Year 1(Level 4)...PEds should read this document in conjunction with EMAS (2017) Clinical skills & competencies for student paramedics undertaking clinical placement with East Midlands

Paramedic Science CAP1 April 2018 v2 Page 1 of 53

BSc (Hons) PARAMEDIC SCIENCE SCHOOL OF HEALTH AND SOCIAL CARE

Year 1(Level 4) Clinical Assessment Portfolio

Name: ………………………………………………………………………...

Student Number: ……………………………………………………………

Cohort: ……………………………………………………………………..…

University of Lincoln, College of Social Science, School of Health and Social Care, Sarah Swift Building, Brayford Pool, Lincoln, LN67TS +44(0)1522 882000


Contents HCPC Standards of Conduct and Ethics 3 Action Plan Template 46 Placement Information Sheet 4 Cause for Concern Early Warning Checklist 47 Introduction to the Clinical Assessment Portfolio 5 University of Lincoln Problem Resolution Protocol 48 Scheduled Meetings and Planning 6 Appendix 1 – Additional Placement Orientation Sheets 49 Record of Supervisor & Practice Educator Signature Samples 7 Placement Orientation 8 First Placement – Year 1 9 Preliminary Interview & Learning Agreement 12 Intermediate Interview 13 Final Interview & Statement of Progression 14 Mandatory Education & Formative OSCE Record 15 Associated Learning Outcomes for Practise Placement 16 Elements of Practise Criteria 17 Competency Record Criteria 18 Competency Record 19 Communication 20 Moving & Handling 21 Health & Safety 22 Professional Conduct, Performance & Ethics 23 Service User Involvement & Wellbeing 24 Documentation & Record Keeping 25 Patient Assessment I 26 Primary & Secondary Survey 27 Airway Management I 28 Intermediate Life Support (ILS) 29 Wound Care & Haemorrhage Control 30 Burns Care & Management 31 Fractures, Immobilisation & Splinting 32 Intramuscular (IM) Injection 33 Assisting the Paramedic 34 Medicines Management & Administration I 35 Clinical Decision Making 36 Structured Situational Assessment: Episode of Care 37 Practice Educator Feedback on Structured Situational Assessment: Episode of Care 38 Patient/Service User Feedback 39 University of Lincoln Moderation Form 40 Evidence of Additional Learning Experience/Placement/Activity and/or 41 Inter-Professional Learning


Whilst on placement, students are reminded of their duty to comply fully with the

Health and Care Professions Council Standards of Conduct and Ethics for Students 2016

Standard

1

Promote and protect the interests of service users and carer

Standard 2

Communicate appropriately and effectively

Standard 3

Work within the limits of their knowledge and skills

Standard 4

Delegate appropriately

Standard 5

Respect confidentiality

Standard 6

Manage risk

Standard 7

Report concerns about safety

Standard 8

Be open when things go wrong

Standard 9

Be honest and trustworthy

Standard 10

Keep records of their work with service users and carers.


Placement Information Sheet Pre-registration BSc (Hons) Paramedic Science Placement

Student name:

Student ID Number: Cohort:

Personal Tutor:

Module Code: Scheduled Placement Hours:

Hours completed: Hours sick/absent:

Occasions of sickness/absence:

Name of placement:

Placement dates: From: To:

Type of placement:

Contact Telephone:

Practice Educator name:

Practice Educator signature:

Associate Practice Educator/assessor:

Associate Practice Educator/assessor signature:

Link Lecturer name:

Link Lecturer signature:

Action plan completed (if appropriate)

Yes N/A Follow up by Link Lecturer/personal tutor: Yes No

Cause for concern submitted (if appropriate)

Yes N/A Name of person following up:

For completion by module team – Action required if checklist criteria not met

Assessment criteria Checklist Circle (action if ‘no’) Has achieved a PASS in all Parts of Competency Record

Yes/No Front page fully completed? Yes No

Has achieved a PASS in the Structured Episode of Yes/No All criteria assessed? Yes No Has achieved all required practice hours Yes/No All necessary signatures completed? Yes No


Introduction to the Clinical Assessment Portfolio (CAP)

PEds should read this document in conjunction with EMAS (2017) Clinical skills & competencies for student paramedics undertaking clinical placement with East Midlands Ambulance NHS Trust (EMAS). The CAP provides you with an ongoing record of your placements, allows you to reflect on your learning and personal development and provides evidence that you have achieved the competencies to meet the requirements of the Health and Care Professions Council (HCPC) Standards of Proficiency: Paramedics (2014) and the College of Paramedics (CoP) Curriculum Guidance (2017).

The CAP is comprised of:

1. Three interview records (preliminary, intermediate and final) 2. The Competency Record 3. The Structured Situational Assessment: Episode of Care

Scheduled Interviews

The preliminary interview must take place by the end of the first week of ambulance placement following orientation and induction to placement. This is the opportunity for yourself and your Practice Educator (PEd) to discuss the learning outcomes to be achieved. This interview should also be used to arrange learning experiences in other areas, insight visits, inter-professional learning and next meeting dates and times.

The intermediate interview is designed to take stock of progress in all placement areas and to complete the intermediate formative assessment relating the Competency Record. It is also an opportunity to plan your Structured Situational Assessment: Episode of Care and consider other insight visits to enrich the learning experience. If any issues or concerns are identified, yourself, the PEd and link lecturer should be informed early enough to allow the University link to attend this meeting. Feedback should reflect the progress in the Competency Record.

The final interview is designed to assess and record the achievement on placement with consideration for learning in all placements across the year. The PEd should also identify areas for you to focus on in the future. The feedback should reflect progress in all parts of the CAP. At this point PEds are required to sign a progression statement which should reflect the outcomes of the CAP.

Variance of placement perspective: the wide variety of placements facilitate the greatest holistic learning for the paramedic student, however as the ambulance service is your primary working environment the Structured Situational Assessment: Episode of Care is assessed in this setting. The ambulance PEd functions as the sign off educator for the year. Hospital and other clinical placements contribute to the wider appreciation of interprofessional working, values, integrated care pathways and individual skills as set out in the CAP.

The Competency Record The Competency Record is a PASS/REFER assessment based upon direct observation, questioning or discussions with your PEd. It is designed to assess you continuously throughout placement. By the end of the placement, you must achieve a PASS in each area to pass overall. Whilst relevantly qualified and registered health professionals can sign you off as competent on individual competencies in your CAP including intermediate and final grades, it is your named PEd that holds the responsibility for signing you off as competent at each year’s progression point.

If a REFER this is anticipated at any stage, the PEd should contact the University link for support and direction regarding re-assessment of the criteria.

Structured Situational Assessment: Episode of Care

This must be achieved by the end of the mid-year and end of year placement. A practice attempt is permitted during the placement period prior to the actual assessment.

Any professional involved in assessing the student should include their name and signature on the Record of Supervisors page.


Scheduled Meetings and Planning

A formal meeting is required to discuss progress against the learning outcomes on three occasions:

First week of EMAS placement Intermediate point of EMAS placement Final week of EMAS placement • Orientation to placement area. • Complete orientation checklist. • Undertake placement induction.

• Ensure student completes the formative self-assessment within this document with supporting evidence or experience to inform formative grade in each of the criteria.

• Ensure student completes their self-assessment within this document.

• Preliminary interview: • Review Competency Record. • Explore learning opportunities

including exposure to other fields. • Set learning objectives based on

placement profile and skills required.

• To support and inform your judgement, review the Competency Record during the assessment.

• Negotiate formative care episode, demonstrating required skills and discuss assessment.

• Review the Competency Record.

• Seek confirmation of progress and achievement from non-ambulance placements, insight visits and associate PEds.

Set dates for: • Intermediate interview. • Formative assessment. • Final interview.

• Assess all criteria and complete intermediate assessment, providing clear and constructive feedback and recommendations for development.

• Undertake assessment of all criteria, provide clear and constructive feedback.

• The student may wish to undertake a SWOT assessment to support identification of developmental needs and learning outcomes.

• Set further learning objectives for remainder of placement including pre- negotiated Episode of Care summative assessment within next two weeks.

• Provide guidance for student and future practice PEd of skills/attributes required in future placement settings.

• A review of the student’s progress towards achieving their learning outcomes must take place at this point.

• Obtain feedback from patients/service users and/or family/carers where possible.

• Obtain feedback from patients/service users and/or family/carers where possible.

A minimum of two assessment interviews are required, Intermediate (I), and Final (F) If you believe the student is not practising at a satisfactory level in one or more of the practise criteria, assess the student more than the minimum number during their placement. If necessary, an action plan can be developed and implemented as soon as problems are identified, at any stage during the placement. This must be communicated to the student and link lecturer


Record of Supervisor and Practice Educator Signature Samples

Name

(Please print)

Signature

Initials

Designation

Placement


Placement Orientation (To be completed for each setting within the rotation)

Student Signature/Date:

Practice Educator Signature/Date:

The following activities must be met within the first day of placement: An orientation to the practice placement setting has been undertaken including shift patterns, breaks, meal times, placement profile, nature of service, awareness of user group, intended interventions and clinical outcomes.

Placement specific fire procedures have been explained and student is aware of exit, alarms and fire safety equipment locations.

The student and PEd are aware of the University and Trust escalation processes and support mechanisms.

The student understands and adheres to dress code, infection prevention and control and promotes a professional image.

The student is aware of how to summon assistance in the case of emergency.

Resuscitation policy and procedures have been explained and the location and use of necessary equipment has been shown.

Information governance protocol including data protection, record keeping and confidentiality has been discussed.

The student is aware of where to find key policies and protocols for safe practise:

• Health and safety • Incident reporting • Infection prevention and control • Safeguarding and escalation of concerns • Lone working (as applicable) • Sickness and absence policy and reporting procedure • Supply/administration/destruction/surrender of controlled

drugs

Practical arrangements such as: • Security access to practise area • Access to computer and learning resources • Storage of personal belongings • Break periods

The placement interface with other services or agencies and opportunities for inter-professional learning to inform opportunities, insight visits and learning plan.

Risk assessment and reasonable adjustments have been discussed and considered relating to disability/learning/pregnancy needs (where disclosed).

The following criteria must be met prior to student use: Any moving and handling equipment used in the practise area must be demonstrated in terms of safe use for student and service user/patient.

The student has had a demonstration of any medical devices and practises used in the practise area.


First Placement – Year 1 Your first placement on year 1 is experiential and is designed to give you an insight into patient facing roles. During this placement you will have the opportunity to communicate with patients and see what it means to provide care, dignity and reassurance. Whilst this placement does not allow you to be signed off on any of your competencies, it is nevertheless a valuable learning opportunity. With this in mind, and in order that you are able to make the most of the placement opportunity you should ensure completion of the following sections:

What do I wish to get from this placement? (This is to be agreed with your supervisor). Supervisor’s comments. Signature: Date:


Supervisor feedback on placement.


Personal reflection upon placement.


EMAS Placement: Preliminary Interview and Learning Agreement

This interview takes place within the first week of placement. A development plan, including learning outcomes to be achieved should be drawn up with reference to the learning outcomes.

PEd’s comments. Agree learning objectives as appropriate (continue on separate page if necessary).

Student’s comments regarding agreed learning objectives (continue on separate page if necessary).

PEd’s comments on Personal Development Plan.

Student’s comments on Personal Development Plan.

PEd’s signature/date:

Student signature/date:

Agreed date for intermediate interview:

Agreed date for final interview:


EMAS Placement: Intermediate Interview

To be completed mid-way through practice experience. Learning outcomes can be reviewed and changed as a result of this discussion. Any concerns regarding progress must be communicated to the academic link lecturer as soon as possible. The early warning checklist should be used to identify any concerns with the student’s performance. PEd’s comments. Agree new learning objectives as appropriate (continue on separate page if necessary). Set date for part Structured Situational Assessment: Episode of Care.

Student’s comments (continue on separate page if necessary).

Summarise feedback from patients/relatives/carers/service users on the student’s performance.



Action plan initiated if necessary: (circle as appropriate)

YES

N/A


EMAS Placement: Final Interview and Statement of Progression

This final assessment of progress must include specific reference to achievement of the identified learning outcomes. Please summarise the overall performance and progress in the assessed criteria. If there are any concerns about this final assessment the link lecturer must be informed as soon as possible. As the PEd you are signing to confirm either: Sign: a) The student has passed all elements of the Competency Record and passed the

Structured Situational Assessment: Episode of Care. Minimum hours are achieved. The student can progress to the next placement. OR

b) The student is not able to progress to the next placement and is referred. Based on the criteria: summarise the student’s achievement and professional development (including feedback from patients/relatives/carers/service users):

Based on the criteria, summarise the student’s developmental needs:

Student comments:



Action plan initiated if necessary: YES NO

(circle as appropriate)

Link Lecturer signature/date (as appropriate):


Mandatory Education I confirm that this student has satisfactorily completed pre-practice education and formative assessment for the following subjects

Module: Essential Skills for Paramedic Science Date Name Signature 1 Basic Life Support 2 Infection Prevention and Control 3 Safeguarding 4 Fire Safety 5 Equality and Diversity 6 Manual Handling 7 Conflict Resolution 8 Capacity and Consent 9 Confidentiality 10 Information Governance and Data Protection 11 Prevent Strategy

Objective Structured Clinical Examinations (OSCE) I confirm that this student has satisfactorily completed education and formative assessment for the following OSCEs

Module: Essential Skills for Paramedic Practice Date Name Signature 1 Baseline Observations

Pulses, Respiratory Rate, Blood Pressure, Blood Glucose

2 3 Lead ECG Placement 3 Airway Management

OPA, NPA, LMA & iGel

4 Intramuscular (IM) Injection 6 Immediate Life Support (ILS) 7 Intermediate Medical Life Support (IMLS) 8 Intermediate Trauma Life Support (ITLS)


Learning Outcomes for Practise Placement

Essential Skills for Paramedic Science

LO1 Demonstrate an understanding of current legislation and professional standards underpinning the paramedic profession.

LO2 Develop knowledge and skills required in the practice placement environment.

LO3 Be able to identify and employ equipment used in the pre-hospital environment.

LO4 Develop essential patient assessment skills including observations, recording and reporting.


Elements of Practise Criteria

Criteria Level Knowledge/Reasoning Level of Performance Personal and Professional Awareness

Dependent (D) • Lacks knowledge

• No awareness of alternatives

• Unable to explain / give reasons for actions

• Lacks accuracy & confidence

• Needs continuous guidance & supervision

• Poor organisation

• No awareness of priorities

• Actions & behaviour are not modified to meet the needs of the client and situation

• No meaningful explanations given

• Lacks insight into personal and professional behaviour

Assisted (A) • Knowledge is usually accurate

• Little awareness of alternatives

• Identifies reasons for actions

• Accurate performance but some lack of confidence & efficiency.

• Requires frequent direction / supervision

• Some awareness of priorities / requires prompting

• Recognises the need to modify actions / behaviour to the client and situation, but unable to do so in non-routine situations

• Gives standard explanations / does not modify information

Minimal supervision (MS) • Applies accurate knowledge to practise

• Some awareness of alternatives

• Beginning to make judgements based on contemporary evidence

• Safe and accurate; fairly confident / efficient

• Needs occasional direction or support

• Beginning to initiate appropriate actions

• Identifies priorities with minimal prompting

• Actions / interventions / behaviours generally appropriate for the client and situation

• Explanation is usually at an appropriate & coherent Level

• Identifies the need for assistance

Independent

(I)

• Applies evidence based knowledge

• Demonstrates awareness of alternatives

• Sound rationale for actions

• Makes judgements / decisions based on contemporary evidence

• Confident / safe / efficient

• Needs minimal direction / support

• Able to prioritise

• Able to adapt to the situation

• Conscious / deliberate planning

• Actions/ interventions/behaviour are appropriate to the client & situation

• Gives coherent / appropriate information

• Identifies & makes appropriate referrals


Competency Record Criteria

Assisted Minimum Supervision Independent

Recommended summative assessment level for each year.

Please note that elements are mapped across to meet HCPC Paramedics Standards of Proficiency (2014) and the College of Paramedics Curriculum Guidance (2017)

Competency Record Criteria Criteria Level I confirm that this student has satisfactorily completed pre-practice education for the following skills

YEAR 1 Date Name Signature Communication Minimal Supervision Moving and Handling Minimal Supervision Health & Safety Minimal Supervision Professional Conduct, Performance and Ethics Minimal Supervision Service User Involvement & Wellbeing Assisted Documentation & Record Keeping Minimal Supervision Patient Assessment I Assisted Primary & Secondary Survey Minimal Supervision Airway Management I Minimal Supervision Intermediate Life Support (ILS) Minimal Supervision Wound Care & Haemorrhage Control Minimal Supervision Burns Management Minimal Supervision Fractures, Immobilisation & Splinting Minimal Supervision Intramuscular (IM) Injection Minimal Supervision Assisting the Paramedic Minimal Supervision Medicines Management & Administration I Assisted Clinical Decision Making Assisted


COMPETENCY RECORD This Competency Record will support your learning through assessment in practice in which you and your PEd will work together to achieve your practise elements. The skills you learn over your three years of practise placements, at various and reducing levels of supervision, will form the basis for this record of competence providing evidence that skills have been assessed and documented as safe. A table to represent levels of dependence through to autonomy and differing supervision levels for the purposes of assessment is included in this document.

You must take ownership of the Competency Record and will present this to your PEd at the start of each placement. It will be reviewed by the PEd to inform their understanding of achieved competencies and the prioritisation of skills and competence necessary and achievable in the current placement. In collaboration with your PEd, you will discuss and reflect on areas of practise learnt. The PEd will provide feedback and comment to inform you of your progress and development, and to ensure opportunities to pass summative assessment are maximised.

The Competency Record upholds and assesses the minimum standards of proficiency to become a registered paramedic with the Health and Care Professions Council (HCPC, 2014). It also includes the HCPC Guidance for Students on Conduct and Ethics (2016) and Standards of Conduct, Professionalism and Ethics (2016).

Also represented in each of the assessed elements are competencies related to clinical practise (JRCALC, 2016), Paramedic Curriculum Guidance (College of Paramedics, 2017) best practise and current Government policy and other professional organisations such as the Department of Health and the Quality Assurance Agency.

The Competency Record identifies the range of competence required by the end of each year of the programme. This requirement will be met through learning opportunities and placements with practise partners and the University. Placements will be allocated to provide a range of opportunities across a wide range of environments, care pathways and the life span. Competence will also be achieved through simulation activities delivered by the University.


COMMUNICATION

REFER Needs Development

Not Competent

PASS Satisfactory Development Competent for this level

Student and PEd: insert indicative grade for intermediate and actual grade for final assessment

Pass/ Refer

PEd/Supervisor

(sign & date)

Demonstrates effective and appropriate verbal and non-verbal skills in communicating information, advice, instruction and professional opinion to service users, colleagues and others.

Intermediate

Final Grade

Recognises anxiety and stress in patients, carers and others and recognises the potential impact upon communication.

Intermediate

Final Grade

Demonstrates the use of verbal and non-verbal communication to reassure and reduce stress. Intermediate

Final Grade

Demonstrates an awareness of the characteristics and consequences of verbal and non-verbal communication, how this can be affected by factors such as age, culture, ethnicity, gender, socio-economic status and spiritual or religious beliefs and adapts communication techniques accordingly.

Intermediate

Final Grade

Provides service users or people acting on their behalf with the information necessary to enable them to make informed decisions.

Intermediate

Final Grade

Undertakes accurate verbal patient handovers. Intermediate

Final Grade


MOVING & HANDLING

REFER

Needs Development Not Competent



Pass/ Refer

PEd/Supervisor

(sign & date)

Demonstrates knowledge of the principles of moving and handling service users and equipment including kinetic principles, posture, technique, the need for communication and preparation of working area, route and destination.

Intermediate

Final Grade

Demonstrates safe and effective patient moving and handling skills.

Intermediate

Final Grade

Demonstrates safe and effective use of different types of carry chair including tracked and untracked. Intermediate

Final Grade

Demonstrates safe and effective use of small moving and handling aids. Intermediate

Final Grade

Demonstrates safe and effective use of a trolley bed. Intermediate

Final Grade

Demonstrates safe and effective use of a Mangar Elk cushion. Intermediate

Final Grade


HEALTH & SAFETY

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Works safely in challenging and unpredictable environments, including being able to take appropriate action to assess and manage risk.

Intermediate

Final Grade

Performs effective dynamic risk assessments. Intermediate

Final Grade

Selects appropriate Personal Protective Equipment (PPE) and utilises it safely and effectively. Intermediate

Final Grade

Establishes safe environments for practise, minimising risks to yourself, service users, those treating them and others, including scene safety, the use of hazard control and infection prevention and control.

Intermediate

Final Grade

Demonstrates appropriate hygiene procedures such as the use of routine hand washing, disposable products and using appropriate cleaning mediums, methods for personal, vehicle and equipment hygiene and use of aseptic techniques.

Intermediate

Final Grade

Demonstrates safe and effective sharps management. Intermediate

Final Grade


PROFESSIONAL CONDUCT, PERFORMANCE & ETHICS

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Demonstrates a professional approach, attitude, and behaviours which adheres to relevant standards and guidance of conduct and ethical practise including promoting fair and anti-discriminatory practise at all times.

Intermediate

Final Grade

Maintains high standards of personal and professional conduct including in terms of behaviour, neatness of appearance, time keeping, attendance and engagement.

Intermediate

Final Grade

Demonstrates the ability to work within legal, ethical and moral boundaries, and has an appropriate response to the limits of personal scope of practise.

Intermediate

Final Grade

Exercises a professional duty of care. Intermediate

Final Grade

Demonstrates awareness of the need to keep skills and knowledge up to date, the importance of career-long learning and the preparation of Personal Development Plans and consistently makes best efforts in pursuit of excellence.

Intermediate

Final Grade

Demonstrates the ability to work with others and as a member of a wider team, is respectful of others and manages differences of opinion in a professional manner.

Intermediate

Final Grade


SERVICE USER INVOLVEMENT & WELLBEING

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Acts in the best interests of service users at all times. Intermediate

Final Grade

Practises legally and ethically and in a non- discriminatory manner maintaining dignity and respect to a wide range of service users.

Intermediate

Final Grade

Respects and upholds the rights, dignity, values and autonomy of service users including their role in the diagnostic and therapeutic process and in maintaining health and wellbeing.

Intermediate

Final Grade

Obtains valid, informed patient consent for all examinations and treatment (where possible) and gives coherent explanations to patients or their advocate as required.

Intermediate

Final Grade

Demonstrates the ability to safeguard vulnerable children and adults within the context of local and national policy.

Intermediate

Final Grade

Demonstrates awareness and applies the legal aspects of consent, capacity and confidentiality. Intermediate

Final Grade


DOCUMENTATION & RECORD KEEPING


Not Competent



Pass/ Refer

PEd/Supervisor

(sign & date)

Keeps accurate, comprehensive and comprehensible records in accordance with applicable legislation, protocols and guidelines.

Intermediate

Final Grade

Correctly and effectively utilises Patient Report Forms (PRFs), electronic Patient Repot Forms (ePRFs). Intermediate

Final Grade

Correctly and effectively utilises other patient documentation, including management of clinical records and capacity forms.

Intermediate

Final Grade

Completes documentation clearly and accurately in a timely manner and in accordance with clinical performance indicators and other current guidance.

Intermediate

Final Grade

Protects information in records from being lost, damaged, accessed without permission or tampered with. Intermediate

Final Grade

Intermediate

Final Grade


PATIENT ASSESSMENT I

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Demonstrates a systematic and effective approach to obtaining patient histories using the SAMPLER technique. Intermediate

Final Grade

Demonstrates a systematic and effective approach pain assessment using the SOCRATES technique and recording and interpreting pain scores.

Intermediate

Final Grade

Undertakes base line observations showing an understanding of what they mean in relation to the patient’s presenting symptoms (and disease and illness processes). These include respiratory rate, pulse rate, manual blood pressure, blood sugar reading (BM), Glasgow Coma Score (GCS), pupillary response, capillary refill and peak expiratory flow rate (PEFR).

Intermediate

Final Grade

Accurately applies records a 3 and 12 lead ECG and adopts a systematic approach to 3 lead ECG recognition correctly interpreting findings.

Intermediate

Final Grade

Obtains an adult medical history to inform a working diagnosis. Intermediate

Final Grade

Obtains an adult trauma history to inform a working diagnosis. Intermediate

Final Grade


PRIMARY & SECONDARY SURVEY

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Performs a safe and effective primary survey using a systematic C, A, B, C, D, E approach is able to identify time critical conditions.

Intermediate

Final Grade

Performs an accurate adult secondary survey informing a working diagnosis. Intermediate

Final Grade

Identifies and initiates appropriate treatment within permitted scope of practice. Intermediate

Final Grade

Acknowledges limits of practice and recognises when to seek advice or refer to another professional. Intermediate

Final Grade

Intermediate

Final Grade

Intermediate

Final Grade


AIRWAY MANAGEMENT I

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Safely and effectively performs airway management using manual techniques including head-tilt, chin lift, jaw thrust, postural techniques and demonstrating c-spine control.

Intermediate

Final Grade

Demonstrates comprehensive understanding and application of the stepwise approach to opening and maintain a patient’s airway.

Intermediate

Final Grade

Sizes, checks, prepares and safely and effectively inserts an oropharyngeal (OP) airway in an adult patient. Intermediate

Final Grade

Sizes, checks, prepares and safely and effectively inserts a supraglottic airway (iGel, LMA) in an adult patient. Intermediate

Final Grade

Sizes, checks, prepares and safely and effectively inserts a nasopharyngeal (NPA) airway in an adult patient. Intermediate

Final Grade

Safely and effectively utilises manual and mechanical suction devices (excluding flexible suction). Intermediate

Final Grade


INTERMEDIATE LIFE SUPPORT (ILS)

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Recognises cardiac arrest in adult patients. Intermediate

Final Grade

Demonstrates safe and effective Intermediate Life Support (ILS) including provision of CPR and safe and appropriate manual defibrillation within permitted scope of practise.

Intermediate

Final Grade

Assists or provides ventilations by safe and effective use of a bag-valve-mask (BVM). Intermediate

Final Grade

Safely and effectively administers oxygen therapy using a range of oxygen masks. Intermediate

Final Grade

Leads, manages and works as a team when providing resuscitation for adult patients in cardiac arrest. Intermediate

Final Grade

Intermediate

Final Grade


WOUND CARE & HAEMORRHAGE CONTROL

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Demonstrates appropriate, safe and effective first aid care for a range of wounds. Intermediate

Final Grade

Demonstrates safe and effective haemorrhage control. Intermediate

Final Grade

Demonstrates the appropriate, safe and effective use of haemostatic dressings. Intermediate

Final Grade

Recognises the signs and symptoms of internal and external bleeding, catastrophic haemorrhage and shock and initiates appropriate treatment within permitted scope of practice.

Intermediate

Final Grade

In year 1 of the programme students are not permitted to utilise a CAT tourniquet. Intermediate

Final Grade

Intermediate

Final Grade


BURNS MANAGEMENT

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Demonstrates appropriate, safe and effective first aid care for a range of different types of burn. Intermediate

Final Grade

Recognises and responds to potential airway complications as a result of burn injuries in a safe, effective and timely manner.

Intermediate

Final Grade

Demonstrates the appropriate, safe and effective use of burns dressings. Intermediate

Final Grade

Demonstrates awareness of the increased risk of hypothermia in patients with significant burn surface area. Intermediate

Final Grade

Demonstrates awareness of the different complications of burn injuries depending upon type of burn, depth, surface area and patient.

Intermediate

Final Grade

Intermediate

Final Grade


FRACTURES, IMMOBILISATION & SPLINTING

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Demonstrates safe, effective and accurate handling of patients with suspected spinal including c-spine clearance. Intermediate

Final Grade

Recognises cases of need for immobilisation and demonstrates manual immobilisation techniques. Intermediate

Final Grade

Demonstrates the appropriate, safe and effective sizing and application of a stiff neck collar. Intermediate

Final Grade

Demonstrate the appropriate, safe and effective use of a range of immobilisation equipment including the Kendrick Traction Splint, pelvic binder, box splints, SAM splints, frac straps, vacuum mattress and scoop stretcher.

Intermediate

Final Grade

Demonstrates safe and effective crash helmet removal. Intermediate

Final Grade

Differentiates between the need for a standard or rapid approach to extrication including the use of the Kendrick Extrication Device (KED) and long board.

Intermediate

Final Grade


INTRAMUSCULAR (IM) INJECTION

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Correctly identifies which drugs can be administered via the IM route within permitted scope of practice. Intermediate

Final Grade

Correctly identifies appropriate sites for IM injections. Intermediate

Final Grade

Using the Z-track technique, appropriately, safely and effectively administers a non-paramedic IM injection. Intermediate

Final Grade

Intermediate

Final Grade

Intermediate

Final Grade

Intermediate

Final Grade


ASSISTING THE PARAMEDIC

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Assists the paramedic with IV cannulation including preparation of the correct equipment. Intermediate

Final Grade

Demonstrates safe and appropriate preparation of IV infusion appropriate to the situation, including priming giving set with correct fluid and attaching the giving set to the cannula.

Intermediate

Final Grade

Assists the paramedic with ET intubation including preparation of the correct equipment. Intermediate

Final Grade

Assists the paramedic with drug preparation. Students may draw-up paramedic drugs but MUST NOT administer them even under the direct supervision of a PEd. In addition, student MUST NOT administer Morphine. The PEd will remain accountable at all times for the student administering any drug.

Intermediate

Final Grade

Intermediate

Final Grade

Intermediate

Final Grade


MEDICINES MANAGEMENT & ADMINISTRATION I

REFER




Pass/ Refer

PEd/Supervisor

(sign & date)

Correctly identifies the presentation, routes, adult dosage, indications, contraindications and cautions for non-paramedic drugs (Adrenaline 1:1000, Aspirin, Buccal Midazolam, Entonox, Glucose 40% gel (oral), Glugagon (IM), GTN, Ibuprofen (oral), Ipratropium Bromide, Naloxone Hydrochloride, Paracetamol (oral) Salbutamol).

Intermediate

Final Grade

Appropriately, safely and effectively administers non-paramedic drugs for a range of medical emergencies (Aspirin, Buccal Midazolam, Entonox, Glucose 40% gel (oral), Glugagon (IM), GTN, Ibuprofen (oral), Ipratropium Bromide, Naloxone Hydrochloride, Paracetamol (oral), Salbutamol). In year 1 of placement students are not permitted to administer Adrenaline 1:1000.

Intermediate

Final Grade

Demonstrates an awareness of the 6 rights of patient administration. Intermediate

Final Grade

Practises in accordance with current legislation governing the use of medicines by emergency medical technicians, student paramedics and paramedics.

Intermediate

Final Grade

Demonstrates awareness of adverse incident reporting including Untoward Incident Forms (IR1) and MHRA yellow card reporting scheme.

Intermediate

Final Grade

Accurately records information regarding drug administration including patient details, reason for administration, drug, route, dose, time and batch number.

Intermediate

Final Grade


CLINICAL DECISION MAKING

(Including Local Trust/Organisational Pathways)


Not Competent



Pass/ Refer

PEd/Supervisor

(sign & date)

Demonstrates sound clinical decision making with early decisions made for time-critical patients. Intermediate

Final Grade

Considers all options for non-time-critical patients including alternative care pathways. Intermediate

Final Grade

Makes patient focused decisions and works inter-professionally and collaboratively consulting/liaising with other health professionals.

Intermediate

Final Grade

Effectively utilises the Paramedic Pathfinder tool. Intermediate

Final Grade

Effectively utilises early warning scoring systems such as NEWS. Intermediate

Final Grade

Intermediate

Final Grade



You are required to undertake a Structured Situational Assessment: Episode of Care in each ambulance placement and PEds are responsible for carrying out the assessment with you. A formative assessment should occur in advance to help prepare you and should be documented to support your reflection and self-assessment.

Practice Educators As a PEd you must plan to observe and assess the student carrying out a pre-negotiated episode of care. Guidance is included in the following pages and essentially focuses on:

• Professional values; • Care, compassion and communication; • Paramedic practice and decision making; • Enabling patients to actively participate in their care; • Recognising and respecting the role of carers; • Infection prevention and control; • Identifying priorities of care; • Applying appropriate management to patient condition; • Medicines management; • Organisational aspects of care; • Team working.

The student must then reflect upon their practice and discuss this with you prior to completion of the assessment documentation. The student must demonstrate insight into their own communication, empathy and compassion and the experience of the patient receiving care. They must discuss the knowledge underpinning their practise and decision making. They should also identify any limitations to their practise and skills and suggest how they may develop these in the future. If the student does not perform to the required standard, they should be given a further opportunity to repeat this assessment.

Where administration of medication is limited within the placement profile, the student must demonstrate knowledge underpinning their understanding of medicines management, and have knowledge of PEd identified drug groups, their expected effects, side effects and interactions. The student should also identify who needs to be involved in decisions around care and medication, collaborative partnership working and effective communication to improve outcomes and quality of life for the service user.

You can be given the opportunity to undertake the assessment in a formative way to develop your skills up to two weeks after intermediate interview, but in order to pass the placement and the module, a summative assessment must take place at a mutually negotiated date up to three weeks prior to the final interview. In order to pass the assessment, you must achieve PASS. If you do not achieve PASS during the summative attempt, you will be referred on this placement. If this is the case, the PEd should contact the University link. Moderation: The University link lecturers will randomly select a sample of students and observe these assessments for moderation purposes. If you would specifically like the link lecturer to moderate your assessments, please make contact with them.


PEd Comments and Feedback


Areas of good practice: Care based discussion summary: Areas for development: REFER – Needs development/not competent PASS – Satisfactory development/competent for this level PEd Name:

PEd Signature:

Date:


Patient/Service User Feedback

A PEd will approach service users in receipt of care to obtain consent and will be aware of the right to decline to participate

We are interested in your views about the way the student has been looking after you and/or your carer. Your feedback will help the student to learn. Any feedback offered will not change or impact on the way you are looked after. Thank you

Tick if you are: A patient/service user A carer or relative How happy are you with the way the student ……

Very Happy Happy I’m not sure Unhappy Very unhappy

Cared for you?

Listened to you?

Talked to you?

Preserved privacy and dignity?

Demonstrated respect?

Undertook care assessment and delivery?

What did the student do well? What could the student have improved on? Practice Educator signature: Student signature: Date: Date:


University of Lincoln Moderation Structured Situational Assessment: Episode of Care

Notes: Moderator Name:

Moderator Signature:

Date:

Outcomes Discussed:

Comment


Evidence of Additional Learning Experience/Placement/Activity and/or Inter-Professional Learning

• So as to capture the range of opportunities you should briefly outline any visits or experience that you or your PEd have arranged to complement your practise

experience. This will include visits to observe procedures or therapies conducted away from the allocated experience, time spent with specialists, non-ambulance placements and/or working with and learning from members of other professions.

• You should name the experience and identify the purpose of that experience. • You should summarise the activities of learning, give brief evidence of the learning and how this can be applied elsewhere. This may be detailed as bullet points.

Type of visit/placement/ experience and dates:

Student to identify purpose of learning experience.

Activities of learning. How can this be applied elsewhere?

Comments from supervisor of learning experience (to include professionalism, knowledge, attitudes, behaviour and skills).

Supervisor signature: Student signature: Hours completed:


Type of visit/placement/experience and dates:
























Action Plan Template This action plan is for use by PEds in practice with support from the University and should be completed if you have received a Refer in any area. Actions should be specific, measurable, achievable, relevant and timely. Where an action plan has been provided by an academic it must be attached to this document. Please use cause for concern early warning checklist to formulate the action plan. Use additional pages as necessary.

ACTION PLAN

CAP Criteria

Action Resources/Support Date for Review

Student name: Signature: Date:

PEd name: Signature: Date:


Cause for Concern Early Warning Checklist If concerns are identified at any stage, these statements can be used to formulate an action plan in the template provided. Indicate with a against those statements best

describing concerns. Where concerns differ from examples, document within action plan. Early Warning Concern Comments

• Has no insight into weakness so unable to change following constructive feedback • Practical interpersonal and communication skills are not appropriate to their level of experience • Demonstrates inability to deal with difficult situations for their level of experience • Poor written record keeping • Lacks insight into the impact of their communication on others • Demonstrates a lack of empathy, respect, dignity and caring towards clients/ carers and colleagues

• Is preoccupied with personal issues • Is not motivated and shows lack of interest • Does not respond appropriately to feedback • Is unable to effectively work within the team • Shares personal experiences with patients and clients inappropriately • Lacks insight into their behaviour towards others

• Demonstrates inconsistent clinical performance to their level of experience • Has demonstrated unsafe clinical practise • Is unable to demonstrate preparation and organisational skills to their level of experience • Is unable to relate actions to potential risks re self, patients and colleagues • Misuse of IT and/or electronic patient records

• Demonstrates poor professional behaviour and is unaware of professional boundaries • Is unreliable – i.e. persistent lateness/absence/sickness • Evidence of breaching confidentiality, of patients, peer group, placement or University staff • Evidence of inappropriate use of social media • Uses mobile phone to text while in clinical area • Does not adhere to uniform policy • Inappropriate use of electronic mail, text messaging and social network sites • Does not demonstrate respect for all members of the team

• Does not have required knowledge for their level of experience • Has little or no ability to translate numerical calculations into drug administration • Unable to apply theory to practise • Does not meet the required level of competencies for their level of experience • Is unsafe in recognising need for storing, recording or monitoring side effects of medications for example • Appears to have little understanding of legislation around medicines management, legal and ethical frameworks • Does not use initiative in knowledge acquisition around drugs associated with patient profile for placement area, routes of

administration, side effects, adverse reactions for example



Appendix 1 – Additional Placement Orientation Sheets (one to be completed for each placement) Placement Orientation (To be completed for each setting within the rotation)












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drugs






Documents

Year 1(Level 4)...PEds should read this document in conjunction with EMAS (2017) Clinical skills & competencies for student paramedics undertaking clinical placement with East Midlands