Ad1.4 D3.Ad1.7 D4.2

10.2 Works within the limitations of own knowledge and skills to question and provide safe and holistic care.

P2.1 D3.1 D3.6

10.3 Prepares people for clinical interventions as per local policy. P2.1 D3.6 D3.Ad1.3

10.4 Actively seeks to extend knowledge and skills using a variety of methods in order to enhance care delivery.

P2.1 P2.2

D4.4

10.5 Detects, record, reports and responds appropriately to signs of deterioration or improvement.

P2.1 P2.2

D1.1 D3.1 D3.4 D3.7 D4.2




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11.4 Documents concerns and information about people who are in vulnerable situations.


P2.1 D1.1 D1.Ad1.1 D2.7 D3.9


12.2 Responds appropriately when people want to complain, providing assistance and support.

Seeks advice from senior colleague when patients/ clients wish to comment or complain. Develops use of reflective practice to engage with team members.

P2.1 D1.2 D2.4

12.3 Uses supervision and other forms of reflective learning to make effective use of feedback.

P2.1 D4.4

12.4 Takes feedback from colleagues, managers and other departments seriously and shares the messages and learning with other members of the team.

P2.1 D4.4 D4.5




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ESC 13 People can trust the newly registered, graduate nurse to promote continuity when their care is to be transferred to another service or person.

13.1 Assists in preparing people and carers for transfer and transition through effective dialogue and accurate information.

P2.1 D2.2 D2.5

13.2 Reports issues and people’s concerns regarding transfer and transition. P2.1 D1.1 D2.2 D2.5

13.3 Assists in the preparation of records and reports to facilitate safe and effective transfer.

P2.1 D2.7 D4.7


14.2 Supports and assists others appropriately. Demonstration of working with others and within NMC code of professional conduct.

P2.1 D1.3 D1.4 D2.1

14.3 Values others’ roles and responsibilities within the team and interacts appropriately.

P2.1 P2.2

D1.5 D1.6 D4.7

14.4 Reflects on own practice and discusses issues with other members. P2.1 D1.7 D4.4

14.5 Communicates with colleagues verbally, face-to-face and by telephone, and in writing and electronically in a way that the meaning is clear, and checks that the communication has been fully understood.

P2.1 P2.2

D1.1 D2.7




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ESC 15 People can trust the newly registered graduate nurse to safely delegate to others and to respond appropriately when a task is delegated to them. There are no requirements for second progression point. However, if the student has achieved this ESC, this can be signed.

ESC 16 People can trust the newly registered graduate nurse to safely lead, co-ordinate and manage care. There are no requirements for second progression point However, if the student has achieved this ESC, this can be signed.




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17.3 Contributes as a team member.


Seeks advice and information regarding risk assessment and safety issues within working environment.

Contributes to individual risk assessment documentation.

Attend insight interviews.

Write a reflective piece of work.

P2.2 D1.6 D4.1 D4.6 D4.7

17.4 Demonstrates professional commitment by working flexibly to meet service needs to enable quality care to be delivered.

P2.1 D1.1 D1.7 D4.4

17.5 Uses supervision as a means of developing strategies for managing own stress and for working safely and effectively.

P2.1 D1.7 D4.4

17.6 Adheres to safety policies when working in the community and in people’s homes, e.g. lone worker policy.

P2.1 P2.2

D1.1 D1.5 D4.6 D1.Ad1.1


18.7 Contributes to promote safety and positive risk taking.

P2.1 P2.2

D1.4 D1.7 D2.4 D3.9 D4.6

18.8 Under supervision works safely within the community setting taking account of local policies, for example, lone worker policy.

P2.1

D1.1 D1.Ad1.1 D1.5 D4.6




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ESC 19 People can trust the newly registered graduate nurse to work to prevent and resolve conflict and maintain a safe environment. No requirements for second progression point. However, if the student has achieved this ESC, this can be signed.

ESC 20 People can trust the newly registered graduate nurse to select and manage medical devices safely. No requirements for second progression point. However, if the student has achieved this ESC, this can be signed.




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21.2 Participates in assessing and planning care appropriate to the risk of infection thus promoting the safety of service users.

Discussion with student.


Cleanliness Champions Programme.

P2.1 D2.7 D3.1 D3.3 D3.7

21.3 Participates in completing care documentation and evaluation of interventions to prevent and control infection.

P2.1 D2.7 D3.1 D3.3

21.4 Aware of the role of the Infection Control Team and Infection Control Nurse Specialist, and local guidelines for referral.

P2.1 D1.6 D1.8

21.5 Recognise potential signs of infection and reports to relevant senior member of staff.

P2.1 D3.7

21.6 Discusses the benefits of health promotion within the concept of public health in the prevention and control of infection for improving and maintaining the health of the population.

P2.1 D2.6 D3.5




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22.2 Applies knowledge of transmission routes in describing, recognising and reporting situations where there is a need for standard infection control precautions.

Cleanliness Champions Programme. Observation of student.

P2.1 P2.2

D1.4 D3.6

22.3 Participates in the cleaning of multiuse equipment between each person. P2.1 P2.2

D3.6

22.4 Uses multi-use equipment and follows the appropriate procedures. P2.1 P2.2

D3.6

22.5 Safely uses and disposes of, or decontaminates, items in accordance with local policy and manufacturers’ guidance and instructions.

P2.1 P2.2

D3.6

22.6 Adheres to requirements for cleaning, disinfecting, decontaminating of ‘shared’ nursing equipment, including single or multi-use equipment, before and after every use as appropriate, according to recognised risk, in accordance with manufacturers’ and organisational policies.

P2.1 P2.2

D3.6




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ESC 23 People can trust the newly registered graduate nurse to provide effective nursing interventions when someone has an infectious disease including the use of standard isolation techniques.

23.1 Safely delivers care under supervision to people who require to be nursed in isolation or in protective isolation settings.

P2.1 D2.7 D3.1 D3.3 D3.7

23.2 Takes appropriate actions in any environment including the home care setting, should exposure to infection occur, e.g. chicken pox, diarrhoea and vomiting, needle stick injury.

P2.1 D3.6

23.3 Applies knowledge of an ‘exposure prone procedure’ and takes appropriate precautions and actions.

P2.1 D3.6

23.4 Takes personal responsibility, when a student knowingly has a blood borne virus, to consult with occupational health before carrying out exposure prone procedures.

P2.1 P2.2

D1.1 D2.8 D3.5

ESC 24 People can trust the newly registered graduate nurse to fully comply with hygiene, uniform and dress codes in order to limit, prevent and control infection. There are no requirements for second progression point. However, if the student has achieved this ESC, this can be signed.




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ESC 25 People can trust the newly registered graduate nurse to a safely apply the principles of asepsis when performing invasive procedures and be competent in aseptic technique in a variety of settings.

25.1 Demonstrates understanding of the principles of wound management, healing and asepsis. Safely performs basic wound care using clean and aseptic techniques in a variety of settings.


P2.1 D.36

25.2 Assists in providing accurate information to people and their carers on the management of a device, site or wound to prevent and control infection and to promote healing wherever that person might be, e.g. in hospital, in the home care setting, in an unplanned situation.

P2.1 D1.4 D2.6 D3.8 D1.Ad1.1

ESC 26 People can trust the newly qualified nurse to act, in a variety of environments including the home care setting, to reduce risk when handling waste, including sharps, contaminated linen and when dealing with spillages of blood and other body fluids.

26.1 Adheres to health and safety at work legislation and infection control policies regarding the safe disposal of all waste, soiled linen, blood and other body fluids and disposing of ‘sharps’ including in the home setting.


P2.1 P2.2

D3.6

26.2 Ensures dignity is preserved when collecting and disposing of bodily fluids and soiled linen.

P2.1 P2.2

D1.3

26.3 Acts to address potential risks within a timely manner including in the home setting.

P2.1 P2.2

D3.1 D3.4 D3.6


ESSENTIAL SKILLS CLUSTER: NUTRITION & FLUID MANAGEMENT


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ESC 27 People can trust the newly registered graduate nurse to assist them to choose a diet that provides an adequate nutritional and fluid intake.

27.1 Under supervision helps people to choose healthy food and fluid in keeping with their personal preferences and cultural needs.

Observation of student.

P2.1 D3.3 D3.4

27.2 Accurately monitors dietary and fluid intake and completes relevant documentation. (*)

P2.1 D3.1 D3.7 D3.Ad1.7

27.3 Supports people who need to adhere to specific dietary and fluid regimens and informs them of the reasons.

P2.1 D2.2

27.4 Maintains independence and dignity wherever possible and provides assistance as required.

P2.1 D1.3 D3.8

27.5 Identifies people who are unable to or have difficulty in eating or drinking and reports this to others to ensure adequate nutrition and fluid intake is provided.

P2.1 D1.3 D3.1

ESC 28 People can trust the newly registered graduate nurse to assess and monitor their nutritional status and in a partnership, formulate an effective plan of care.

28.1 Takes and records accurate measurements of weight, height, length, body mass index and other appropriate measures of nutritional status. (*)

Use of assessment tools.

P2.1 P2.2

D3.1 D3.2 D3.4

28.2 Assesses baseline nutritional requirements for healthy people related to factors such as age and mobility.

P2.1 D3.3 D3.4

28.3 Contributes to formulating a care plan through assessment of dietary preferences, including local availability of foods and cooking facilities.

P2.1 D3.1 D3.5

28.4 Reports to other members of the team when agreed plan is not achieved. P2.1 P2.2

D3.1




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ESC 29 People can trust the newly registered graduate nurse to assess and monitor their fluid status and in partnership with them, formulate an effective plan of care.

29.1 Applies knowledge of fluid requirements needed for health and during illness and recovery so that appropriate fluids can be provided.

P2.1

D3.3 D3.4

29.2 Accurately monitors and records fluid intake and output. (*) P2.1 P2.2

D3.3

29.3 Recognises and reports reasons for poor fluid intake and output. P2.1

D3.3

29.4 Reports to other members of the team when intake and output falls below requirements.

P2.1 D3.10

ESC 30 People can trust the newly qualified graduate nurse to assist them in creating an environment that is conducive to eating and drinking.

30.3 Follows local procedures in relation to meal times, e.g. protected meal times, indicators of people who need additional support.

Observation of practice. Discussion with student. Observation of practice.

P2.1 P2.2

D3.3 D.3.10

30.4 Ensures that people are ready for the meal; that is, in an appropriate location, position, offered opportunity to wash hands, offered appropriate assistance.

P2.1 D3.8




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ESC 31 People can trust the newly qualified graduate nurse to ensure that those unable to take food by mouth receive adequate fluid and nutrition to meet their needs.

31.1 Recognises, responds appropriately and reports when people have difficulty eating or swallowing.

P2.1 D3.1 D3.3 D3.7

31.2 Adheres to an agreed plan of care that provides for individual difference, for example, cultural considerations, psychosocial aspects and provides adequate nutrition and hydration with eating or swallowing is difficult.

P2.1 D3.1 D3.4

ESC 32 People can trust the newly registered graduate nurse to safely administer fluids when fluids cannot be taken independently. There are no requirements for second progression point. However, if the student has achieved this ESC, this can be signed.




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ESC 33 People can trust the newly registered graduate nurse to correctly and safely undertake medicines3 calculations. There are no requirements for second progression point. However, if the student has achieved this ESC, this can be signed.

ESC 34 People can trust the newly registered graduate nurse to work within legal and ethical frameworks that underpin safe and effective medicines management.

ESC 35 People can trust the newly registered graduate nurse to work as part of a team to offer holistic care and a range of treatment options of which medicines may form a part.

ESC 36 People can trust the newly registered graduate nurse to ensure safe and effective practice in medicines management through comprehensive knowledge of medicines, their actions, risks and benefits. There are no requirements for second progression point. However, if the student has achieved this ESC, this can be signed.

ESC 37 People can trust the newly registered graduate nurse to safely order, receive store and dispose of medicines (including controlled drugs) in any setting. There are no requirements for second progression point. However, if the student has achieved this ESC, this can be signed.




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ESC 38 People can trust the newly registered graduate nurse to administer medicines safely and in a timely manner, including controlled drugs. There are no requirements for second progression point. However, if the student has achieved this ESC, this can be signed.

ESC 39 People can trust the newly registered graduate nurse to keep and maintain accurate records using information technology, where appropriate, within a multi-disciplinary framework as a leader and as part of a team and in a variety of care settings including at home. There are no requirements for second progression point. However, if the student has achieved this ESC, this can be signed.

ESC 40 People can trust the newly registered graduate nurse to work in partnership with people receiving medical treatments and their carers. There are no requirements for second progression point. However, if the student has achieved this ESC, this can be signed.

ESC 41 People can trust the newly registered graduate nurse to use and evaluate up-to-date information on medicines management and work within national and local policy guidelines. There are no requirements for second progression point. However if the student has achieved this ESC, this can be signed.




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ESC 42 People can trust the newly registered graduate nurse to demonstrate understanding and knowledge to supply and administer via a patient group direction. There are no requirements for second progression point. However, if the student has achieved this ESC, this can be signed.


PART 2 (Year 2)

SUMMATIVE assessment of performance & Statement of Competence :

Dear Mentor

Please ensure that you consider the statements made within each Part 2 Final Interview

prior to completing the students end of Part 2 Statement of Competence :

Practice Learning Experience 2 (Course code 2002), comprising: Placement 5 & 6 Adult nursing in the acute setting 1 & 2

Placement 7 or 8 Adult nursing in the community (general community)

Placement 7 or 8 Public health nursing/Community development

Mentor Guidance: Statement of Competence (Part 2 Students) The NMC Standards for pre-registration nursing education (2010) require that students achieve a specific level of Competence at the end of their first and second part of clinical practice. This means that in their final practice experience at the end of Part 2 the student’s mentor is asked to read and sign the Statement of Competence. The Statement of Competence can be signed when the mentor is satisfied that the student has successfully completed all of the practice experiences within Part 2. As the assessment of practice takes place when providing care, achievement of each competence is verified by completion of all assessed activities. You do not need to be a Sign off Mentor to complete the Statement of Competence or be on the same part of the register as the student nurse. How do you determine the student is competent? Each NMC Essential Skills Cluster (ESC) and Progression Point Criteria (PPC, below) has been integrated into the OAR. Therefore when the student has achieved each competence set within the OAR and have successfully completed their practice experience, you can be confident that they have achieved all ESCs and PPC required for the current stage of their training in the four domains of practice.

PPC 1. Works more independently, with less supervision, in a safe and increasingly

confident manner

PPC 2. Demonstrates potential to work autonomously, making the most of

opportunities to extend knowledge, skills and practice.


END OF PART 2 (YEAR 2) - STATEMENT OF COMPETENCE

Completed by Mentor in Final Part 2 Placement

I, (PLEASE PRINT NAME) ...........…………………................................................ (MENTOR)


HEI ID:

has achieved all of the requirements for the second part of practice included within this

booklet (the Ongoing Achievement Record) relating to the NMC / University of Glasgow

approved nursing programme.

These include each of the set Competencies, Essential Skills Clusters and Learning

Activities, and altogether fulfil the NMC Progression Points* to advance into Part 3 of the

Programme.

The above student is therefore deemed fit for safe and effective practice commensurate with

the level expected by the end of the second part of the programme.

MENTOR...........…………….......................……................................................ (PLEASE PRINT NAME)

MENTORS SIGNATURE ……………………………………. DATE ……………………………

HEI use only

Provisional Progression Sign Off: Achieved / Not Achieved

Name:

Signature:

Date:


PART 3 (Normally years 3 & 4) (green)

Practice Learning Experience 3

Practice Learning Experience 3 (Course code 3012) is a 45 credit


the third year of study. The grades given for each of the 2 placements

are aggregated to give an overall grade for the student’s placement

learning:

Placement 9 Adult Specialist Acute Nursing

This six weeks period of clinical experience aims to facilitate development of further

understanding of the nursing needs of adult patients requiring specialist acute care and

treatment.

Placement 10

Adult Critical Care Nursing

This six week period of clinical experience caring for patients who are critically ill will provide

the opportunity for the student to apply previously developed medical and surgical nursing

skills and to extend his/her clinical skills in this important area of nursing.

Clinical Practice Consolidation 3

Clinical Practice Consolidation 3 (Course code 3011) is a 45 credit

course comprising of 12 weeks of uninterrupted practice learning:

Clinical Practice consolidation 3

This 12 week period of clinical practice, which occurs at the end of the degree programme, is

prescribed by the Nursing and Midwifery Council (NMC) for consolidation purposes. It aims

to provide the student with a continuous period of clinical practice to consolidate his/her

clinical skills and ensure that all the NMC competencies for professional registration have

been achieved.


OUTCOMES












learning experience





YEAR 3 (PART 3): Placement 9 Adult Specialist Acute Nursing


Student Name:


Practice

Environment:

Telephone Number:

Start date:

Finish date:

Year/Group Leader:

PLE Type: Adult Specialist Acute Nursing




21. Make contact with the practice learning environment and ascertain the shift patterns in operation, the name of your designated mentor and if appropriate, arrange a pre-practice experience visit CHECK NUMBERING











related learning from the Year 3/4 theory courses that would support your learning within this







Date __/__/__





Adult Specialist Acute Nursing This six weeks period of clinical experience aims to facilitate development of further understanding of the nursing needs of adult patients requiring specialist acute care and treatment.

Learning Outcomes cover both placements undertaken by student in Year 3 (Practice Learning Experience 3). By the end of these two placements the student will be able to: Knowledge and Understanding

1. Critically evaluate nursing interventions required to deliver person centred, evidence based nursing that respects and maintains dignity and human rights (Professional Values)

2. Critically discuss the importance of the law as it relates to professional practice and personal life (Professional Values)

3. Discuss the NMC guidelines on raising and escalating concerns (NMC2010) and the nurses role in safeguarding the public (Nursing Practice and Decision Making)

4. Apply knowledge of biological and behavioural sciences and human disease when caring for patients in a variety of clinical settings (Nursing Practice and Decision Making)

Skills and Other Attributes 5. Critically discuss the attitudes and values, including caring and compassion and

engagement in the therapeutic relationship, required to practice as a nurse (Professional Values)

6. Apply theoretical knowledge to the practice setting in order to deliver evidence based care in any setting including hospital, community and at home (Nursing Practice and Decision Making)

7. Work as part of a team to provide effective nursing care for patients with acute and life threatening conditions (Nursing Practice and Decision Making)

8. Be able to practice autonomously and be responsible and accountable for own practice (Professional Values)

9. Critically discuss and apply the skills required to work in partnership with patients and carers, respecting their right to reach decisions in partnership about their treatment and care including information giving and teaching in order to empower them to undertake self care (Communication and Interpersonal Skills)

10. Apply the skills and knowledge necessary to meet the full range of essential physical and mental health needs of all people of all ages who come into their care, including safe and effective immediate care to all people prior to accessing or referring to specialist services (Nursing Practice and Decision Making)

11. Take responsibility under supervision to manage a patient case load applying critical thinking & decision making processes, evidence based practice and skill in prioritisation (Nursing Practice and Decision Making)

12. Assess and recognise the severity of a clinical presentation and the need for immediate emergency care for all client groups including those with mental health problems and learning disabilities (Nursing Practice and Decision Making)


13. Critically discuss relevant clinical pharmacology and apply them to the safe administration of medications (Nursing Practice and Decision Making)

14. Undertake accurate observations of clinical phenomena relating to nursing care and demonstrate the appropriate critical analysis of relevant clinical data (Nursing Practice and Decision Making)

Transferable Skills

15. Apply skills to enhance personal and professional growth and have consolidated the learning and enquiry skills necessary for their continuing professional development and life long learning(Leadership, Management and Team Working)

16. See 9 (Nursing Practice and Decision Making) 17. See 11 (Nursing Practice and Decision Making, Communication and Interpersonal

Skills) 18. Apply the necessary skills to work effectively in a team and foster positive working

relationships and undertake various team roles including leadership and the ability to accept leadership by others (Leadership, Management and Team Working)

19. Communicate effectively – written, oral, listening and using IT (Communication and Interpersonal Skills)

20. See 11 (Nursing Practice and Decision Making)


OUTCOMES












complete





























development plan.

Date __/__/__



INTERIM REVIEW







Student comments:



Date __/__/__
























Date __/__/__






Date __/__/__












(number)


(number)



Learning Disability





Title:

Date:


ADDITIONAL NOTES




















section 2.1


A B C D E F

Student Name:

HEI ID:



Name:

Signature:














Any other thoughts?

Date __/__/__



ATTENDANCE RECORD


Student Name and ID

Placement Name

Adult Specialist Acute Nursing

Programme and year

BN Year 3

Field of Practice

Adult


Week No

Week beginning


Practice signature

e.g dd/mm/yy DO U 0

M 12

12

M 12

DO DO 36 A.Mentor

1

2

3

4

5

6


= 225 hours






Date __/__/__




YEAR 3 (PART 3): Placement 10 Adult Critical Care Nursing









learning experience







Student Name:


Practice

Environment:

Telephone Number:

Start date:

Finish date:

Year/Group Leader:

PLE Type: Adult Critical Care Nursing






















Date __/__/__





Adult Specialist Acute Nursing This six weeks period of clinical experience aims to facilitate development of further understanding of the nursing needs of adult patients requiring specialist acute care and treatment.

Learning Outcomes cover both placements undertaken by student in Year 3 (Practice Learning Experience 3). By the end of these two placements the student will be able to: Knowledge and Understanding

21. Critically evaluate nursing interventions required to deliver person centred, evidence based nursing that respects and maintains dignity and human rights (Professional Values)

22. Critically discuss the importance of the law as it relates to professional practice and personal life (Professional Values)

23. Discuss the NMC guidelines on raising and escalating concerns (NMC2010) and the nurses role in safeguarding the public (Nursing Practice and Decision Making)

24. Apply knowledge of biological and behavioural sciences and human disease when caring for patients in a variety of clinical settings (Nursing Practice and Decision Making)

Skills and Other Attributes 25. Critically discuss the attitudes and values, including caring and compassion and

engagement in the therapeutic relationship, required to practice as a nurse (Professional Values)

26. Apply theoretical knowledge to the practice setting in order to deliver evidence based care in any setting including hospital, community and at home (Nursing Practice and Decision Making)

27. Work as part of a team to provide effective nursing care for patients with acute and life threatening conditions (Nursing Practice and Decision Making)


29. Critically discuss and apply the skills required to work in partnership with patients and carers, respecting their right to reach decisions in partnership about their treatment and care including information giving and teaching in order to empower them to undertake self care (Communication and Interpersonal Skills)

30. Apply the skills and knowledge necessary to meet the full range of essential physical and mental health needs of all people of all ages who come into their care, including safe and effective immediate care to all people prior to accessing or referring to specialist services (Nursing Practice and Decision Making)

31. Take responsibility under supervision to manage a patient case load applying critical thinking & decision making processes, evidence based practice and skill in prioritisation (Nursing Practice and Decision Making)

32. Assess and recognise the severity of a clinical presentation and the need for immediate emergency care for all client groups including those with mental health problems and learning disabilities (Nursing Practice and Decision Making)


33. Critically discuss relevant clinical pharmacology and apply them to the safe administration of medications (Nursing Practice and Decision Making)

34. Undertake accurate observations of clinical phenomena relating to nursing care and demonstrate the appropriate critical analysis of relevant clinical data (Nursing Practice and Decision Making)

Transferable Skills

35. Apply skills to enhance personal and professional growth and have consolidated the learning and enquiry skills necessary for their continuing professional development and life long learning(Leadership, Management and Team Working)

36. See 9 (Nursing Practice and Decision Making) 37. See 11 (Nursing Practice and Decision Making, Communication and Interpersonal

Skills) 38. Apply the necessary skills to work effectively in a team and foster positive working

relationships and undertake various team roles including leadership and the ability to accept leadership by others (Leadership, Management and Team Working)

39. Communicate effectively – written, oral, listening and using IT (Communication and Interpersonal Skills)

40. See 11 (Nursing Practice and Decision Making)


OUTCOMES












complete





























development plan.

Date __/__/__



INTERIM REVIEW







Student comments:



Date __/__/__
























Date __/__/__






Date __/__/__












(number)


(number)



Learning Disability





Title:

Date:


ADDITIONAL NOTES




















section 2.1


A B C D E F

Student Name:

HEI ID:



Name:

Signature:














Any other thoughts?

Date __/__/__



ATTENDANCE RECORD


Student Name and ID

Placement Name

Adult Critical Care Nursing

Programme and year

BN Year 3

Field of Practice

Adult


Week No

Week beginning


Practice signature

e.g dd/mm/yy DO U 0

M 12

12

M 12

DO DO 36 A.Mentor

1

2

3

4

5

6


= 225 hours






Date __/__/__



Clinical Practice Consolidation 3

YEAR 3 or 4 (PART 3)









learning experience



5. Clinical Practice Consolidation 3 is the final placement in Part 3 (year 3 or

4). Please complete the Sign Off Mentor Documentation



YEAR 3 or 4 (PART 3): Clinical Practice Consolidation


Student Name:


Practice

Environment:

Telephone Number:

Start date:

Finish date:

Year/Group Leader:

PLE Type: Clinical Practice Consolidation















related learning from the full programme that would support your learning within this care







Date __/__/__





Aim This 12 week period of clinical practice, which occurs at the end of the degree programme, is prescribed by the Nursing and Midwifery Council (NMC) for consolidation purposes. It aims to provide the student with a continuous period of clinical practice to consolidate his/her clinical skills and ensure that all the NMC competencies for professional registration have been achieved. Learning outcomes

By the end of this placement the student will be able to: Knowledge and Understanding

1. Synthesise knowledge of core subjects and skills and to attain the competencies required for entry to the register in the field of adult nursing (Professional Values, Nursing Practice and Decision Making, Communication and Interpersonal Skills, Leadership, Management and Team Working)

2. Critically discuss the importance of building partnerships and therapeutic relationships through safe, effective and non discriminatory communication and understand the process of communication and its centrality to nursing (Communication and Interpersonal Skills)

3. Critically discuss the importance of the law as it relates to professional practice and personal life taking cognisance of the code of professional practice (Professional Values)

4. Critically discuss clinical governance and current quality initiatives in health care and application to practice including the use of audit. (Leadership, Management and Team Working)


5. Critically discuss the attitudes and values, including caring and compassion and engagement in the therapeutic relationship, required to practice as a nurse (Professional Values)

6. Apply theoretical knowledge to the practice setting in order to deliver evidence based, person centred care that respects and maintains dignity and human rights in a clinical setting including hospital, community or home (Nursing Practice and Decision Making)


8. Critically discuss and apply the skills required to work in partnership with patients, respecting their right to reach decisions in partnership about their treatment and care (Communication and Interpersonal Skills)

9. Apply the skills and knowledge necessary to meet the full range of essential physical and mental health needs of all people of all ages who come into their care, including safe and effective immediate care to all people prior to accessing or referring to specialist services. (Nursing Practice and decision making)


10. Take responsibility, under indirect supervision, for managing a patient case load, applying decision making processes and evidence based practice (Nursing Practice and Decision Making)

11. Under indirect supervision delegate and organise patient care taking into consideration skill mix (Nursing Practice and Decision Making, Leadership, Management and Team Working)

12. Apply principles of leadership and management to own practice (Leadership, Management and Team Working)

13. Work effectively as part of a multidisciplinary team liaising with appropriate members of the health care team (Leadership, Management and Team Working)

14. Critically discuss relevant aspects of clinical pharmacology and apply them to the safe administration of medications (Nursing Practice and Decision Making)

Transferable Skills

15. Apply skills to enhance personal and professional growth and have consolidated the learning and enquiry skills necessary for their continuing professional development and life long learning (Leadership, Management and Team Working)

16. Apply skills in teaching, applying evidence based principles for information giving and teaching (Nursing Practice and Decision Making)

17. Apply skills in prioritisation and time management to enable confident autonomous working (Leadership, Management and Team Working)

18. See 11, 12, 13 (Leadership, Management and Team Working)

19. Communicate effectively using a wide range of strategies and interventions including written, oral, listening skills and the effective use of communication and information technologies (Communication and Interpersonal Skills)

20. Utilise skills in critical thinking and decision making and apply these to practice (Nursing Practice and Decision Making)


OUTCOMES












complete





























development plan.

Date __/__/__



INTERIM REVIEW







Student comments:



Date __/__/__
























Date __/__/__






Date __/__/__












(number)


(number)



Learning Disability





Title:

Date:


ADDITIONAL NOTES




















section 2.1


A B C D E F

Student Name:

HEI ID:



Name:

Signature:














Any other thoughts?

Date __/__/__



ATTENDANCE RECORD


Student Name and ID

Placement Name

Adult Specialist Acute Nursing

Programme and year

BN Year 3

Field of Practice

Adult


Week No

Week beginning


Practice signature

e.g dd/mm/yy DO U 0

M 12

12

M 12

DO DO 36 A.Mentor

1

2

3

4

5

6

7

8

9

10

11

12


= 450 hours







Date __/__/__





Initial Date


may be achieved

Relates to NMC (2010a)

competencies


1.8 Demonstrates clinical confidence through sound knowledge, skills and understanding relevant to field.

D3.1 D3.2 D3.3 3.7 D3.9 D3.Ad1.1 D3.Ad1.5

1.9 Is self aware and self confident, knows own limitations and is able to take appropriate action.

D1.8 D3.6 D4.4

1.10 Acts as a role model in promoting a professional image. D1.2 D2.5 D2.6 D4.1 D4.5

1.11 Acts as a role model in developing trusting relationships, within professional boundaries.

D3.1 D3.2 D3.3 D3.7 D3.9 D3.Ad 1.1 D3.Ad1.5

1.12 Recognises and acts to overcome barriers in developing effective relationships with service users and carers.

D1.8 D3.6 D4.4

1.13 Initiates, maintains and closes professional relationships with service users and carers.

D1.2 D2.4 D2.6 D4.1 D4.5

1.14 Uses professional support stricture to develop self awareness, challenge own prejudices and enable professional relationships, so that care is delivered without compromise.

D3.1 D3.2 D3.3




Initial Date


may be achieved


competencies


2.8 Is sensitive and empowers people to meet their own needs and make choices and considers with the person and their carer(s) their capability to care.

Information within nursing assessments, care plans and evaluation sheets.

D1.1 D1.4 D2.2 D3.Ad1.4 D3.Ad1.7 D3 D4.7

2.9 Ensures access to independent advocacy. D2.4

2.10 Recognises situations and acts appropriately when a person’s choice may compromise their safety or the safety of others.

D2.4 D2.8

2.11 Uses strategies to manage situations where a person’s wishes conflict with nursing interventions necessary for the person’s safety.

D1.1 D1.6 D2.4

2.12 Acts with dignity and respect to ensure that people who are unable to meet their activities of living have choices about how these are met and feel empowered to do as much as possible for themselves.

D1.1 D1.4 D2.2 D3.Ad1.4 D3.Ad1.7 D4.7

2.13 Works autonomously, confidently and in partnership with people, their families and carers to ensure that needs are met through care planning and delivery, including strategies for self care and peer support.

D1.1 D4.6

2.14 Actively helps people to identify and use their strengths to achieve their goals and aspirations.

D2.2D2.Ad1.1 D2.6




Initial Date


may be achieved


competencies


3.4 Acts professionally to ensure that personal judgements, prejudices, values, attitudes and beliefs do not compromise care.

D1.1 D1.2 D2.3 D4.4

3.5 Is proactive in promoting and maintaining dignity. D1.3 D2.4 D3.Ad1.4

3.6 Acts autonomously to challenge situations or others when someone’s dignity may be compromised.

D1.1 D1.2 D2.8

3.7 Uses appropriate strategies to empower and support their choice. D2.4 D3.8 D3.Ad1.7


4.4 Upholds people’s legal rights and speaks out when these are at risk of being compromised.

D2.4 D3.9 D4.7

4.5 Is acceptant of differing cultural traditions, beliefs, UK legal frameworks and professional ethics when planning care with people and their families and carers.

D1.1 D1.2 D2.3 D3.3 D3.5

4.6 Acts autonomously and proactively in promoting care environments that are culturally sensitive and free from discrimination, harassment and exploitation.

D1.1 D1.2 D2.8 D3.3

4.7 Manages and diffuses challenging situations effectively. D1.1 D1.2 D2.4 D2.8 D4.6




Initial Date


may be achieved


competencies

ESC 5 People can trust the newly registered graduate nurse to engage with

them in a warm, sensitive and compassionate way.

5.6 Anticipates how people might feel in a given situation and responds with kindness and empathy to provide physical and emotional comfort.

D2.4

5.7 Makes appropriate use of touch. D2.3

5.8 Listens to, watches for, and responds to verbal and non-verbal cues. D2.2 D2.3

5.9 Engages with people in the planning and provision of care that recognises personalised needs and provides practical and emotional support.

D1.1 D3.1 D3.4

5.10 Has insight into own values and how these may impact on interactions with others.

D1.1 D1.2 D4.4

5.11 Recognises circumstances that trigger personal negative responses and takes action to prevent this compromising care.

D4.2 D4.4

5.12 Recognises and acts autonomously to respond to own emotional discomfort or distress in self and others.

D2.4 D4.4

5.13 Through reflection and evaluation demonstrates commitment to personal and professional development and life-long learning.

D1.9 D4.4 D4.5




Initial Date


may be achieved


competencies


6.7 Consistently shows ability to communicate safely and effectively with people providing guidance for others.

Handover reports.

Nursing documentation.

Observation of interactions.

D2.2 D2.4 D2.8

6.8 Communicates effectively and sensitively in different settings, using a range of methods and skills.

D2.3 D2.4

6.9 Provides accurate and comprehensive written and verbal reports based on best available evidence.

D1.7 D2.7

6.10 Acts autonomously to reduce and challenge barriers to effective communication and understanding.

D2.4 D4.4

6.11 Is proactive and creative in enhancing communication and understanding.

D2.1

6.12 Uses the skills of active listening, questioning, paraphrasing and reflection to support a therapeutic intervention.

D2.4

6.13 Uses appropriate and relevant communication skills to deal with difficult and challenging circumstances, eg. responding to emergencies, unexpected occurrences, saying “no”, dealing with complaints, resolving disputes, de-escalating aggression, conveying ‘unwelcome news’.

D2.4




Initial Date


may be achieved


competencies

ESC 7 People can trust the newly registered graduate nurse to protect and keep as confidential all information relating to them.

7.5 Acts professionally and autonomously in situations where there may be limits to confidentiality, for example, public interest and protection from harm.


D2.8 D3.9

7.6 Recognises the significance of information and acts in relation to who does or does not need to know.

D2.4 D2.8 D4.7

7.7 Acts appropriately in sharing information to enable and enhance care (carers, MDT and across agency boundaries).

D2.4 D2.8 D4.7

7.8 Works within the legal frameworks for data protection including access to and storage of records.

D1.1 D2.7 D2.8

7.9 Acts within the law when confidential information has to be shared with others.

D1.1 D2.8




Initial Date


may be achieved


competencies


8.4 Uses helpful and therapeutic strategies to enable people to understand treatments and other interventions in order to give informed consent.


Relevant Legislation:-

Vulnerable Adults

Age of Legal Capacity

D1.1 D1.3 D2.2 D2.3 D2.Ad 1.1

8.5 Works within legal frameworks when seeking consent. D1.1

8.6 Assesses and responds to the needs and wishes of carers and relatives in relation to information and consent.

D1.1 D1.2 D2.8

8.7 Demonstrates respect for the autonomy and rights of people to withhold consent in relation to treatment within legal frameworks and in relation to people’s safety.

D1.1 D1.2 D2.8




Initial Date


may be achieved


competencies


9.12 In partnership with the person, their carers and their families, makes a holistic, person-centred and systematic assessment of physical, emotional, psychological, social, cultural and spiritual needs, including risk, and together, develops a comprehensive personalised plan of nursing care.

Accurate completion of recordings of vital signs as a baseline assessment of weight, temperature, pulse, respiration and blood pressure. Performs routine diagnostic tests e.g. urinalysis, under supervision and accurately records results. Reports changes in patient’s condition or abnormal recordings to senior colleague.

D1.2 D2.1 D3.3 D3.4 D3. Ad1.1

9.13 Acts autonomously and takes responsibility for collaborative assessment and planning of care delivery with the person, their carers and their family.

D3.1 D3.3 D3.4 D3.Ad1.1 D3.Ad1.7 D4.6 D4.7

9.14 Applied research based evident to practice.

D1.7 D1.9

9.15 Works within the context of a multi-professional team and works collaboratively with other agencies when needed to enhance the care of people, communities and populations.

D1.4 D3.1 D3.Ad1.7 D4.1 D4.7

9.16 Promotes health and well-being, self care and independence by teaching and empowering people and carers to make choices in coping with the effects of treatment and the ongoing nature and likely consequences of a condition including death and dying.

D1.3 D1.4 D2.Ad1.1 D3.4 D3.8 D3.Ad1.7 D4.1

9.17 Uses a range of techniques to discuss treatment options with people. D2.2




Initial Date


may be achieved


competencies

ESC 9 Continued

People can trust the newly registered graduate nurse to treat them as partners and work with them to make a holistic and systematic assessment of their needs; to develop a personalised plan that is based on mutual understanding and respect for their individual situation promoting health and well-being, minimising risk of harm and promoting their safety at all times.

9.18 Discusses sensitive issues in relation to public health and provides appropriate advice and guidance to individuals, communities and populations for example, contraception, substance misuse, smoking, obesity.

Performs routine diagnostic tests e.g. urinalysis, under supervision and accurately records results. Reports changes in patient’s condition or abnormal recordings to senior colleague.

D1.2 D1.3 D3.5 D3.8

9.19 Refers to specialists when required. D1.8 D2.8 D3.1 D3.6 D3.7 D3.9 D3.10 D3.Ad1.5 D4.6 D4.7

9.20 Acts autonomously and appropriately when faced with sudden deterioration in people’s physical or psychological condition or emergency situations, abnormal vital signs, collapse, cardiac arrest, self-harm, extremely challenging behaviour, attempted suicide.

D1.1 D1.6 D1.7 D2.4 D3.1 D3.4 D3.7 D3.9 D3.10 D3.Ad1.5 D4.3

9.21 Measures, documents and interprets vital signs and acts autonomously and appropriately on findings.

D1.1 D2.7 D3.1 D3.3 D3.7 D3.10 D3.Ad1.1 D3.Ad5.1

9.22 Works within a public health framework to assess needs and plan care for individuals, communities and populations.

D1.5 D3.3 - D3.5 D3.Ad3.8 D3.Ad1.7 D4.7




Initial Date


may be achieved


competencies

ESC 10 People can trust the newly registered graduate nurse to deliver nursing interventions and evaluate their effectiveness against the agreed assessment and care plan.

10.6 Provides safe and effective care in partnership with people and their carers within the context of people’s ages, conditions and developmental stages.

Feedback from service user / carer reviews. Observation of student

D1.2 D1.3 D1.4 D2.1 D3.Ad1.1 D3.4

10.7 Prioritises the needs of groups of people and individuals in order to provide care effectively and efficiently.

D3.4 D3.5 D4.3

10.8 Detects, records and reports if necessary, deterioration or improvement and takes appropriate action autonomously.

D3.1 D3.4 D3.7 D2.3 D2.7 D3.Ad1.1 D3.Ad1.4 D3.Ad1.5 D4.2

10.9 Evaluates the effect of interventions, taking account of people’s and carers’ interpretation of physical, emotional, and behavioural changes.

D3.1 D3.4 D3.6 D3.10 D4.2

10.10 Involves the person in review and adjustments to their care, communicating changes to colleagues.

D3.1 D3.3 D3.10




Initial Date


may be achieved


competencies


11.5 Recognises and responds when people are in vulnerable situations, at risk, or in need of support and protection.


D1.1 D1.Ad1.1 D1.2 D1.3 D2.4 D3.1 D3.4 D3.7 D3.9 D3.Ad1.5 D4.6

11.6 Shares information safely with colleagues and across agency boundaries for the protection of individuals and the public.

D1.8 D2.8 D3.1 D3.7 D3.9 D3.Ad 1.5 D4.7

11.7 Makes effective referrals to safeguard and protect children and adults requiring support and protection.

D1.1 D1.Ad1.1 D1.6 D1.8 D2.4 D3.1 D3.9 D4.7

11.8 Works collaboratively with other agencies to develop, implement and monitor strategies to safeguard and protect individuals and groups who are in vulnerable situations.

D1.1 D1.Ad1.1 D1.6 D1.8 D2.4 D3.1 D3.9 D4.7

11.9 Supports people in asserting their human rights.

D1.3

11.10 Challenges practices which do not safeguard those in need of support and protection.

D1.1 D1.2 D1.Ad1.1




Initial Date


may be achieved


competencies

ESC 12 People can trust the newly registered graduate nurse to respond to their feedback and a wide range of other sources to learn, develop and improve services.

12.5 Shares complaints, compliments and comments with the team in order to improve care.

Seeks advice from senior colleague when patients/clients wish to comment or complain. Develops use of reflective practice to engage with team members.

D1.1 D1.6 D4.4 D4.5

12.6 Actively responds to feedback. D1.1 D4.4

12.7 Supports people who wish to complain. D1.1 D2.3 D2.4

12.8 As an individual team member and team leader, actively seeks and learns from feedback to enhance care and own and others professional development.

D1.7 D4.1 D4.2 D4.4 D4.5

12.9 Works within ethical and legal frameworks and local policies to deal with complaints and concerns.

D1.1 D1.Ad1.1 D2.8

ESC 13

People can trust the newly registered, graduate nurse to promote continuity when their care is to be transferred to another service or person

There are not requirements for entry to the register.




Initial Date


may be achieved


competencies


14.6 Actively consults and explores solutions and ideas with others to enhance care.

Demonstration of working with others and within NMC code of professional conduct.

D1.1 D1.4

14.7 Challenges the practice of self and others across the multi-professional team. D1.7 D1.8 D4.4 D4.5

14.8 Takes effective role within the team adopting the leadership role when appropriate.

D4.1 D4.6

14.9 Act as an effective role model in decision making, taking action and supporting others.

D2.6 D4.6 D4.7

14.10 Works inter-professionally and autonomously as a means of achieving optimum outcomes for people.

D1.4 D4.6 D4.7 D3.8 D3.Ad1.7

14.11 Safeguards the safety of self and others, and adheres to lone working policies when working in the community setting and in people’s homes.

D1.1 D1.5 D1.Ad1.1 D4.6




Initial Date


may be achieved


competencies

ESC 15 People can trust the newly registered graduate nurse to safely delegate to others and to respond appropriately when a task is delegated to them.

15.2 Works within the requirements of the code (NMC 2008) in delegating care and when care is delegated to them.

D1.1 D1.5 D1.6 D1.8 D4.6

15.3 Takes responsibility and accountable for delegating care to others. D1.1 D1.5 D1.6 D1.8 D4.6

15.4 Prepares, supports and supervises those to whom care has been delegated.

D1.1 D1.5 D1.6 D1.8 D4.5 D4.6

15.5 Recognises and addresses deficits in knowledge and skill in self and others and takes appropriate action.

D1.1 D1.5 D1.6 D1.7 D1.8

ESC 16 People can trust the newly registered graduate nurse to safely lead, co-ordinate and manage care.

16.1 Inspires confidence and provides clear direction to others. D4.6

16.2 Takes decisions and is able to answer for these decisions when required. D1.1 D1.5 D1.8

16.3 Bases decisions on evidence and uses experience to guide decision-making.

D1.1 D1.8 D1.9

D3.1

16.4 Acts as a positive role model for others. D1.3 D2.6

16.5 Manages time effectively. D4.3

16.6 Negotiates with others in relation to balancing competing and conflicting priorities.

D1.2 D4.3




Initial Date


may be achieved


competencies


17.7 Demonstrates effective time management.

Observation of

practice.

D4.3

17.8 Prioritise own workload and manages competing and conflicting priorities.

D1.2 D4.3

17.9 Appropriately reports concerns regarding staffing and skill-mix and acts to resolve issues that may impact on the safety of service users within local policy frameworks.

D1.1 D1.Ad1.1 D1.5 D1.6 D3.6 D3.9

17.10 Recognises stress in others and provides appropriate support or guidance ensuring safety to people at all times.

D1.1. D1.Ad1.1 D1.2 D1.3 D2.4 D3.4 D3.7 D3.9 D3.Ad 1.5 D 4.6

17.11 Enables others to identify and manage their stress. D1.1 D1.Ad1.1 D1.2 D1.3 D2.4 D 3.4 D3.7 D3.9 D3.Ad D1.5 D4.6

17.12 Works within local policies when working in the community setting including in people’s homes and ensures the safety of others.

D1.1 D1.5 D1.Ad1.1 D4.6




Initial Date


may be achieved


competencies


18.9 Reflects on and learns from safety incidents as an autonomous individual and as a team member and contributes to team learning.

Seeks advice and information regarding risk assessment and safety issues within working environment. Contributes to individual risk assessment documentation.

D1.7 D4.5

18.10 Participates in clinical audit to improve the safety of service users. D1.9 D4.2

18.11 Assesses and implements measures to manage, reduce or remove risk that could be detrimental to people, self and others.

D1.4 D3.4 D4.1 D4.2 D4.6

18.12 Assesses, evaluates and interprets risk indicators and balances risk against benefits, taking account of the level of risk people are prepared to take.

D1.4 D3.4 D4.1 D4.2 D4.6

18.13 Works within legal and ethical frameworks to promote safety and positive risk taking.

D1.4 D1.7 D2.4 D3.9 D4.6

18.14 Works within policies to protect self and others in all care settings including in the home care setting.

D1.1 D1.5 D1.Ad1.1 D4.6

18.15 Takes steps not to cross professional boundaries and put self or colleagues at risk.

D1.1 D1.5 D1.6 D1.8 D2.5

ESC 19 People can trust the newly registered graduate nurse to work to prevent and resolve conflict and maintain a safe environment.

19.3 Selects and applies appropriate strategies and techniques for conflict resolution, de-escalation and physical intervention in the management of potential violence and aggression.

D1.1 D1.Ad1.1 D1.5 D1.8 D2.4 D4.6




Initial Date


may be achieved


competencies

ESC 20 People can trust the newly registered graduate nurse to select and manage medical devices safely.

20.2 Works within legal frameworks and applies evidence based practice in the safe selection and use of medical devices.

D1.1 D1.9 D3.6

20.3 Works within legal frameworks and applies evidence based practice in the safe selection and use of medical devices.

D1.1 D1.9 D3.6

20.4 Keeps appropriate records in relation to the use and maintenance of medical devices and the decontamination processes required as per local and national guidelines.

D1.1 D3.6

20.5 Explains the devices to people and carers and checks understanding. D2.7




Initial Date


may be achieved


competencies


21.7 Works within the code (NMC 2015) and in collaboration with people and their carers to meet responsibilities for prevention and control of infection.

Discussion with student. Observation of practice Cleanliness Champions Programme.

D1.1 D1.Ad1.1

21.8 In partnership with people and their carers, plans, delivers and documents care that demonstrates effective risk assessment, infection prevention and control.

D3.1 D3.3 D3.6

21.9 Identifies, recognises and refers to the appropriate clinical expert. D1.8 D3.1

21.10 Explains risks to people, relatives, carers and colleagues and educates them in prevention and control of infection.

D3.8

21.11 Recognises infection risk and reports and acts in situations where there is need for health promotion and protection and public health strategies.

D3.5




Initial Date


may be achieved


competencies


22.7 Initiates and maintains appropriate measures to prevent and control infection according to route of transmission of micro-organism, in order to protect service users, members of the public and other staff.


D1.4

22.8 Applies legislation that relates to the management of specific infection risk at a local and national level.

D3.6

22.9 Adheres to infection prevention and control policies and procedures at all times and ensures that colleagues work according to good practice guidelines.

D3.6

22.10 Challenges the practice of other care workers who put themselves and others at risk of infection.

D1.1 D1.4 D4.1

22.11 Manages overall environment to minimise risk. D3.3 D3.6




Initial Date


may be achieved


competencies

ESC 23 People can trust the newly registered graduate nurse to provide effective nursing interventions when someone has an infectious disease including the use of standard isolation techniques.

23.5 Recognise and acts upon the need to refer to specialist advisers as appropriate.

D1.8 D3.1

23.6 Assesses the needs of the infectious person, or people and applies appropriate isolation techniques.

D3.3 D3.6

23.7 Ensures that people including colleagues are aware of and adhere to local policies in relation to isolation and infection control procedures.

D3.3 D3.6

23.8 Identifies suitable alternatives when isolation facilities are unavailable and principles have to be applied in unplanned circumstances.

D3.3

ESC 24 People can trust the newly registered graduate nurse to fully comply with hygiene, uniform and dress codes in order to limit, prevent and control infection.

24.4 Acts as a role model to others and ensures colleagues work within local policy.

D1.6




Initial Date


may be achieved


competencies

ESC 25 People can trust the newly registered graduate nurse to a safely apply the principles of asepsis when performing invasive procedures and be competent in aseptic technique in a variety of settings.

25.3 Applies a range of appropriate measures to prevent infection including application of safe and effective aseptic technique.

D3.6

25.4 Safely performs wound care, applying non-touch or aseptic techniques in a variety of settings.

D3.6

25.5 Able to communicate potential risks to others and advise people on the management of their device, site or wound to prevent and control infection and to promote healing.

D3.8

ESC 26 People can trust the newly qualified nurse to act, in a variety of environments including the home care setting, to reduce risk when handling waste, including sharps, contaminated linen and when dealing with spillages of blood and other body fluids.

26.4 Manages hazardous waste and spillages in accordance with local health and safety policies.

D 1 D 3.6

26.5 Instructs others to do the same. D 1 D 3.6




Initial Date


may be achieved


competencies

ESC 27 People can trust the newly registered graduate nurse to assist them to choose a diet that provides an adequate nutritional and fluid intake.

27.6 Uses knowledge of dietary, physical, social and psychological factors to inform practice being aware of those that can contribute to poor diet, cause or be caused by ill health.

D1.2 D1.3 D1.4

27.7 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 need for health reasons.

D1.2 D1.3 D1.4

27.8 Refers to specialist members of the multi-disciplinary team for additional or specialist advice.

D1.6

27.9 Discusses in a non-judgemental way how diet can improve health and the risks associated with not eating appropriately.

D1.2 D1.3

27.10 In liaison with a registered midwife provides essential advice and support to mothers who are breast feeding.

D3.1 D3.Ad1.6

27.11 Provides support and advice to carers when the person they are caring for has specific dietary needs.

D3.8




Initial Date


may be achieved


competencies

ESC 28 People can trust the newly registered graduate nurse to assess and monitor their nutritional status and in a partnership, formulate an effective plan of care.

28.5 Makes a comprehensive assessment of people’s needs in relation to nutrition identifying, documenting and communicating level of risk.

D2.7 D3.3 D3.9

28.6 Seeks specialist advice as required in order to formulate an appropriate care plan.

D1.8 D2.4

28.7 Provides information to people and their carers. D1.4 D2.1 D3.8

28.8 Monitors and records progress against the plan. D3.1 D3.3 D3.10

28.9 Discusses progress and changes in condition with the person, carers and the multi-disciplinary team.

D3.3

28.10 Acts autonomously to initiate appropriate action when malnutrition is identified or where a person’s nutritional status worsens, and report this as an adverse event.

D3.7 D3.10




Initial Date


may be achieved


competencies

ESC 29 People can trust the newly registered graduate nurse to assess and monitor their fluid status and in partnership with them, formulate an effective plan of care.

29.5 Uses negotiating and other skills to encourage people who might be reluctant to drink to take adequate fluids.

D2.2 D3.7 D3.8

29.6 Identifies signs of dehydration and acts to correct these. (*) D3.1 D3.4 D3.7 D3.9 D3.10 D3.Ad1.1

29.7 Works collaboratively with the person their carers and the multi-disciplinary team to ensure an adequate fluid intake and output.

D2.7 D3.7 D3.10

ESC 30 People can trust the newly qualified graduate nurse to assist them in creating and environment that is conducive to eating and drinking.

30.5 Challenges others who do not follow procedures. D1.2 D4.1 D4.7

30.6 Ensures appropriate assistance and support is available to enable people to eat.

D3.8 D3.9

30.7 Ensures provision is made for replacement meals for anyone who is unable to eat at the usual time, or unable to prepare their own meals.

D3.9

30.8 Ensures that appropriate food and fluids are available as required. D3.9




Initial Date


may be achieved


competencies

ESC 31 People can trust the newly qualified graduate nurse to ensure that those unable to take food by mouth receive adequate fluid and nutrition to meet their needs.

31.3 Takes action to ensure that, where there are problems with eating and swallowing, nutritional status is not compromised.

D3.6 D3.7 D3.Ad1.4

31.4 Administers enteral feeds safely and maintains equipment in accordance with local policy. (*)

D3.6 D3.7 D3.Ad1.4

31.5 Safely, maintains and uses naso-gastric, PEG and other feeding devices. D3.2 D3.6 D3.Ad1.4

31.6 Works within legal and ethical frameworks taking account of personal choice.

D3.Ad1.4

ESC 32 People can trust the newly registered graduate nurse to safely administer fluids when fluids cannot be taken independently.

32.1 Understands and applies knowledge of intravenous fluids and how they are prescribed and administered within local administration of medicines policy.

D3.6

32.2 Monitors and assesses people receiving intravenous fluids. (*) D3.1 D3.7 D3.10

32.3 Documents progress against prescription and markers of hydration. (*) D2.7 D3.10

32.4 Monitors infusion site for signs of abnormality and take the required action reporting and documenting signs and actions taken.

D2.7 D3.1 D3.10




Initial Date


may be achieved


competencies

ESC 33 People can trust the newly registered graduate nurse to correctly and safely undertake medicines3 calculations.

33.2 Is competent in the process of medication-related calculation in nursing field involving:

Tablets and capsules

Liquid medicines

Injections

IV infusions including:

Unit dose

Sub and multiple unit dose

Complex calculations

SI unit conversion

D3.6 D3.Ad1.3




Initial Date


may be achieved


competencies

ESC 34 People can trust the newly registered graduate nurse to work within legal and ethical frameworks that underpin safe and effective medicines management.

34.4 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.

D3.6

34.5 Fully understands all methods of supplying medicines, eg. Medicines Act exemptions, patient group directions (PGDs), clinical management plans and other forms of prescribing.

D1.1 D1.7 D3.6

34.6 Fully understands the different types of prescribing including supplementary prescribing, community practitioner nurse prescribing and independent nurse prescribing.

D1.1 D1.5 D3.1 D3.6

ESC 35 People can trust the newly registered graduate nurse to work as part of a team to offer holistic care and a range of treatment options of which medicines may form a part.

35.3 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 care and their carers.

D1.4 D4.6 D4.7

35.4 Questions, critically appraises, takes into account ethical considerations and the preferences of the person receiving care and uses evidence to support an argument in determining when medicines may or may not be an appropriate choice of treatment.

D1.2 D1.3 D1.Ad1.1 D3.9




Initial Date


may be achieved


competencies

ESC 36 People can trust the newly registered graduate nurse to ensure safe and effective practice in medicines management through comprehensive knowledge of medicines, their actions, risks and benefits.

36.2 Applies knowledge of basic pharmacology, how medicines act and interact in the systems of the body, and their therapeutic action.

D1.9 D3.2

36.3 Understands common routes and techniques of medicine administration including absorption, metabolism, adverse reactions and interactions.

D3.2 D3.6

36.4 Safely manages drug administration and monitors effects. (*) D3.6

36.5 Reports adverse incidents and near misses. D3.6

36.6 Safely manages anaphylaxis. D3.7

ESC 37 People can trust the newly registered graduate nurse to safely order, receive store and dispose of medicines (including controlled drugs) in any setting.

37.2 Orders, receives, stores and disposes of medicines safely (including controlled drugs).

D3.6




Initial Date


may be achieved


competencies

ESC 38 People can trust the newly registered graduate nurse to administer medicines safely and in a timely manner, including controlled drugs.

38.4 Safely and effectively administers and, where necessary, prepares medicines via routes and methods commonly used and maintains accurate records.

D3.6

38.5 Supervises and teaches others to do the same. D4.5

38.6 Understands the legal requirements. D1.1


Initial Date


may be achieved


competencies

ESC 39

People can trust the newly registered graduate nurse to keep and maintain accurate records using information technology, where appropriate, within a multi-disciplinary framework as a leader and as part of a team and in a variety of care settings including at home.

39.2 Effectively keep record of medication administered and omitted, in a variety of care settings, including controlled drugs and ensures others do the same.

D1.1 D2.7




Initial Date


may be achieved


competencies

ESC 40 People can trust the newly registered graduate nurse to work in partnership with people receiving medical treatments and their carers.

40.2 Works with people and carers to provide clear and accurate information. D2.1

40.3 Gives clear instruction and explanation and checks that the person understand the use of medicines and treatment options.

D2.2 D2.3 D3.8

40.4 Assesses the person’s ability to safely self-administer their medicines. D3.8

40.5 Assists people to make safe and informed choices about their medicines. D3.8

ESC 41 People can trust the newly registered graduate nurse to use and evaluate up-to-date information on medicines management and work within national and local policy guidelines.

41.2 Works within national and local policies and ensures others do the same. D1.1

ESC 42 People can trust the newly registered graduate nurse to demonstrate understanding and knowledge to supply and administer via a patient group direction.

42.2 Through simulation and course work demonstrates knowledge and application of the principles required for safe and effective supply and administration via a patient group direction including an understanding of role and accountability.

D3.6

42.3 Through simulation and course work demonstrates how to supply and administer via a patient group direction.

D3.6


SIGN OFF DOCUMENTATION

RECORD OF STUDENT AND SIGN-OFF MENTOR MEETINGS DURING THE PRE-REGISTRATION

CONSOLIDATION MODULE

In order to ensure public protection, the Nursing and Midwifery Council (NMC) needs to be

assured that students have been assessed and signed off as being capable of delivering

safe and effective practice at the end of their programme. Following the publication of the

NMC standards to support learning and assessment in practice (2006, 2008), a Sign-Off

Mentor, who has met additional criteria, must make the final assessment of practice and

confirm to the NMC that the required proficiencies for entry to the register have been

achieved.

The NMC identified that a sign-off mentor should meet the following criteria:

Be an experienced mentor, identified on the local register, on the same part (or sub

part) of the NMC register and working in the same field (branch) of practice as that in

which the student intends to achieve registration.

Have clinical currency and capability (experienced nurse within the area of practice

and clinically up to date)

Have a working knowledge of current programme requirements, practice assessment

strategies and relevant changes in education and practice for the student they are

assessing.

Have an in-depth understanding of their accountability to the NMC for the decision

they make to pass or fail a final placement student when assessing their proficiency

at the end of a programme.

This standard applies to all learners undertaking an NMC approved programme, whose

programmes commenced after September 2007. Applying this requirement, all pre-

registration nursing students on the programme will require a sign-off mentor in their final

pre-registration (consolidation) placement from June 2010.

The sign-off mentor may be the student’s only mentor on their final placement or the student

may be allocated to a mentor as well as a sign-off mentor. This will be decided locally. The

NMC suggests that the sign-off mentor “must have time allocated… the equivalent of one

hour per week” (NMC 2008a p34) during the placement experience to effectively undertake

the student’s assessment and provide a reliable, valid and comprehensive assessment of


the student’s proficiency and suitability for entry to the register. The sign-off mentor should

utilise a range of evidence to support their decision making:-

Review the student’s Learning Development Plan for the placement and the previous

mentor’s reports

Observe demonstration of appropriate professional behaviours and attitudes

Observe episodes of care delivery, care management and practical skills

Review the student’s record-keeping and documentation

Assess the student’s ability to reflect on their own performance

Assess achievement of final placement learning outcomes

Utilise the feedback and testimony of others who work with and supervise the student

e.g. Mentor, mentoring team, MDT, other professionals, patient/client /carers etc.

The final summative assessment of competence draws on evidence of assessment over a

sustained period of time. This information should be made available to the sign-off mentor to

allow them to view the content of all previous mentors’ assessments. This process allows the

sign-off mentor to make a judgement on the student’s suitability for entry to the register

based on their progress over the entire period of their programme.

As a sign-off mentor the registered practitioner is signing the final practice learning area

documentation to state that they have assessed the student’s practice performance,

reviewed a range of relevant evidence provided and are able to confirm that the learner has

demonstrated to them that they meet the competencies to undertake the role of a newly

registered nurse. This assessment, in conjunction with the verification from the HEI that the

student has achieved the academic components of their programme, enables them to enter

the NMC register. As with any mentoring/assessing relationship, it is essential that any

concerns about the student’s progress and performance identified during the placement

period, are brought to the attention of the Academic Lecturer and PEF/CHEF as soon as

possible to obtain support and advice.

In order to monitor the student’s progress during their consolidation practice learning

experience, it is suggested that a minimum of 3 meetings should take place during the

placement between the sign-off mentor and the student. These meetings with the

student should take place at the beginning, midway through and at the end of the

placement. The following structure should be used to record these meetings and record

notes on the student’s progress which will assist the sign-off mentor’s decision making and

aid the student development.


RECORD OF SIGN OFF

PART 3: PLE2

Name of Student: HEI ID:

Name of Sign-Off Mentor:

Date of Initial Meeting Date of Midway Meeting

Date of Final Meeting

Date __/__/__

Student Signature: Sign-Off Mentor Signature:

Student Progress: Comments:




FINAL ASSESSMENT

(Completed by Sign-Off Mentor)

STUDENT NAME:

HEI ID:

FINAL STATEMENT

I, (PLEASE PRINT NAME) ...........………………….......................................... (SIGN-OFF MENTOR)


has achieved all of the practice requirements for the NMC/ University of Glasgow

approved programme. This includes the competencies and course learning

outcomes, so fulfilling the NMC requirements for entry to the register (RN Adult) and

is fit for safe and effective practice commensurate with the level expected of a newly

registered graduate nurse.

Date __/__/__

Sign-Off Mentor Print Name:

Sign-Off Mentor Signature:

Total number of hours worked with student for sign-off activities: ………….

Signature of Sign-Off Mentor: ……………………………………………


SECTION 3: HEI POLICIES, GUIDELINES,

PROTOCOLS

HEI GUIDANCE DOCUMENTS

3.0 Student support protocol/policy/guidance

3.1 Raising and escalating a concern protocol/policy/guidance

3.2 Risk assessments

3.3 Student agreement

3.4 Submission of practice learning assessment documents checklist

3.5 Action plan templates


3.0 Student support protocol

Practice Learning Support

Protocol

This protocol has been developed in partnership between Glasgow Caledonian University

(GCU), the University of Glasgow (U of G), University of the West of Scotland (UWS) and the

provider organisations.


Introduction

This protocol is intended to be used by those involved in student support during practice learning

experiences. In particular, it provides a transparent and consistent way of providing support and

escalating concerns. Literature used to support the development of this protocol include, NMC

(2008a) Standards to support learning and assessment in practice; NMC (2008b; 2015) Code of

Conduct; Standards of conduct, performance and ethics for nurses and midwives; NES (2008) Quality

Standards for Practice Placements (QSPP); NMC (2009) Guidance on professional conduct for nursing

and midwifery students; NMC (2010a) Guidance for raising and escalating concerns; NMC (2010b)

Advice and supporting information for implementing NMC Standards for pre-registration nursing

education and NMC (2010c) Standards for pre-registration Nursing Education.

For the purposes of this protocol, the term ‘Academic Advisor (AA)’ (GCU Academic Support Policy

2010; 2.1) or Link Lecturer (LL)’ (UOFG) , Liaison Lecturer (LL)’ UWS has been used to denote those

academic staff with responsibility for student learning in practice learning experiences (PLE) and

encompasses the terms Personal Academic Advisor (PAA), Professional Development Portfolio (PDP)

Supervisor, Module Leader, Academic Co-ordinators, Link lecturer; this list is not exhaustive. In

relation to managers in practice learning environments, the term ‘Senior Nurse ’ has been used to

denote those with line management responsibility for mentors and encompasses the terms Senior

Charge Nurses, Team Leaders, Assistant Senior Nurses, Lead Nurses, Care Home Managers; again,

this list is not exhaustive.

Practice learning experiences for pre-registration nursing students continue to be a core component

of nurse education programmes accounting for 50% of the programme content. The responsibility

for the learning and assessment of students in practice learning environments rests with the mentor

who is accountable to the NMC for decisions made (NMC 2008a; NMC 2008b; NMC 2010b). Students

are required to be supervised at all times when giving direct care in practice however this

supervision may be direct or indirect with mentors using their professional judgement to decide

where duties may be delegated and the level of supervision required (NMC 2010c). In order to

facilitate the mentor in making these decisions, the GCU, U of G, UWS and NHS Education for

Scotland (NES) recommend that mentors supervise the student for a minimum of 40% of the time in

their practice learning experiences.

In practice learning environments, mentors are supported in their role by colleagues, managers,

Practice Education Facilitators (PEF) and Care Home Education Facilitators (CHEF). However, mentors

may find themselves in a situation where there are concerns about a student’s competence or

fitness to progress. Consequently, mentors may need support when making difficult assessment

decisions and may feel anxious about being accountable for such decisions. The NMC Code (2008b;

2015) reminds mentors of their professional accountability and responsibilities and where a student

is recognised as being “weak and not achieving”, it is essential that they “are identified early and

given the right amount of encouragement and support and concerns dealt with in a timely manner”

(NMC 2010b, p. 23). Where students have a concern about their PLE, they should be encouraged to

raise this in a supportive manner.

This protocol offers mentors and students a clear and robust system for escalating concerns and is

separated into two flowcharts, one relating to mentor concerns and one relating to student

concerns.




Glossary of terms AA: Academic Advisor- the member of staff who is the named contact from the university for your student

LL: Link or Liaison Lecturer - the member of staff who is the named contact from University of Glasgow or University of the West of Scotland for your student

Action plan- the written record which identifies your concern(s), agreed goals and evaluation criteria

CHEF: Care Home education Facilitator- the education facilitator for mentor support and education for your Care Home

PEF: Practice Education Facilitator- the education facilitator for mentor support in your institution, for example, acute or community experiences

Programme Leader/Director: Academic member of staff with responsibility for the undergraduate nursing programmes for each university

Practice learning experience- the term used for the student’s clinical placement

Practice learning environment- the clinical environment where the student has their practice learning experience

Tripartite Meeting: A meeting between 3 people, usually the student, mentor and academic advisor

References

Glasgow Caledonian University. 2010, Academic Support Policy. GCU, Glasgow.

NHS Education for Scotland. 2008, Quality Standards for Practice Placements. NHS Scotland, Edinburgh.

Nursing and Midwifery Council. 2008a, Standards to support learning and assessment in practice. NMC, London.

Nursing and Midwifery Council. 2008b, Code of Conduct; Standards of conduct, performance and ethics for nurses and midwives. NMC, London.

Nursing and Midwifery Council. 2009, Guidance on professional conduct for nursing and midwifery students. NMC, London.

Nursing and Midwifery Council. 2010a, Guidance for raising and escalating concerns. NMC, London.

Nursing and Midwifery Council. 2010b, Advice and supporting information for implementing NMC Standards for pre-registration nursing education. NMC, London.

Nursing and Midwifery Council. 2010c, Standards for pre-registration Nursing Education. NMC, London.

Nursing and Midwifery Council, 2015, The Code: Professional Standards of Practice and Behaviour for Nurses and Midwives, NMC, London


3.1 Reporting a cause for concern in practice identified by a student This flow chart in Section 3 is designed to help students to resolve concerns identified within

the allocated practice learning environment. The process of addressing and managing

concerns is part of the learning process and will be supported

It is recognised that students may encounter difficulties, dissatisfaction or concern with the

following:

Learning opportunities and availability

Teaching

Feedback

Perceived unfairness and subjectivity

Learning culture

Health and safety

Students who have concern within a practice learning environment are advised to take

action immediately by following the process below. In the first instance students are

encouraged to raise concerns with members of the practice team. It is anticipated that the

majority of issues will be resolved with the support of members of the practice team.

However, where cause for concern regards patient safety or perceived serious misconduct it

is recognised that students may need additional support. Students are encouraged to

discuss such matters immediately with the practice link lecturer or their Practice Learning

Experience Course Leader at the earliest opportunity.


GUIDANCE FOR STUDENT NURSES AND MIDWIVES

RAISING AND

ESCALATING CONCERNS

Date approved at SMG: 7th January 2014

Date for review: November 2015


GUIDANCE FOR STUDENT NURSES AND MIDWIVES RAISING AND

ESCALATING CONCERNS

YOUR ROLE IN RAISING CONCERNS

NMC Guidance on professional conduct for nursing and midwifery students identifies that as

a student nurse / midwife you have a duty to report any concerns from your practice learning

experience / environment which put the safety of people in your care or the public at risk

(NMC 2009). We recognise that it is not easy for you to raise a concern; you may be worried

if you are doing the right thing, unsure what to do or worried about the consequences for you

and other people.

This guidance aims to:

encourage you as a student to feel confident in raising concerns and to question and

act upon concerns about practice in accordance with NMC Guidance for nurses and

midwives: Raising and escalating concerns (NMC 2013);

reassure you that if you raise a concern the Higher Education Institute (HEI)1 will

support you at every stage of the process;

provide advice about how you may go about raising a concern;

ensure that you receive a response to your concerns and that you are aware of how

to pursue them if you are not satisfied.

This guidance is intended to cover incidents which cause concern and where you think the

safety and well-being of those in your care or others may be put at risk, for example (this list

is not exhaustive):

issues regarding care delivery involving nurses / midwives or other staff members;

issues regarding staff conduct, such as unprofessional behaviour;

danger or risk to health and safety, such as health and safety violations;

misuse or unavailability of clinical equipment or lack of training;

financial malpractice, including criminal acts and fraud.

In effect, any concerns that you have about any aspect of service provision or patient care.

This may be something that:

makes you feel uncomfortable in terms of known standards, your experience or the

standards you believe the NMC subscribes to,

falls below standards of practice,

amounts to improper conduct.

This guidance does not replace NMC complaints process or local NHS complaints policy.

1 HEI refers to: University of Glasgow Nursing & Health Care School

Glasgow Caledonian University- Department of Health and Community Sciences University of the West of Scotland School of Health, Nursing and Midwifery

AEI in NMC documentation


SUPPORTING YOU The HEI is committed to good practice and high standards and will support you in raising a

concern. Throughout the process of raising a concern that is shown on the attached

flowchart your liaison lecturer2 will help you with any action you need to take such as writing

a report, act on your behalf where necessary and do everything that is necessary to protect

you and make the process as least daunting as possible. Your liaison lecturer will endeavour

to support you throughout the process. This will involve keeping you up to date with what is

happening, acting on your behalf with regard to raising a concern with and being available to

talk with you through any worries that you may have regarding the process.

The HEI recognizes that the decision to report a concern can be a difficult one to make. If

you raise a concern in good faith you are acting on your professional duty to safeguard the

people in your care or the public. Raising a concern will not affect your progress on the

programme and the HEI will not tolerate any criticism or negative responses regarding your

actions when you raise a concern in good faith.

As well as getting support from your lecturer you may find it useful to contact your

professional body or trade union student adviser who will be able to give advice and

information about raising concerns.

CAN YOU BE GUARANTEED CONFIDENTIALITY WHEN RAISING A CONCERN? The NMC strongly recommends that you raise a concern openly, giving your name. This

makes investigating your concern easier. It may be possible to keep your identity

confidential; however there may be circumstances when this is not possible, perhaps

because of legal issues or where the concern cannot be resolved without revealing your

identity. You can be assured that all concerns will be treated in confidence and every effort

will be made not to reveal without discussing it with you first. However, it is important for you

to consider that by not identifying who you are or agreeing to discuss your concern could

limit an investigation by the Practice Learning experience provider.

UNTRUE ALLEGATIONS If you raise a concern in good faith, but it is not confirmed by the investigation, no action will

be taken against you. If however, you make an allegation frivolously, maliciously or for

personal gain, this will be considered a breach of the Code of Professional Conduct and

Fitness to Practise for students.

2Lecturer refers to: link lecturer (UoG), liaison lecturer (UWS),academic adviser (GCU)


HOW SHOULD YOU RAISE A CONCERN? NMC Guidance on professional conduct for nursing and midwifery students (NMC 2009)

expects you to:

Seek help immediately from an appropriately qualified professional.

Inform your mentor, clinical manager (if able) and your liaison lecturer at the earliest

time possible.

Write down exactly what you see and hear and give this to your liaison lecturer

(remember to maintain patient confidentiality).

STAGE 1

As a first step, you should normally raise your concerns with your mentor or the clinical

manager of the practice learning environment. If for any reason you are reluctant to raise a

concern with clinical staff you should follow this Raising and Escalating Concerns Guidance

and raise your concern with the liaison lecturer designated to your practice learning

experience (See appendix 1).

Concerns must be raised verbally with your lecturer and you should keep a factual record of the events at the time of the event a copy of which will be placed in your file. You may be asked at a later date to write a factual statement with the help of your lecturer.

The earlier an expression of concern is made the easier it is to take action.

STAGE 2

Your liaison lecturer will inform the PEF/CHEF and try and find out more from you about your

concern or the incident you are reporting. This is to enable them to judge whether what you

are reporting may be an adverse incident that can be dealt with using the usual practice

learning environment reporting of an adverse incident mechanism.

At this stage if your lecturer feels that the concern falls outside an adverse incident the

programme lead, practice learning lead will be informed.

At this stage the practice education facilitator will inform the board lead for practice

education or the manager of private and independent areas.

STAGE 3

The programme lead / practice learning lead will consult with the board lead for

practice education or the manager of private and independent areas.

If necessary, arrangements will be made for you to be removed from the particular practice

learning environment and an alternative practice learning environment arranged for you.

There will be an investigation into your concerns and action as appropriate.

The student and HEI will receive some feedback on the outcome of the investigation.

STAGE 4

If both the student and the HEI feel the concerns are not adequately addressed through

investigation the student or HEI escalates concern to higher level. This could be senior


management level such as Nurse Director, Matron, Lead/ Senior Nurse, Clinical Service

Manager.

STAGE 5

If both the student and the HEI feel the concerns are not adequately addressed at this level

the HEI escalates concern to NMC/HCP or a care regulator.

WHAT HAPPENS WHEN THE CONCERNS HAVE BEEN ADDRESSED BY THE CARE

PROVIDER OR APPROPRIATE BODY?

If your concern is of a serious nature e.g. a serious incident, involve more than one incident,

more than one staff member, likely to have legislative, professional or disciplinary

implications, the Senior Charge Nurse* will take immediate action and refer the concerns to

the Senior Clinical Manager for further investigation / action in line with organisation’s policy.

Details of the outcomes cannot be divulged to the HEI as it could breach confidentiality

however you will receive some feedback on the outcome of the investigation.

IMMEDIATE CONCERNS

If you witness or suspect that there is a risk of immediate harm to a person in your care, you

should report your concerns to the appropriate person or authority immediately. You must

act straightaway to protect their safety (NMC, 2013, p10).

* Senior Charge Nurse, this term refers to identified nurse with overall responsibility inlcusive of Nurse Team

Leaders and other Nurses in Charge.


2.Your Liaison Lecturer will inform the Programme Lead &

Practice Learning Lead and put your statement in your student

file.

At the same time you MUST also inform your Liaison

Lecturer (LL) that this concern has been raised.

Programme Lead & Practice Learning Lead will make

a decision regarding whether or not you will remain

within the associated practice learning area.

Resolved?

1.If you witness or suspect a Care Concern or have a concern about

staff conduct you should notify your Mentor and/or Senior Charge

Nurse* immediately (if able).

LL to notify PEF/CHEF & senior nurse

Practice Learning Lead will consult with board lead for practice education.

PEF notify board lead for practice education

Resolved?

No Yes- Stop and file a

record of the concern You should write a factual statement about the event with support from the LL.

You may be invited to discuss your concerns. You will receive support from the LL.

An investigation will be undertaken and feedback given to

you and HEI

Concern adequately addressed?

No Yes- Stop

No Yes- Stop

4.You or HEI escalate to higher level Eg. Executive or senior

management level.

No Yes- Stop

5.You or HEI escalate to higher level Eg. NMC/HCP or a Care

Regulator (see NMC, 2013)

If you witness or suspect that there is a risk of immediate harm to a person in your care, you should report your concerns to the appropriate person or authority immediately. You must act straightaway to protect their safety (see NMC, 2013, p10)

Concern adequately addressed?


3.2 Risk assessments

3.2.1 Student Nurses as young workers

Definition: The term ‘Young Worker’ means a worker who has attained the age of 16 but not the age of 18. A number of nursing students particularly at the beginning of their programme will be aged 17. Background: Young workers are afforded all the protection of general health and safety law – the right to information, training, supervision and to a safe and healthy workplace. There are however specific restrictions that apply to workers aged under 18 years. Restrictions The Management of Health and Safety at Work Regulations 1999, regulation 19,(5) requires that persons under 18 years of age should not be employed to undertake work that is, beyond their physical or psychological capacity, exposes them to radiation or harmful substances, involves a risk of accidents they are unlikely to recognise because of a lack of training or experience or involves a risk to their health from extreme heat, noise or vibration. Hours The Working Time (Amendment) Regulations 2002 limit the hours per week and per day a child or young person (under 18) can work, and set out minimum rest periods. Workers aged 16 and 17 are entitled to 12 consecutive hours of rest in any 24 hour period. They are also entitled to a rest period of no less than 48 hours in each seven day period, compared to 24 hours for an adult worker. The UK opt-out from the Working Time Regulations does not apply to under-18s. Young workers are never allowed to work more than 40 hours a week and must have a 30 minute break away from their work if the work exceeds 4.5 hours. Night Shift Due to the restrictions young workers should not work night shifts within hospital and health care settings. Risk Assessment Young workers In order to comply with the Management of Health and Safety at Work Regulations 1999, a specific young worker risk assessment must be completed. 3.2.2 Student Nurses who are pregnant or new mothers During pregnancy, nursing students must be particularly aware of potential health and safety hazards in the workplace as they face many risks to their health and the health of their unborn child. For Pregnancy or Breastfeeding Cytotoxic medicines. These are highly potent materials; some might have a more serious effect upon the foetus or the breastfed infant. Pregnant or breastfeeding students should not be involved in cleaning spillages or dealing with extravasation and should only be involved in administration if the risk of splashes has been virtually eliminated. Solvents. High exposures to solvents produce a greater risk to the foetus or infant than to adults. There is little such work in the health service. Seek advice from health

http://www.hazards.org/2young2die/#references


and safety if you have pregnant or breastfeeding students doing prolonged work with solvents, e.g. prosthetics. Ionising Radiation. The foetus is more susceptible to ionising radiation than are adults. Staff routinely exposed to x-rays or to radiation from radioactive substances are subject to exposure monitoring. The results of this monitoring show that for most staff exposures are much less than the statutory limits that apply during pregnancy. Nevertheless, further precautions may be advised to reduce still further the risk of accidental exposure. Therefore exposure of pregnant women should be as low as reasonably practicable, and certainly below the statutory dose limit for pregnant women. Nursing mothers should not be allocated a practice learning experience where the risk of contamination from ionising radiation is high. Working conditions should also ensure that pregnant women do not receive accidental exposures to radioactive contamination (IRR 1999). Students who are pregnant, may wish to make sure they leave the controlled area while X-rays are being taken. Mercury. Mercury is toxic to the central nervous system; the CNS of the foetus (and infant) is more vulnerable than that of adults, especially during the first trimester. The exposure to mercury that may arise following the spillage of mercury in a thermometer or sphygmomanometer is negligible if the guidelines are followed. If there is a large or awkward spillage from a sphygmomanometer, the student should be discouraged from cleaning this and should get someone who is not pregnant to follow the clean up procedure. Infection Risks. Some infections (Rubella, Listeria, Toxoplasmosis, Hepatitis, HIV, VZV and CMV) are more serious for pregnant or breastfeeding students. If any of these are known to be present among staff or patients, or are often present in the patient group, consult the Occupational Health Service for further advice or consider alternative practice learning allocation. For Pregnancy only Manual Handling. The ability to handle loads is not diminished by pregnancy except in two respects. 1) as the size of the abdomen increases, the load is displaced further from the spine so the maximum load the person can safely handle diminishes. If heavy work is expected, consult the manual handling adviser 2) In the final weeks of pregnancy, the ligaments become looser so the risk of injury from manual work is increased. Often this would occur during the maternity leave but students who are keen to work as long as possible may need to be excluded from heavy work during the later stages. Consult the manual handling department if in doubt. Inhaled antibiotics and Nitric Oxide. Pentamidine, ribavirin, and perhaps nitric oxide, are suspected of having a greater risk for pregnant staff/ students than for others. Local guidelines should be in place for students allocated to practice areas where exposure to these substances occurs. Pregnant staff/ students should be excluded from routine administration except for short term relief during lunch breaks etc. Violence. The foetus is physically well protected but is nevertheless vulnerable to kicks and punches. Pregnant students should be excluded from care of patients who


are likely to lash out violently and from teams who are called upon to restrain violent patients. Night work and long hours. The Management of Health and Safety at Work regulations require employers to adapt the hours of pregnant staff (including avoiding night work altogether) if their GP or Occupational Health Service inform them in writing that this is necessary. It is reasonable to suggest that the same opportunities be afforded to students on practice. Any student who is pregnant, that appears to be experiencing difficulties, should be encouraged to consult their GP to identify whether there is a requirement to adapt their pattern of work. Anaesthetics. Some years ago there was concern that the risk of low birth weight or spontaneous abortion was increased with exposure to nitrous oxide or the volatile anaesthetic agents. These fears have been shown to be invalid (at least so far) for the anaesthetics exposures experienced nowadays. There is no reason to exclude pregnant or breastfeeding staff from any theatre work or recovery room work unless there are doubts about the efficacy of the ventilation. Seek advice from health and safety if in doubt. MRI. 1) Main static magnetic field. There is no evidence that the fields typically used in clinical MRI (about 1.5Tesla) will damage the developing foetus. 2) Time varying field – gradients. There is some equivocal data to suggest an effect on animal embryos from prolonged exposures. Significant exposure would only occur if the staff member was standing right next to the scanner bore (the 'doughnut' shaped part) for a substantial period, such as in an interventional procedure. 3) Radiofrequency fields. These are more a concern for pregnant patients being scanned due to their heating effect. Outside the scanner bore effects are negligible. 4) Acoustic noise. The scanner produces a loud banging during operation which may exceed 100 decibels. It is thought that the foetus is sensitive to noise. It is recommended that pregnant staff should not:

enter the scan room during the first trimester; remain in the scan room during a scan at any time in their pregnancy.


3.2.3 Flow chart indicating the responsibilities of individuals at various stages of the risk assessment process:

Information is passed on to relevant link lecturer/ academic lecturer

Student alerts the university as

soon as possible if they are

pregnant

Student meets with nominated

person in HEI to discuss risk

assessment and pre-practice

checklist form

Practice learning environment:

Nurse/ midwife in charge of practice

learning environment completes risk

assessment form Risk control

measures identified implemented as

per local guidelines

HEI staff identifies that student is

under 18 at time of commencing

first practice learning experience

Academic Lecturer/ Link lecturer contacts nurse /midwife responsible for

practice learning environment to inform them of requirement for risk

assessment. Placement allocations department may also assist with provision

of contact details. Risk assessment form sent to/completed by nominated

practice learning environment manager.

Documentation to be signed by all parties

(Practice learning environment manager and

student)

A copy should be retained within the practice

learning environment.

If risks cannot be

adequately

controlled:

Alternative PLE

allocation sought

Opportunity for

discussion / explanation

with student to ensure he

/ she understands control

measures.


3.2.4 Risk Assessments (Exemplars)

Young Persons Pre- practice learning Checklist

Department: Practice learning environment Title: Name of Young Person: Commencement Date: Date of Birth: The following criteria must be achieved prior to a young person commencing practice: Person nominated to be in overall charge of the young person while on practice (clinician)?

Has a risk assessment been carried out? Yes / No Have any additional control measures required been identified? Yes / No Has the risk assessment taken account of special Health and Safety needs which the young person may have as a result of e.g. any physical or learning disability or health issues e.g. allergies?

Yes / No/ Not Applicable

Have arrangements been made for induction/orientation to the unit? Yes/ No Have suitable arrangements been made for mentorship of the young person? Yes/ No Have necessary arrangements for personal safety and freedom from sexual harassment and bullying been considered? Yes/ No Have you completed and returned the young worker risk assessment form to the University, keeping a copy for your records? Yes/ No HEI staff member:

Completed by (name): Date: Signature Designation: Student:

Completed by Name: Date:

Signature

I agree that my details are shared with the relevant PLE manager and mentor for the

purposes of completing a risk assessment prior to practice


Young Persons Risk Assessment Form

The guidance requires you to identify the hazards in your workplace and determine whether your existing risk control measures are adequate for a young worker. Generally if these meet the criteria for an adult worker (i.e. 18 or over) these will meet the criteria for a young worker but there may be a small range of circumstances where, because of their age, the risk may be increased and/or the control measures require to be adapted. Name Date of Birth Work Location Start Date: Date of Assessment: Does the work involve: Blood and / or body fluids? Yes / no Hazardous substances? Yes / no Ionizing radiation? Yes / no Dealing with refuse / waste? Yes / no Excessive Noise? Yes / no Gases and gas cylinders? Yes / no Biological agents? Yes / no Manual handling? Yes / no Computer use for periods in Yes / no excess of 1 hour at a time? Possible / known exposure to Yes / no abusive or violent situations? Other situations where youth / lack of experience could present a risk? Please state:


Control measures to reduce the risk of injury in addition to existing workplace control

measures required to meet the needs of young workers including details of any activities

they will not be asked to undertake

Assessment completed by:

Clinical Manager I agree to support this student according to local policies and procedures Completed by Name: Date: Signature Designation: HEI staff member Completed by Name: Date: Signature Designation:

Student

I confirm that I have reviewed the risk assessment with the HEI staff and Clinical manager

I confirm that I have reviewed the potential risks as outlined in the risk assessment

I confirm that I am aware of measures to control risks and will work within recommendations while on practice

Name Date: Signature


Pregnancy Pre- practice learning Checklist Department: Practice learning environment Title: Name of Student: Commencement Date: The following criteria must be achieved prior to a student who is pregnant commencing practice: Person nominated to be in overall charge of the student while on practice(clinician)?

Has a risk assessment been carried out? Yes/ No Have any additional control measures required been identified? Yes/ No Has the risk assessment taken account of special Health and Safety needs which the young person may have as a result of e.g. any physical or learning disability or health issues e.g. allergies? Yes/ No/ Not Applicable Have you completed and returned the student who is pregnant risk assessment form to the University, keeping a copy for your records? Yes/ No HEI staff member Completed by Name: Date: Signature Designation: Student:

Completed by Name Date:

Signature

I agree that my details can be shared with the relevant PLE manager and mentor for the

purposes of completing a risk assessment prior to practice learning experience


New and Expectant Mothers Risk Assessment form

Name of Student: Date of Birth: Practice learning environment Commencement Date: Details: e.g. Due date The HEI placing a student who is also an expectant Mother in a practice setting is required to undertake a risk assessment to ensure the safety and wellbeing of the student. The Health and Safety Executive (HES 2010) identify a list of potential risks to the student who is an expectant Mother which should be considered and addressed: Does the work involve: Lifting/ carrying of heavy loads Yes/ No Standing or sitting for long lengths of time Yes/ No Exposure to infectious diseases Yes/ No Exposure to Lead Yes/ No Exposure to Mercury Yes/ No Exposure to Cytotoxic medication Yes/ No Exposure to MRI or ionising radiation: Yes/ No Exposure TO SOLVENTS Yes/ No Work RELATED STRESS Yes/ No Workstations Yes/ No Other people’s smoking in the workplace Yes/ No Threat of violence in the workplace Yes/ No Long working hours Yes/ No Excessively noisy workplaces Yes/ No Control measures undertaken to reduce the risk to the expectant mother in addition to the existing workplace control measures required:


Assessment completed by:

Clinical Manager I agree to support this student according to local NHS Lothian / Borders policies and procedures Completed by Name: Date: Signature Designation: HEI staff member Completed by Name: Date: Signature Designation:

Student

I confirm that I have reviewed the risk assessment with the HEI staff and Clinical manager

I confirm that I have reviewed the potential risks as outlined in the risk assessment

I confirm that I am aware of measures to control risks and will work within recommendations while on practice learning

Name Date: Signature


3.3 Submission of practice learning assessment documents checklist

Name

of Student:

Please Tick as Completed

Mentor

Placement 1 Record of Achievement (Page 4)

Mentor Status Statement (Page 9)

Learning Outcomes (Pages 10 - 14)

Additional Skills/Clinical Activities (if required) (Page 15)

Record of Mentors/Associate Mentors (Page 15)

Date of Triennial Review (Page 15)

Practice learning Assessment Initial Discussion (Page 19)

Practice Learning Assessment (Interim Assessment) (Page 21)

Have all practice outcomes been achieved? (Page 23)

Final Assessment (inc grade) (Page 23)

Placement Attendance Record (inc total hours and hours to be made up) (Page 24)

Student

Placement 1 Record of Achievement (inc hours) (Page 4)

Fitness to practise (Pages 5 - 8)

Confirmation of Authenticity of Mentor Signatures (Page 15)

Practice learning Assessment Initial Discussion (Page 19)

Practice Learning Assessment (Interim Assessment) (Page 21)

Final Assessment (Page 23)

Placement Attendance Record (Page 24)

Student

Signature

Checklist for PLORA Sign-Off

(BN1 Placement 1 - Care of the Older Adult)


3.4 Student agreement

College of Medical, Veterinary & Life Sciences School of Medicine Nursing & Health Care School

Student Agreement

As a Nursing student you will be studying to obtain a University degree that automatically allows you to work in the nursing profession environment during the course of your studies. It is therefore essential that you are able to fulfil the following requirements, which are based on the Nursing & Midwifery Council statements on the duties of a nurse (NMC 2008) The Code: Standards of Conduct, performance and ethics for Nurses and Midwives so that you can learn effectively and become a capable Nursing Practitioner. The Bachelor of Nursing Programme is a full time programme, which involves exposure to patients and the clinical environment from the outset, and students are required to undertake all practice learning experiences. Students are required to attend all taught sessions; attendance is not optional. You must achieve a D grade or greater for each placement and make up time lost through illness or other legitimate reasons. You must complete all practice learning experiences to proceed to the next year of the course. If there is a difficulty for you with any element of the statements, the University will work with you to seek a resolution where possible. If a satisfactory resolution cannot be achieved it is unlikely that you will be allowed to continue to study Nursing at the University of Glasgow. Please read, ensure you understand and confirm (√) that you accept the statements that follow. In signing this declaration you are construing yourself as fit to practise. This declaration will be confirmed annually.

I will make the safety and care of patients my primary concern.

I will listen to patients and respect their views, treat patients politely and considerately,

respect patients' privacy and dignity and respect the right of patients to refuse to take part

in teaching.

I will always make clear to patients that I am a student and not a qualified Nurse. I will

give information to patients in a way that they can understand and I will not recommend

any treatment that might be interpreted as nursing advice.

I will recognise and act within the limits of my competence and keep my professional skills

and knowledge up-to-date.


I understand, accept and agree to be bound by the principle of confidentiality of patient

records and patient data, and also for information concerning teachers and students. I will

therefore take all reasonable precautions to ensure that any personal data concerning

patients, which I have learned by virtue of my position as a Nursing student, will be kept

confidential. I confirm that I will not discuss patients with other students or professionals

outside the clinical setting, except anonymously. When recording data or discussing cases

outside the clinical setting, I will endeavour to ensure that others cannot identify patients.

I will respect all hospital and practice patient records.

I will not allow my views about a person’s lifestyle, culture, beliefs, race, colour, gender,

sexuality, age, social status, or perceived economic worth to prejudice my interaction with

patients, lecturers or colleagues.

I undertake to report to the Nursing & Health Care School, and the appropriate authority,

any action by others which may put patients/clients/students/service users at risk. I

understand that failure to do so may lead to disciplinary action being taken against me.

I will not use alcohol, drugs or other substances to the detriment of my conduct,

attendance, punctuality and safety (including the safety of others).

I will be honest and trustworthy and carry out nursing care with integrity. I will not abuse a

patient’s or staff member’s trust in me and I will not establish improper personal

relationships with patients or their close relatives.

I will strictly adhere to the local uniform policy at all times within and outside the clinical

setting maintaining appropriate standards of dress, appearance and personal hygiene so

as not to cause offence to patients, lecturers, or colleagues.

I will expose my face fully to patients, lecturers and colleagues at all times, except if

required to wear protection for infection control purposes.

All students and hospital staff must wear an identification badge and show their

face for the purposes of recognition by patients, lecturers, and other staff. Patients

and lecturers must be able to identify students to verify that they are genuine.

Showing one’s face also makes it easier for patients who are hard of hearing to

hear you and/or lip-read, and an important part of communication is by using facial

expression. Headdress routinely worn as part of religious observance must not

cover the face.

I am willing to undertake an assessment of patients and carry out the necessary nursing

care irrespective of the gender, colour, culture, beliefs, disability or disease of the patient.

In order for a Nurse to be able to make an assessment and carry out the necessary

nursing care it is essential that the nurse is able to examine every patient fully.

Measures should be undertaken to avoid transfer of infection from or to the patient

where appropriate and by recognized measures, such as hand washing, wearing

gloves, masks and uniforms appropriately and according to policy. A student

cannot refuse to examine a patient or nurse a patient because of their gender,

colour, culture, beliefs, disability, or disease.


I am physically able to write legibly by hand. I do not have a physical disability that is likely

to prevent me from successfully completing training on how to attend to a patient who has

collapsed to the floor, which requires me to turn the patient into a safe position.

It is a requirement that a nursing practitioner has the physical ability to write in a

patient’s notes so that key information is available to other practitioners. The NMC

requires all graduates from Nursing Schools to be able to undertake basic life

support. This requires a practitioner to be physically able to attend to a patient who

suddenly collapses in a ward or other setting and be able to initiate appropriate

measures for initial life support.

I have sufficient vision to be able to read hand written and typed text, placed at an

appropriate distance, without visual aids other than spectacles or contact lenses, and I

can understand the written word.

It is a requirement that a nursing practitioner must be able to read the hand written

notes of other practitioners, and be able to recognise certain features on a patient

that may indicate critical aspects of disease. A student or nursing practitioner must

be able to read and understand written instructions so that the names and dosages

of drugs can be acted on without error. If a student has significant visual

impairment the University can arrange a full assessment and advise the student.

I have notified the Nursing & Health Care School if I have any degree of dyslexia.

Any degree of dyslexia must be declared. The University will make an assessment

of any declared dyslexia and if deemed necessary appropriate help can be

organised. If the dyslexia is found to be so severe that correct identification of

different drugs and their dose cannot be achieved then it may not be possible to

proceed with the study of Nursing at the University of Glasgow.

I have notified the Nursing & Health Care School if I have a social communication

impairment eg Autism, Asperger Syndrome.

Autism/Asperger Syndrome may impair a student’s ability to interact with

patients. On occasions those suffering from Autism/Asperger syndrome may

lack insight into the effect this is having on them. The University will make an

assessment of the student’s condition in order to advise the student and

consider possible avoidance measures as appropriate. If the social

communication impairment is found to have an impact on Fitness to Practise, it

may not be possible to proceed with the study of Nursing at the University of

Glasgow.


I am able to hear, using a fitted hearing aid if required, such that I can understand a softly spoken child or elderly patient, and that I can hear what is said when using a conventional telephone.

It is essential that a nursing practitioner can hear sufficiently well, with the aid of

devices if necessary, so that they can listen to a patient’s account of their problems

and can operate ordinary telephones for communication within complex

organisations such as hospitals. If a student has a significant hearing problem the

University can arrange a full assessment and advise the student.

In the last year I have not experienced a fit or seizure.

For a Nurse to lose consciousness without warning whilst caring for a patient, or

during resuscitation or other procedures, this may present a risk to patients. The

University will make an assessment of the student’s condition in order to advise the

student, and consider possible treatment and avoidance measures as appropriate.

I have notified the Nursing & Health Care School if I have required professional assistance

for any mental ill health.

Active mental ill health may impair a student’s ability to interact with patients. On

occasions those suffering from mental ill health may lack insight into the effect this

is having on them. The University will make an assessment of the student’s

condition in order to advise the student, and consider possible avoidance

measures as appropriate.

I will be aware of the necessity of good time keeping and endeavour to be punctual at all time. I

will inform the clinical area and the Nursing & Health Care School on the first day of any absence

from a placement.

Please see Nursing & Health Care Attendance Policy in your course handbook

I will notify the Nursing & Health Care School promptly of any change in my health that could

impact on my fitness to practice.

I consent to my practice learning ongoing record of achievement including comments from

mentors being shared between mentors and the university in order that my progress can be

judged and in compliance with the data protection Act (1998).

STUDENT’S FULL NAME: __________________________________________

SIGNATURE: ___________________________________________

STUDENT NUMBER: ___________________________________________

DATE: _______________________________________


Action plan

Domain 1: Professional Values (Please comment on Domain 1 competencies e.g. professional

behaviour and attitude; conduct performance and ethics; recognising own abilities and limitations; respects

confidentiality)

Domain 2: Communication and Interpersonal Skills (Please comment upon Domain 2

competencies e.g. engagement and development of therapeutic/helping relationship; assessment of holistic

needs of patients/clients; rationalising the provision of care)

Domain 3: Nursing Practice and Decision-making (Please comment on Domain 3 competencies

e.g. ability to protect the public through creating and maintaining a safe environment; demonstration of key skills

of literacy, numeracy and problem solving)

Domain 4: Leadership, Management and Team Working (Please comment on Domain 4

competencies e.g. issues such as demonstrating a continuing commitment to working within a team; awareness

of leadership/management; demonstrating initiative; prioritising care needs)

The Action Plan has been discussed and agreed between student and mentor

Date __/__/__



Action plan



confidentiality)











Date __/__/__



Action plan



confidentiality)











Date __/__/__



Action plan



confidentiality)











Date __/__/__



Action plan



confidentiality)











Date __/__/__



Action plan



confidentiality)











Date __/__/__



USEFUL REFERENCES FOR STAFF AND STUDENTS

EAST RIDING OF YORKSHIRE PRIMARY CARE TRUST, 2009. Health and Safety Guidance\ HSG Pregnant Worker Safety Guidance & Risk

Assessment [online] http://www.erypct.nhs.uk/upload/HERHIS/East%20Riding%20PCTs/Docu

ment%20Store/Policies/Pregnant%20Workser%20Safety%20Policy%20and%20Risk%20Assessment.pdf

[Accessed 29th May 2014]

HEALTH AND SAFETY EXECUTIVE, 2014. Health and safety for new and expectant mothers. [online] http://www.hse.gov.uk/mothers/


Health and Safety Executive 1999 No 3232 THE IONISING RADIATIONS

REGULATIONS [online] http://www.hse.gov.uk/radiation/ionising/legalbase.htm


Management of health and safety at work. Management of Health and Safety at Work Regulations 1999. Approved Code of Practice and

guidance L21 (Second edition) HSE Books 2000 ISBN 0 7176 2488 9

NHS EDUCATION FOR SCOTLAND, 2013. National Approach to Mentor Preparation (second edition) NES: Edinburgh

NHS EDUCATION FOR SCOTLAND, 2013. Evaluation of Current Practices

to Involve Service Users and Carers in Practice Assessment in 11 Higher Education Institutes (HEIs) in Scotland. [online]. NES. Available from:

http://www.nes.scot.nhs.uk/education-and-training/by-discipline/nursing-

and-midwifery/managers-and-educators/pre-registration-education/performance-enhancement.aspx#nav


NHS EDUCATION FOR SCOTLAND, 2013. An Exploration of the Interpretation and Application of the use of Due Regard in Pre-registration

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