Embed Size (px)
Citation preview
1
SCHOOL OF HEALTH, COMMUNITY AND EDUCATION STUDIES
MA Social Work
SW0713
Practice Assessment Documentation and
Guidance
2012
2
Contents Page
Contents
Page
Introduction 3
Module Aims 3
Module Learning Outcomes 3
Practice Assessment Portfolio 4
Final Assessment 5
Confidentiality Statement 6
Practice Learning Agreement 7
Further Training Team Documentation 12
Direct Observation of Practice 14
Service User Involvement in Learning and Assessment 15
Assessment of National Occupational Standards 16
Record of Attendance 20
Record of Supervision Sessions 21
Case Study Analysis 22
Student’s Summary of Practice Experience 23
Practice Educator’s Comments 23
Notes for Guidance 24
Contact Information 24
University Policy and Procedures 25
Roles and Responsibilities 26
Difficulties and Concerns 28
Expectations of Supervision 28
Please note you can change the font size of this document if required
3
Introduction to Practice Learning in the MA Social Work The MA Social Work at Northumbria University has been designed to enable students to meet: National Occupational Standards for Social Work (TOPSS, 2002); Department of Health requirements; Quality Assurance Agency’s Benchmark Statement for Social Work (QAA, 2002
1);
and work with the Social Work Codes of Practice (GSCC, 2002). A synopsis of all the modules undertaken by the student is available via the University practice learning website
2. Students will
undertake Modules SW0713/SW0716 as placement modules. These both involve some teaching and assessment before the start of the placement; you will find more detail about this in specific Module Handbooks. Students will spend 200 days in assessed learning, 100 days in each practice placement. During these The National Occupational Standards (NOS) (TOPSS/GSCC, 2002) and application of social work values are used as the basis for assessment of the student’s practice competence. These are assessed at an intermediate level in the first placement and qualifying level in the final placement and must be demonstrated consistently to be considered met. Students will need sufficient work to enable them to demonstrate competence in all areas and it is recognised that in some settings this will mean making creative arrangements, often with partner agencies or the wider organisation to enable students to gain the necessary experience.
Module Aims: This module will provide opportunities to enable students to acquire practice
skills to demonstrate their ability to meet National Occupational Standards (Units 1-6) at an intermediate level. This module will provide students with practice opportunities to develop and critically appraise their own communication skills with people who use social work services, their families, carers and communities. In particular, this module will enable students to undertake social work assessments and planning in relation to work with individuals, families, group and communities, thus providing opportunities to demonstrate competent social work practice in respect of National Occupational Standards for Social Work, Key Roles 1,2,3 and 4. Students will be provided with opportunities from within the practice setting to undertake social work intervention and review in relation to work with individuals, families, groups and communities underpinned by a systematic and coherent body of practice knowledge and research. This will provide opportunities to demonstrate competent social work practice in respect of NOS Key Roles 5 and 6.
Module Learning Outcomes: On successful completion the student will be able to:
1. Meet all National Occupational Standards for Social Work at an intermediate level. 2. Meet Department of Health guidelines by demonstrating learning outcomes at a level
where the student is considered to be suitable for practice learning before undertaking their first practice experience.
3. Demonstrate and critically evaluate a range of appropriate interpersonal skills that underpin the social work role.
4. Work constructively and collaboratively with service users, carers and other professionals to foster dignity, choice and independence and effect change and enable people to gain, regain, or maintain, control of their own affairs in so far as this is compatible with their own safety or others safety, well being and rights.
5. Analyse and critically evaluate the links between intrapersonal and interpersonal factors and the wider social, legal, economic, political and cultural context of people’s lives.
6. Work under supervision to critically evaluate the social work role in assessment and intervention and to work in a transparent and responsible way balancing autonomy with complex and multiple accountabilities.
7. To practise under supervision to exercise authority within the complex frameworks of accountability to complete social work assessments that reflect sound decision making and are informed by research.
8. To be able to acquire and demonstrate the ability to critically appraise, analyse and evaluate solutions underpinned by research to practice situations
1 www.qaa.ac.uk/academicinfrastructure/benchmark/statements/socialwork08.asp
2 www.northumbria.ac.uk/hcesplacements
4
Name of student: ……………………………… Name of Practice Educator: ............................................. Placement: 1 Dates: ……………………..
Submission: Please submit one hard copy by 22 October 2012 at 12 noon to the assignment receipting office. You may also need to submit an e copy (details to follow)
MA Social Work
Record of Professional Practice
SW0713
5
Final Assessment
Evidence Provided in Portfolio
Confidentiality Statement
Practice Learning Agreement
Record of Training Team/s
Assessment of National Occupational Standards/Values
Record of Direct Observations 1 2 3
Evidence of Service User Feedback
Record of Attendance
Record of Supervision
Summary of Practice Experience
Practice Educator’s Formative Feedback
Practice Educator’s Summative Report
Final Summative Recommendation
Pass/ Refer Signature of Practice Educator …………………………………
Please note that you should keep a full copy of this handbook to give to your Practice Educator at
the pre-placement meeting for SW0716.
6
Confidentiality Statement Students will have access to sensitive information about people’s lives and will need to draw upon material relating to their practice with service users, family members, carers and agency staff in order to evidence their competence. They will, therefore, need to respect confidentiality and take care to abide by placement agency and University policies in relation to this.
All identifying features of service users must be anonymised in this portfolio; this includes names, addresses, dates of birth and any individual features that because of their unusual characteristics may lead to the service user being identified.
Students must seek the agreement of the Practice Educator before presenting any evidence based on agency documentation. When referring to professionals within this document, please use generic professional terminology, rather than specific names (with the exception of the Practice Learning Agreement and where professional signatures are required).
It is good practice to seek the consent of service users before using details of their lives for written assignments.
Portfolios that are considered to breach confidentiality may be marked as a Fail Please complete the statement below to confirm that confidentiality has been maintained:
Confidentiality Statement
I have removed all information that may enable service users to be identified. I am aware that I may incur a reduced mark or a Fail, should I have breached confidentiality (see Programme Handbook for further details).
Student signature: Date:
To my knowledge the student has abided by agency policy in relation to confidentiality in compiling their portfolio material. I have read the material presented in the portfolio and can confirm that no service user can be identified. Practice Educator signature: Date:
7
Practice Learning Agreement (PLA) The purpose of the PLA is to ensure that all parties are clear about placement aims, roles and responsibilities3 and proposed student workload. Students should e-mail a copy to the Guidance Tutor in the first few weeks of the placement and ideally all parties should confirm their agreement as soon as possible. This may be reviewed and signed at the Midway Meeting, but is a working document and may be amended at any time with the agreement of all. Development of the PLA forms the agenda for the first training team meeting between the student, practice educator and tutor. It is usually the responsibility of the student to organise this. This meeting should happen early in the placement, but the exact timing of the meeting will impact on how much this has been discussed in detail by the student and practice educator prior to the meeting.
Practice Learning Agreement Student:
Home Address: Telephone and e-mail contact:
Practice Educator:
Telephone and e-mail contact:
Who will cover this role in the absence of the Practice Educator?
Placement Supervisor (if applicable):
Telephone and e-mail contact:
Who will cover this role in the absence of the Placement Supervisor?
Guidance Tutor:
Telephone and e-mail contact:
Work setting:
Postal address Tel no:
3 See also Notes for Guidance
8
The Placement Setting: (300 words) e.g.: Agency aims and objectives, Mission Statement, nature and context of work, what services provided to whom and social profile of the community within which it operates(this section is usually complete after a few weeks in placement )
Placement Dates: From ……………………To ………………….. Expected hours of work ……………………………………………………………. Any variation from normal working hours should be agreed at the outset of the placement by negotiation with the training team and should be recorded here: Concurrent Academic Work Requirements: Recall Days: 25 June and 13 August 2012 Dates of 11 days leave(including bank holidays) and 4 study days to be negotiated with practice educator, and recorded on the attendance sheet. Please note:
Some students will be required to take leave/study time when the agency is closed.
Any sickness absence should also be notified to all parties including practice assessor and the university via the ARC placement web site and will need to be made up.
Health and Safety: Please summarise here the protocol in relation to: Signing in and out, procedures for home visits, name of person to whom the student should report any concerns or absences.
Has the agency completed a SWEAP statement ?
9
Student’s individual learning needs in addition to the required NOS. It may be helpful to consult the student profile. Knowledge Skills Values
Proposed workload including range and quantity (including) all direct work, meetings and agency visits.
How will Service Users and Carers be involved in supporting the learning and assessment of the student in this placement? How will this be recorded?
Facilities and support available to the student: (May include support via Guidance Tutor and University Student Support Services, including disability support and black students’ support group). Does the student have an appropriate work space?
10
Occupational Health/Reasonable Adjustments
Has an Occupational Health assessment been undertaken in relation to this placement? YES/NO
Is an Occupational Health assessment required? YES/NO (If an Occupational Health assessment is required please inform the Practice Learning Coordinator)
If an Occupational Health assessment has been undertaken, what reasonable adjustments been agreed?
Supervision arrangements: The university requirement is 1.5 hours per 5 practice days Frequency ………………………….Duration …………………… Arrangements for Recording …………………………… Student expectations of supervision: Practice Educator’s expectations of supervision: Expectations of Placement Supervisor.
Use of Cars Will the student be using his or her own car in relation to this placement? Yes / No If yes, do the student’s insurance documents indicate the appropriate level of business use cover? Yes / No How will the agency contribute to travelling expenses incurred by the student undertaking duties in relation to their placement?
Portfolio item
Target dates (to be reviewed at mid-point review)
Direct Observations
Case Study Analysis
Draft Portfolio to Practice Educator
Portfolio Submission Date
11
Signature of all parties to the agreement
Student:
Date:
Practice Educator:
Date:
Guidance Tutor:
Date:
Placement Supervisor (if appropriate)
Date:
12
Further Training Team Documentation Mid Point Review The student, Practice Educator, Placement Supervisor (if appropriate) and the Guidance Tutor will meet approximately half way through the placement. This is a chance to review the student’s progress and identify concerns of any party about the practice experience or the student’s progress. To prepare for this review, it is suggested that the student and Practice Educator use the form below to review and record progress. This provides written feedback to the student on their performance in relation to National Occupational Standards.
Good
Satisfact-ory
Needs Devt.
Not Met Yet
No Opp.
Key Role One: Prepare for and work with individuals and/or families, and/or carers, and/or groups and communities to assess their needs and their circumstances.
Example:
Key Role Two: Plan, carry out, review and evaluate social care/work practice, with individuals, and/or families, and/or carers, and/or groups, communities and other professionals.
Example:
Key Role Three: Support individuals to represent their needs, views and circumstances.
Example:
Key Role Four: Manage Risk to individuals, families, groups, communities, self and colleagues.
Example:
Key Role Five: Manage and be accountable, with supervision and support, for your own social care/work practice within your organisation.
Example:
Key Role Six: Demonstrate professional competence in social work practice.
Example:
13
Agenda for Midpoint Review With reference to the Practice Learning Agreement, this meeting should consider:
Learning opportunities
Progress towards meeting learning needs
Progress towards meeting National Occupational Standards/Codes of Practice, any that there may be difficulties in meeting
Review of the supervision process
Arrangements for direct observation
Concerns expressed by any party and AOB
An action plan for the rest of the placement, including timescales and the person responsible
A brief summary of this meeting should be written below, agreed and signed at the
meeting.
Summary of Meeting:
Present Signature
Student
Practice Educator
Tutor
Other e.g. Placement Supervisor
Date of Meeting:
Additional Training Team Meetings may be requested by any party. These should be clearly recorded with reference to:
1. Participants:
2. Purpose of meeting:
3. Key points of discussion:
4. Action plan:
14
Direct Observation of Practice The student should be observed in direct practice at least 3 times (by the Practice Educator working directly with service user/s on at least two of these occasions). Ideally at least one observation should take place before the midpoint review. This will inform feedback to the student at the midpoint review. These observations should be planned and agreed in supervision beforehand and linked to expectations of the Key Roles / Codes of Practice. The student should be given time to prepare themselves. Students must ask the permission of service users and carers before any direct observations are undertaken. Verbal feedback should be given as soon as possible after the event and the pro-forma below completed by the practice educator and shared with the student as soon as practical. Record of Observation (1/2/3)
Date of observation …………………………. Name and Role of Observer ……………………………………….
Please comment on the following areas (using as much space as is required):
1. Activity observed: 2. Agreed aims/ objectives for this observation 3. How the student prepared for the session? 4. The student’s communication skills 5. How did the student demonstrate values in practice? 6. Did the student meet their objectives - to what extent? 7. How did the student respond to unexpected events? 8. The student’s overall performance 9. Formative Feedback: Future Learning Needs 10. Student Reflections on the feedback provided (Student to provide these after
discussion in supervision)
15
Service User/Carer Involvement in Learning and Assessment The Practice Learning Agreement asks students to consider how they will seek feedback on their practice from service users and carers. You have been prepared for this by consideration of a range of service user perspectives in teaching and learning before the start of placement. You should evaluate below both the process of seeking feedback, and your use of the feedback you gained. (Maximum of 500 words) This will be discussed in more detail at the recall meeting in June
16
Key
Assessment of National Occupational Standards
Units Types of evidence used
Consistently demonstrated at intermediate/ level
Key Key Role One: Prepare for and work with individuals and/or families, and/or carers, and/or groups and communities to assess their needs and their circumstances
Unit 1: Prepare for social work contact and involvement
Yes/No
Unit 2: Work with individuals, families, carers, groups and communities to help them make informed
decisions
Yes/No
Unit 3: Assess needs and options to recommend a course of action
Yes/No
Practice Educators brief summary comments in relation to Key Role 1:
Key Role Two: Plan, carry out, review and evaluate social care/work practice, with individuals, and/or families, and/or carers, and/or groups, communities and other professionals
Unit 4: Respond to crisis situations
Yes/No
Unit 5: Interact with individuals, families, carers, groups and communities to achieve change and
development and to improve life opportunities
Yes/No
Unit 6: Prepare, produce, implement and evaluate plans with individuals, families, carers, groups, communities and professional colleagues
Yes/No
17
Unit 7: Support the development of networks to meet assessed needs and planned outcomes
Yes/No
Unit 8: Work with groups to promote individual growth, development and independence
Yes/No
Unit 9: Address behaviour which presents a risk to individuals, families, carers, groups and communities
Yes/No
Practice Educators brief summary comments in relation to Key Role 2:
Key Role Three: Support individuals to represent their needs, views and circumstances
Unit 10: Advocate with and on behalf of, individuals, families, carers, groups and communities
Yes/No
Unit 11: Prepare for and participate in decision making forums
Yes/No
Practice Educators brief summary comments in relation to Key Role 3:
Key Role Four: Manage Risk to individuals, families, groups, communities, self and colleagues
Unit 12: Assess and manage risks to individuals, families, carers, groups and communities
Yes/No
Unit 13: Assess, minimise and manage risk to self and colleagues
Yes/No
18
Practice Educators brief summary comments in relation to Key Role 4:
Key Role Five: Manage and be accountable, with supervision and support, for your own social care/work practice within your organisation
Unit 14: Manage and be accountable for your own work
Unit 15: Contribute to the management of resources and services
Unit 16: Manage, present and share records and reports
Unit 17: Work within multi-disciplinary and multi-organisational teams, networks and systems
Practice Educators brief summary comments in relation to Key Role 5
Key Role Six: Demonstrate professional competence in social work practice
Unit 18: Research, analyse, evaluate and use current knowledge of best social work practice
Yes/No
Unit 19: Work within agreed standards of social work practice and ensure own professional development
Yes/No
Unit 20: Manage complex ethical issues, dilemmas and conflicts
Yes/No
Unit 21: Contribute to the promotion of best social work practice
Yes/No
19
Practice Educators brief summary comments in relation to Key Role 6
Values Requirements: Code of Practice
Protect the rights and promote the interests of service users and carers.
Yes/No
Strive to establish and maintain the trust and confidence of service users and carers.
Yes/No
Promote the independence of service users while protecting them as far as possible from danger or harm.
Yes/No
Respect the rights of service users while seeking to ensure that their behaviour does not harm themselves or other people.
Yes/No
Uphold public trust and confidence in social care services
Yes/No
Be accountable for the quality of their work and take responsibility for maintaining and improving their knowledge and skills
Yes/No
Practice Educator’s brief summary comments in relation to the Codes of Practice
Summary of Assessment Pass/Refer Practice Educator’s Signature:
20
Record of Attendance
This should be completed weekly and signed by both the student and the Practice Educator (please add extra rows as required)
Placement dates must allow for the student to complete 100 days within the placement setting.
Missed days (e.g. sick leave) should be added to the end of placement.
The student is required to negotiate leave and study days with their Practice Educator.
Work undertaken for academic assignments and attendance at tutorials must take place outside of placement time. However it is expected that students will spend time reading around practice and policy issues to inform their practice and to contribute to the preparation of practice reports. This may be done in placement at the discretion of the practice educator.
Recall days 25 June and 13 August 2012 .
Week commencing Mon Tue Weds Thur Fri Sat Sun Practice Educator signature Student signature
Completion of 100 practice days
Pr
Cc Practice Educator’s Signature: ………………………………………...
Student’s Signature: ………………………………………………………
21
Record of Supervision Sessions (please add extra rows as required) Date of Session Duration Signature of
Practice Educator Signature of Student
Individual/Group Supervision
Pr
Cc Practice Educator’s Signature: ………………………………..
Student’s Signature: …………………………………………….
22
Case Study Analysis
SW0713 This assignment will be marked by your Guidance Tutor but must be verified by
your Practice Educator.
More guidance will be given in the first recall session and placed on the eLP
Please submit a standard University Mark Sheet for this piece of work.
Practice Educator Verification of Case Study Analysis Please put verification on the front of your submitted Case Study
I verify that the student undertook the work discussed within this Case Study Analysis.
Signed ………………………………………. (Practice Educator)
23
Student’s Summary of Practice Experience (1,000 words) This should be a reflective account of the context of your placement, the practice activity that you have undertaken, approaches used and your key areas of learning.
Practice Educator’s Report Summative Comments
The Practice Educator is invited to provide a summary of the student’s overall learning during this practice experience and adherence to social work values and National Occupational Standards (you may add an additional sheet as required).It would be helpful if you could include a final paragraph on the students learning needs for the next placement
Student’s responsibility re Practice Educator’s Report
Place a copy in your PDP file
Share this report with your Practice Educator for SW0716. .
24
Notes for Guidance Contact Information
Staff Telephone Number
E-mail Address
Jeannine Hughes Practice Learning Co-ordinator:
0191 215 6263 [email protected]
Pauline Gertig
Module Leader
0191 215 6226 [email protected]
Sue Lampitt,
Programme Leader
0191 215 6267 [email protected]
Ruth Hamilton 0191 2156653 [email protected]
Guy Kirk 0191 215 6233 [email protected]
Liz Stanley 0191 215 7702 [email protected]
Placement Administrator: Sharon Devlin Northumbria University, Room B107, Coach Lane Campus West, Benton, Newcastle upon Tyne, NE7 7XA. Tel. (0191) 215 6085 e-mail [email protected]
Financial administrator Gillian Fraser, email address [email protected]
25
University Policy and Procedures The latest University policy and procedures with relation to practice placements may be found at: http://www.northumbria.ac.uk/sd/academic/sches/placements/policies/ These include:
Reasonable Adjustment Policy and Procedure (NEW)
See separate documentation for Social Work
Whistleblowing Policy and Procedure and Associated Forms (REVISED AND UPDATED)
Policy and Procedure (and associated forms SWWB1, SWWB2, SWWB3) See separate documentation for Social Work
Guidance Notes for Students/Staff on Completing Forms and Conduct at Interview
Lone Working Policy and Procedures (NEW)
See separate documentation for Social Work
26
Roles and Responsibilities This section offers some guidance about the roles of different members of the training team, it is recognised that training teams may negotiate slightly different arrangements to meet their own situation. Placements may be managed by an onsite Practice Educator, in which case they will have overall responsibility for the student, their learning and management of their workload. They may also be managed by a combination of an onsite Placement Supervisor and offsite Practice Educator, in this case management of the practice learning opportunity and student should be negotiated between the off-site Practice Educator and the Placement Supervisor and this agreement should be recorded in the Practice Learning Agreement (PLA). It is the responsibility of all to ensure that the rights and needs of service users and carers are paramount in all aspects of placement work and that the Code of Practice and agency policy and procedures are adhered to. The On Site Practice Educator is expected to: Meet with the student before the placement starts
Meet with the students at an early stage of the placement to draw up and agree a Practice Learning Agreement
Negotiate appropriate resources such as desk space, telephone access, diary etc and provide a suitable induction into the practices and policies of the agency for the student at the beginning of the practice learning opportunity (this may be based on the agency induction usually provided to all new staff members).
Ensure provision of sufficient and relevant learning opportunities:
To oversee the day to day work of the student and ensure that this is carried out in a satisfactory manner, including timekeeping, making sure that appointments are kept, etc.
Ensure that the required supervision and direct observations of practice are undertaken and recorded.
Attend support meetings arranged by the University
Attend training team meetings
Record attendance noting details of attendance, e.g. shifts, sickness or other absences.
Make an overall assessment of the student’s practice and verify indicated areas of the portfolio
Make direct observation of the student’s practice as identified in the portfolio The Off-site Practice Educator is expected to:
Take overall responsibility for the management of the placement and the student’s learning, including most importantly the assessment of the evidence collected and collated by the student as part of completing the practice portfolio and or demonstrating National Occupational Standards
Become familiar with the agency, its work and its specific service users.
Ensure that the required supervision and direct observations of practice are undertaken and recorded.
Negotiate the supervision schedule, direct observations and other meetings with the Placement Supervisor.
27
In addition to formal supervision sessions, meet regularly with the student and the Placement Supervisor throughout the placement. It is strongly recommended that these dates are negotiated and agreed at the start of the practice opportunity.
Act as the link person with the student, Placement Supervisor and University Guidance Tutor/Practice Learning Coordinator.
The Placement Supervisor is expected to:
In consultation with the off site Practice Educator, organise the student induction into the agency.
Negotiate appropriate resources such as desk space, telephone access, diary etc and provide a suitable induction into the practices and policies of the agency for the student at the beginning of the practice learning opportunity (this may be based on the agency induction usually provided to all new staff members).
Work with the off-site Practice Educator to identify relevant pieces of work to enable the student to evidence practice.
To oversee the day to day work of the student and ensure that this is carried out in a satisfactory manner, including timekeeping, making sure that appointments are kept, etc.
Record attendance noting details of attendance, e.g. shifts, sickness or other absences.
Offer feedback and contribute to the assessment of the student as agreed.
Attend training/support sessions.
Attend relevant meetings as agreed. The Student is expected to:
Circulate the PLA by e-mail to all parties for review and agreement.
Complete the required days in practice and taking professional responsibility for their attendance and time keeping.
Make sure that service users and carers are aware that they are student social workers.
Arrange all training team meetings as agreed.
Arranging necessary training team meetings.
Attend and fully participate in supervision and agreed meetings.
Complete and collate all work for the portfolio by agreed deadlines and hand in to the University by the due date.
The Guidance Tutor is expected to:
Communicate any issues in relation to the student’s learning needs to be included in the PLA.
Attend training team meetings as agreed.
Provide guidance, advice, support and feedback to the student.
Mark the required elements of the student’s record of professional practice.
28
Difficulties or Concerns The vast majority of practice learning opportunities are extremely successful and are usually evaluated by students as the most valuable and enjoyable part of the Programme. Difficulties do occasionally arise and it is almost always best to address these directly with the individuals concerned. If this is not possible then discussions should take place within the training team. You may seek further guidance and advice from Guidance Tutors or the Practice Learning Coordinator. Interruption, suspension and termination of Practice Learning Opportunities: If any member of the training team believes that this is necessary, contact must first be made with the Guidance Tutor or Practice Learning Coordinator to agree an appropriate way forward. The first stage should be to call a Training Team Meeting. Calling in a Second Opinion Practice Educator In exceptional circumstances a second opinion Practice Educator can be involved. This process does not prevent the right to make complaints or other representation. This may be the case where issues are raised in relation to procedures followed during the placement, or an educator may seek a second opinion in relation to the assessment of the student competence. Further guidance regarding this process is available from the Practice Learning Coordinator or the Guidance Tutor.
Expectations of Supervision It is expected that regular, pre-planned, private and uninterrupted supervision sessions should take place between the Practice Educator and student. Some group supervision sessions may take place, but it is advised that these do not exceed more than one group supervision to 3 individual sessions. Some supervision is also informal. The content of supervision may vary, but supervision is often thought to have managerial, educational and support functions. A typical session with a student might include:
Overall well-being of student.
Overall review of current work.
Reflection on significant aspects of practice, e.g. what happened, what/how/why you did, what you did/ what sense you made of what happened/what you would do differently next time/ what theory/methods informed your practice/links to teaching and learning.
Progress towards meeting National Occupational Standards / Codes of Practice.
Overall Formative Feedback from Practice Educator.
Plans for future work.
AOB
Date/time/venue of next supervision session.
Signature of all parties.
