Year 3 Assessment of Practice Caseloading/Community Placement · A Summative assessment at the end of the placement. This should not take place until you have been in your placement

1

Faculty of Health and Social Care

Dip/He/BSc (Hons) pre-registration

Interprofessional Learning Programme

Midwifery Pathway BSc (Hons)

Year 3 Assessment of Practice

Caseloading/Community Placement

Name............................................

Cohort...........................................

The Assessment of Practice Tool is composed of all the Essential Skills Clusters and

addresses Standard 17 - the Competencies required to achieve the NMC Standards

(NMC 2009).

Modules of study and their Learning Outcomes are also addressed in the

competency statement.

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Student Name………………………………………………………………...

Mentor…………………………………............................................……

Placement………………………………………………………………………

Orientation to Practice Placement:

The following has been explained/discussed/demonstrated to the satisfaction

of both the Mentor and the student:

Signature of Student………………………………………………………………

Signature of Mentor…………………………………

Date………………………………………………….

Mentor please initial

and date

Student please initial

and date

Personal tutor/clinical skills

facilitator to initial,

confirming yearly session

completed at University

Layout of the clinical area

Procedures in the event of a

fire (not community)

What to do in the event of a

collapse, cardiac or

respiratory arrest

Moving and handling of

people/equipment

Awareness of placement

policies e.g. taking

messages, accident

procedures, Health and

Safety, Infection control and

guidelines

General information, shift

times, meal times, security,

access to clinical area,

personal property etc.

Safe guarding training

Extras:

3

Record of Signatures

This page should contain a record of the signatures and contact details of all

registered midwives who countersign documentation within this APT.

First name……………………………….Surname…………………….

Signature……………………………….Workplace……………………..

Telephone no & ext………………………………………………………



Telephone no & ext………………………………………………………



Telephone no & ext………………………………………………………



Telephone no & ext………………………………………………………



Telephone no & ext………………………………………………………



Telephone no & ext……………………………………………………..



Telephone no & ext……………………………………………………..

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Telephone no & ext………………………………………………………



Telephone no & ext………………………………………………………



Telephone no & ext………………………………………………………



Telephone no & ext………………………………………………………



Telephone no & ext………………………………………………………



Telephone no & ext………………………………………………………



Telephone no & ext………………………………………………………

5

Student Name (please print) ..........................................................................

W/C Day Shift and no

of hours

Running total

of hours

Attendance codes

Signature of

MENTOR

M – shifts MENTOR on

duty

L – attended late

IA – informed absence

NA – non-informed

absence

Example

12/09 Mon E 7.5 7.5 M S J Williams

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Total placement

hours

Total hours informed absence

Total hours non-informed absence

Total number of times attended late

Shift Late (L) Early (E) Long Day (LD) Night Duty (N) On call (OC)

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of hours

Running total

of hours

Attendance codes

Signature of

MENTOR


duty

L – attended late


NA – non-informed

absence

Example


Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Total placement

hours





7



of hours

Running total

of hours

Attendance codes

Signature of

MENTOR


duty

L – attended late


NA – non-informed

absence

Example


Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Total placement

hours





8



of hours

Running total

of hours

Attendance codes

Signature of

MENTOR


duty

L – attended late


NA – non-informed

absence

Example


Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Mon

Tues

Weds

Thurs

Fri

Sat

Sun

Total placement

hours





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Guidelines for the Assessment of practice:

Please also refer to your Student Handbook.

Whilst you are on your practice placement you will be allocated a Mentor who will oversee

and coordinate your practice learning. You will also work with other midwives and health

professionals to gain the required experience. You will be assessed formatively on the

achievement of specific clinical competencies and summatively at the end of each practice

placement in a summative assessment of practice with your mentor. This will enable you to

ensure that every opportunity has been taken to develop your skills and that you can meet

the assessment requirements.

It is your responsibility to arrange the dates and times of both the formative and

summative assessments and to carry your Assessment of Practice Tool (APT) with you

at all times when on placement. This is so that you and your mentor can work on a

continuous basis to address all components of the practice assessment in a timely

manner.

The assessment of practice is designed to enable you to:

Identify the development of your knowledge, attitudes and competency in the practice area

Reveal your ability in relating theory to practice;

Identify your developing skills in utilising research findings/principles within the context of

practice;

Facilitate individual variations in achievement and the concept of learning as a continuing

lifelong process.

The Learning Contract

At the beginning of each placement, you will formulate objectives through a learning

contract.

The learning contract offers a way of encouraging communication and collaboration

between you, the academic programme and the practice setting. It constructs a

commitment from both you and the mentor. Development of reflective skills is central to

professional practice where practitioners have to deal with situations of uncertainty,

instability and ethical conflicts. You must develop and internalise professional values and

skills in order that you may mature as a competent practitioner (Schon, 1987)1. By clearly

stating your learning needs you can monitor your progress and development as a self-

directed learner. Clarifying areas of difficulty may be easier through the formation of

focused objectives enabling both personal and professional growth.

Method of use of the Learning Contract

At the beginning of each practice placement, a written agreement, in the form of a learning

contract, will be established between yourself and your mentor identifying specific learning

needs related to the forthcoming learning period. Please consider your needs in relation to:

Knowledge - links between academic learning within the University

and practice settings and experiences.

Skills - the development of practice skills.

Attitudes - the areas of feelings, attitudes and values in a

professional context.

1 Schon DA (1987) Education the Reflective Practitioner Jossey Bass

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Your progress will be reviewed towards the end of a placement or assessment period and

an action plan formulated which will form the basis of the next learning contract.

For each practice placement the Assessment of Practice comprises of:

A Formative assessment that takes place half way through the placement and must

be completed by the end of the first clinical placement, please refer to the University

and Placement Allocation.

A Summative assessment at the end of the placement. This should not take place

until you have been in your placement for a minimum of 4 weeks, please refer to

the University and Placement Allocation. This will ensure that you will have had every

opportunity to develop skills and meet the assessment requirements

Formative Assessment of Practice

Prior to meeting with your mentor you will need to identify which competencies have been

Met or Not Met. You may indicate this with your initials on the APT. Your self-assessment

will be used as a basis for discussion with your mentor.

Achievement of individual competencies may be indicated as you progress through the

practice allocation. Your mentor will identify which competencies he/she perceives you to

have Met or Not Met and initial each box of the tool once satisfied that the learning

outcome has been met. A tick is not sufficient.

A summary of comments by your mentor will be documented in the APT. A review and

update of the Learning contract will also take place.

At each formative assessment your mentor will be taking into account the stage at which

you are being assessed when making the assessment.

Where the competency has not been met this must be addressed prior to the summative

assessment through development of an action plan between yourself and your mentor.

This may arise in one of two ways:

1. There may have been no opportunity to undertake the competency. This must be

addressed and the learning contract updated to ensure satisfactory completion of

this competency will be achieved.

2. If it is recognised that the appropriate level of competency may not have been

demonstrated a tripartite meeting between the Link teacher, PLF and yourself must

be arranged. It is important that you are made aware of any areas of concern in

your practice well before the summative assessment so that opportunity for

development is given and improvement can be made. An Action Plan will be

created with clearly identified review dates for future meetings documented.

Summative Assessment of Practice

During the summative assessment of practice your mentor will confirm that you have

achieved a satisfactory level of skill to meet the Standards of competency and the Essential

Skills Clusters for pre-registration midwifery education programmes (NMC 2009).

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There are two main elements you must attain to achieve a pass in your summative

assessment of practice:

1. The level of competency of professional skills.

This is assessed primarily on the basis of your mentor’s review of your practice in the clinical

area by direct observation of performance or in simulated activities using a structured

assessment proforma. The important assessor is the practice assessor who acts as your

mentor and observes your work and is responsible for the safe delivery of care.

Achievement of competency must be demonstrated.

2. Your own insight into your professional practice.

It is important that you are made aware of any areas of concern in your practice well

before the summative assessment so that opportunity for development is given and

improvement can be made.

Achievement of individual competency may be indicated as you progress through the

practice allocation. Achievement is denoted by your mentor’s initial in each pass box of the

tool once they are satisfied that the learning outcome has been met. A tick is not sufficient.

It is important to clarify competencies with the link lecturer if there is any doubt that they

will not be achieved.

A practice assessment interview is convened prior to the submission of the practice

assessment.

At each assessment, the mentor should take into account the stage at which you are being

assessed when making the assessment.

Year 1 (Level 4) you will need close supervision and support during client contact;

Year 2 (Level 5) you will require close to reducing supervision and support at the discretion

of the mentor;

Year 3 (Level 6) you will still require supervision and support but should be working

towards autonomous practice.

You will identify your progress with the mentor responsible for the summative assessment.

You may pencil in your own assessment of competency achievement in the practice

assessment tool before meeting with the mentor.

At the summative assessment interview, your views and the mentor’s views on achievement

of each competency statement will be taken into account. It must be understood, however,

that it is the mentor’s judgement that is carried forward.

All components of the assessment of practice tool must be completed summatively to

achieve a pass in practice.

Grading of practice

Grading of practice is a requirement for pre-registration Midwifery programmes and will be

undertaken in the practice setting by mentors alongside the University link lecturer.

Passing the APT will constitute 40% of the final mark for practice and awarded on a

Pass/Fail basis only.

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The further 60% is awarded through a ‘Holistic Mark for Practice’ through the use of

Specific Marking criteria for Practice. Your mentor will identify the relevant box on the grid

that you have demonstrated in practice.

At the end of the year, in an Assessment of Practice week the final mark awarded from both

placements will be identified through a tripartite meeting with the University Link lecturer,

the mentor and the student when all documentation for the year will be reviewed.

All assessments of practice must be passed for each year and the mark awarded will

account towards 50% of the final mark awarded for each of the four Midwifery Modules

and the Collaborative Potential module for each year of the programme.

The Evaluation of Practice Achievement

In addition to the completion of the practice competencies, you and your mentor are

required to give a written assessment of progress on knowledge, skills and attitudes and

feelings experienced. Areas for continued development are to be identified and included in

the subsequent suggestions for future practice learning.

At the beginning of each practice placement and following each summative assessment

your progress will be reviewed. The suggestions for future practice learning will inform-

learning objectives to be formulated in your next placement’s learning contract.

13

STUDENT CONSENT

I …………………………………………………. (full name) understand that I will be expected to

share the records of my achievement held in this document with mentors, academic links and

my personal tutor and that at progression points and during my final placement a sign-off

mentor will review all of my year / programme documentation and use this to inform my end

of year assessment or final sign off of my competence. I am aware that this document is my

responsibility and that I will need to maintain a photocopy of each completed section to

ensure that I am able to produce a complete set of documentation prior to my final

summative assessment.

Signed ………………………………………………………

Print name ………………………………………………….

Date …………………………………..

14

The level of student performance and Mentor supervision for each year of the programme can be identified below:

Matching the levels of performance to levels of supervision and practice and conditions of competent practice (Stuart 2003)

Conditions of practice for the achievement of clinical

competencies

Level of

performance

Level of

supervision/support

Level of practice Competence achieved

Competence not achieved

Year 1 Direct close supervision and

support during client

contact

Observes, participates, assist

in

Performs with prompts

Can explain the rationale

underpinning practice

Requires detailed and explicit

instructions

Cannot explain the rationale


Year 2 Close to reducing

supervision at PLF’s

discretion

Active participation.

Planning most activities and

leading some

Performance is smooth and

complete

Does not always require

prompting in practised

activities

Can explain the rationale

underpinning practice and

discuss pertinent research

Performance lacks

completeness

Requires continuous prompting

in practised activities

Cannot explain the rationale


Year 3 Supervision and support

working towards

autonomous practice

Active participation

Planning all activities and

leading most

Does not require prompting

Is organized and efficient

Critiques evidence-based

practice and its

implementation

Requires prompting

Unable to organise care

Does not consider evidence-

based practice

Adapted from Stuart (2003) Assessment, Supervision and Support in Clinical Practice. Churchill Livingstone

15

Practice Learning and Assessment Agreement

BSc (Hons) Midwifery

Caseloading/Community Placement

Student .....................................................................................

Mentor.........................................................................

Personal Tutor...........................................................................

Educational Link Lecturer..........................................................

Placement.................................................................................

Dates and Duration of Placement: ...........................................

Level of Supervision/support required (see attached grid - Page 15): ......................

In the absence of the nominated mentor roles the student will be supported and

Supervised by............................................................................

If any difficulties arise in the first instance the student and mentor should try to resolve

these together. In the event that this is not successful contact the academic link lecturer.

In exceptional circumstances it may be necessary to withdraw the student from the

placement immediately. The academic link will be involved in this process and keep you

fully informed of the process and any action required in line with University guidelines.

Roles and Responsibilities:

The student will:

Review and utilise previous placement’s ‘Suggestions for future practice learning’ to

inform their learning and development needs

Take advantage of learning opportunities and to review Learning Contract regularly

Provide evidence of competence in relation to the Assessment of Practice Tool

Disclose any special needs or disability in order that reasonable adjustment can be

made by the placement provider

Comply with placement policies and procedures

Use University procedures to inform of absence

The Mentor will:

Verify the evidence demonstrated through the OAR

Facilitate learning opportunities and provide constructive feedback on progress

Ensure the student is made aware of the placement policies, procedures and

expectations

Identify a colleague who will take responsibility for the student in his / her absence and

ensure that he / she is aware of the students learning needs and that there are effective

feedback mechanisms in place

16

The Personal tutor will:

Provide ongoing support to the student

The academic link for practice will:

Be the contact point for the MENTOR and student if there are concerns about the

assessment of practice

Monitor student progression

Attend formal meetings with student and MENTOR (as per flow chart)

Offer advice in writing developmental action plans when concerns are raised

Liaise with personal tutor.

The Sign-off mentor will:

Contribute to the assessment process for students who are not meeting the required

level of achievement.

Review progression at the end of each year for midwifery students and complete the

summative assessment

Review all nursing and midwifery students practice documentation prior to making a

decision as to whether the final sign off of proficiency can be undertaken

Date of agreement ………………………………….................…

Student signature: …………………………………..................…

Mentor signature……………………………...................…..……

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Lecturer Log/corridor conversations/record of discussion/meetings

Name Date

Time/Length of session

If cancelled reason for cancellation

Mentor

Attendees?

Type

Formal/Informal Individual/Peer Face to face/Phone/Email (Delete as appropriate)

Issues/Agenda

Record of discussion

Other Professionals input

Action Agreed

Link Lecturer/mentor Signature ……………………………

Student Signature ………………………………………..

Date/Time of next visit

18


Name Date



Mentor

Attendees?

Type


Issues/Agenda



Action Agreed




19


Name Date



Mentor

Attendees?

Type


Issues/Agenda



Action Agreed




20


Name Date



Mentor

Attendees?

Type


Issues/Agenda



Action Agreed




21


Name Date



Mentor

Attendees?

Type


Issues/Agenda



Action Agreed




22


Name Date



Mentor

Attendees?

Type


Issues/Agenda



Action Agreed




23


Name Date



Mentor

Attendees?

Type


Issues/Agenda



Action Agreed




24


Name Date



Mentor

Attendees?

Type


Issues/Agenda



Action Agreed




25

Preparation for Year 3 Caseloading Placement - This must be completed prior to attending your first day of placement.

Student Name (please print) ...................................................................

Issues I would like to address Actions I am planning to implement

Special or particular support needs:

Practice Learning and Support Plan

Yes No

Previous placement experiences:

Previous feedback:

Strengths identified from previous

placements:

(What experiences did you enjoy?)

Areas for development/improvement

identified from previous placements:

(What experiences did you find

difficult?)

What are your personal aims for this

placement?

What do you have to achieve to fulfil

requirements of your academic studies?

What deadlines do you have for your

academic studies?

(Hand-in dates for assignments)

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LEARNING CONTRACT

Date Learning Contract agreed.............................................

Mentor Signature: .................................................. Student Signature.........................................................

Following discussion with my mentor we have agreed that the following learning opportunities (to encompass staff, service

users and resources) will meet my learning needs:

.....................................................................................................................................................................................

.....................................................................................................................................................................................

.....................................................................................................................................................................................

.....................................................................................................................................................................................

.....................................................................................................................................................................................

.....................................................................................................................................................................................

.....................................................................................................................................................................................

.....................................................................................................................................................................................

.....................................................................................................................................................................................

.....................................................................................................................................................................................

....................................................................................................................................................................................

Review date:

.......................................

.......................................

......................................

.......................................

.......................................

.......................................

.......................................

.......................................

.......................................

.......................................

......................................

27

COMMUNICATION

Area of Competency Evidence to demonstrate Competency Formative

Assessment

(Please date and

Initial)

Met Not

Met

1 Be attentive and

share information that

is clear, accurate and

meaningful at a level

which women, their

partners and family can

understand.

1.1 Consistently shows ability to communicate safely and

effectively with women, providing guidance for juniors

1.2 Can articulate a clear plan of care, that has been

developed in partnership with the woman and provides

accurate and comprehensive reports based on best available

evidence including recording information other than in

handwritten form, such as texting

1.3 Communicate effectively and sensitively in different

settings, using a range of methods and styles e.g. active

listening, questioning, paraphrasing and reflection in

individual and group settings.

1.4 Uses appropriate and relevant communication skills to

deal with difficult and challenging circumstances in

individual and group scenarios to provide effective

communication and understanding.

2 Protect and treat as

confidential all

information relating to

themselves and their

care.

2.1 Acts professionally and appropriately in situations where

there may be limits to confidentiality recognising the

significance of information and who does / does not need to

know (e.g. child protection, protection from harm)

2.2 Distinguishes between information that is relevant to

care planning and that which is not, and acts appropriately

in sharing information to enable and enhance care

(multidisciplinary team, across agency boundaries

2.3 Works within the legal framework for data protection

(e.g. access to and storage of records) and acts within the

law when confidence has been broken

28

Comments

Mentor please provide constructive formative

feedback regarding individual aspects of competence

Summative

Assessment

(Mentor Please

Initial)

Mentor please

sign and date to

verify

Summative

assessment Pass Fail

1.

1.1

1.2

1.3

1.4

2.

2.1

2.2

2.3

29

COMMUNICATION


Assessment

(Please date and

Initial)

Met Not

Met

3 Enable women to

make choices about

their care by informing

them and providing

evidence-based

information about

benefits and risks of

options so that women

can make a fully

informed decision.

3.1 Provide women with accurate, truthful and balanced

information that is presented in such a way as to make it

easily understood, respecting the role of women as partners

in their care and contributions they can make to it

3.2 Respect women’s autonomy when making a decision,

even where a particular choice may result in harm to

themselves or their unborn child, unless a court of law

orders the contrary

3.3 Uses appropriate strategies to discuss with women local

/ national information to assist with making choices,

including local and national voluntary agencies and websites

4 Ensure that consent

will be sought from the

woman prior to care

being given and that

the rights of women

are respected.

4.1 Works within the legal frameworks when seeking

consent and prior to sharing confidential information

outside of the professional care team (subject to agreed

safeguarding / protection procedures)

4.2 Uses appropriate strategies to enable women to

understand treatments and interventions in order to give

informed consent and demonstrates respect for client

autonomy and the rights of women to withhold consent in

relation to care and treatment within legal frameworks

5 Treat women with

dignity and respect

them as individuals.

5.1 Acts professionally to ensure that personal judgments,

prejudices, values, attitudes and beliefs do not compromise

the care provided

5.2 Is proactive in maintaining dignity and challenges

situations / others where the dignity of the woman may be

compromised

5.3 Confidently shares information with women who have

physical, cognitive or sensory disabilities and those who do

not speak or read English

30

Comments



Summative

Assessment

(Mentor Please

Initial)

Mentor please

sign and date to

verify

Summative


3.

3.1

3.2

3.3

4.

4.1

4.2

5. 5.1

5.2

3.3

31

COMMUNICATION


Assessment

(Please date and

Initial)

Met Not

Met

6 Work in partnership

with women in a

manner that is diversity

sensitive and is free

from discrimination,

harassment and

exploitation.

6.1 Takes into account UK legal frameworks and professional

ethics when planning care and upholds the rights of the

women and speaks out when these are at risk of being

compromised

6.2 Is proactive in promoting care environments that are

diversity sensitive and free from exploitation, discrimination

and harassment

7 Provide care that is

delivered in a warm,

sensitive and

compassionate way.

7.1 Anticipates how a woman might feel in a given situation

and responds with kindness and empathy to provide

physical and emotional comfort and support, listening to,

watching for, and responding to verbal and non verbal cues,

using touch as appropriate

7.2 Through reflection and evaluation demonstrates

commitment to personal and professional development

e.g. Has insight into own values and how these may impact

on interactions with women, recognising circumstances that

trigger personal negative responses and takes action to

prevent this compromising of care

8 Be confident in their

own role within a multi-

disciplinary / multi-

agency team.

8.1 Works within the NMC Midwives rules and standards

8.2 Appropriately consults and explores solutions and ideas

with others to enhance care and can challenge the practice

of self and others across the multi-professional team

achieving optimum outcomes for women

8.3 Acts as an effective role model in decision making taking

action and supporting more junior staff

32

Comments

Mentor please provide constructive formative feedback

regarding individual aspects of competence

Summative

Assessment

(Mentor Please

Initial)

Mentor please

sign and date to

verify

Summative


6.

6.1

6.2

7.

7.1

7.2

8. 8.1

8.2

8.3

33

COMMUNICATION

Mentor Summative Assessment

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

PLF signature: ....................................................... Date: ...........................................

COMMUNICATION

Student Summative Self Assessment

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

Student signature: ....................................................... Date: ...................................

34

35

INITIAL CONSULTATION BETWEEN THE WOMAN AND THE MIDWIFE


Assessment

(Please date and

Initial)

Met Not Met

9 Be confident in

sharing information

about common

antenatal screening

tests.

9.1 Acts professionally to ensure that personal

judgements, prejudices, values, attitudes and beliefs do

not compromise the provision of care

9.2 Can conduct general information sharing (e.g.

optimum times for testing) as appropriate through a

variety of multi-media channels, such as texting to

facilitate informed choices regarding antenatal screening

tests ensuring women fully understand the purpose of all

tests before they are taken

9.3 Can accurately interpret data / results and share this

information sensitively with women, including the ability

to discuss any further action / consequences as necessary

9.4 Is able to seek out required information about less

common / specialised antenatal screening tests and can

effectively share information in challenging

circumstances, such as a previous bereavement, or

affected / high risk screening result

9.5 Discuss with women local / national information to

assist with making choices, including local and national

voluntary agencies and websites

10. Accurately complete

an initial consultation

ensuring women are at

the centre of care.

10.1 Consistently shows the ability to:

Share information with women about the pregnancy

care services and options available, lifestyle

considerations, including dietary information and

Screening tests

Assess maternal and fetal wellbeing relevant to

gestation

Plan, in partnership with women, a care pathway to

ensure individual needs are met

10.2 Effectively explores social, religious and cultural

factors that inform an individual antenatal care pathway

for women that is diversity sensitive

10.3 Empowers women to recognise normal pregnancy

development and when to seek advice

36

Comments



Summative

Assessment

(Mentor Please

Initial)

Mentor please

sign and date to

verify

Summative


9. 9.1

9.2

9.3

9.4

9.5

10.

10.1

10.2

10.3

37


Area of Competency Evidence to demonstrate Competency

Formative

Assessment

(Please date and

Initial)

Met Not Met

11. Work collaboratively

with other practitioners

and external agencies.

11.1 Is competent to refer women who would benefit

from more specialist services, e.g. a local substance

misuse support unit,

and skilled in providing the opportunity to women to

disclose domestic abuse and is able to respond

appropriately

11.2 Able to collaborate effectively with other

practitioners and agencies as required

12. Be the first point of

contact when seeking

advice and / or

information about

being pregnant.

12.1 Where available, to be actively involved in being

accessible for women in environments other than

traditional NHS settings

12.2 Be confident in working in a variety of models of

service delivery which encourage early access to care

38

Comments



Summative

Assessment

(Mentor Please

Initial)

Mentor please

sign and date to

verify

Summative


11. 11.1

11.2

12. 12.1

12.2

39



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40

41

ANTENATAL CARE


Assessment

(Please date

and Initial)

Met Not

Met

13 Accurately complete

an Antenatal

assessment ensuring

women are at the

centre of care.

13.1 Ensures consent is obtained before any

care is initiated

13.2 Able to perform abdominal palpation

and the assessment of fundal height relevant

to gestation and interpret findings and able

to auscultate the fetal heart through the use

of a Pinards stethoscope, and a hand held

Doppler and interpret findings

13.3 Use of equipment to assess maternal

observations of Blood pressure, temperature,

respirations and urinalysis and interpret

findings

13.4 Participates in explaining findings in a

sensitive manner and encourages women to

ask questions and good documentation of all

care given

14 Provide seamless

care and interventions

in partnership with

women and the multi-

disciplinary team

during the antenatal

period.

14.1 Practises in accordance with relevant

legislation

14.2 Contributing to providing support to

women when their pregnancies are in

difficulty, e.g. those who will need operative

or assisted delivery

14.3 Providing care for women who have

suffered pregnancy loss

14.4 Discussion / negotiation with the multi-

disciplinary team about further interventions

which are appropriate for individual women,

considering their wishes, context and culture

14.5 Ensures that current research findings

and other evidence is incorporated into

practice

42

Comments



Summative

Assessment

(Mentor Please

Initial)

Mentor please

sign and date to

verify

Summative


13. 13.1

13.2

13.3

13.4

14.

14.1

14.2

14.3

14.4

14.5

43

ANTENATAL CARE


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ANTENATAL CARE


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44

45

NORMAL LABOUR AND BIRTH


Assessment

(Please date and

Initial)

Met Not

Met

15 Work in partnership

with women to

facilitate a birth

environment that

supports their needs.

15.1 Practices in accordance with relevant legislation and is

able to support women in a variety of birth settings, other

than the acute hospital environment, taking into account the

health, safety and wellbeing of women

15.2 Is able to meet individual needs and preferences and can

ensure that women’s labour and birth is diversity sensitive,

acknowledging the roles and relationships in families,

dependent upon religious and cultural beliefs, preferences and

experiences

15.3 Can anticipate and provide for the needs of women and

is able to inspire confidence, bases decisions on evidence and

uses experience to guide decision making

15.4 Assess and implement measures to manage, reduce or

remove risk that could be detrimental to women, self and

others

16 Be attentive to the

needs of women

before, during and after

the birth

16.1 Uses skills of observation and active listening in order to

analyse the effectiveness of care being provided e.g. Listens

to, watches for, and responds to verbal and non verbal cues

16.2 Applies in-depth knowledge of the physiology of labour

and birth

16.3 Identify the onset of labour and discuss the findings

accurately and share this information with women, including

the ability to discuss any further action / consequences as

necessary

16.4 Assess maternal wellbeing and interpret the findings

accurately and share information with women, including the

ability to Identify and safely manage risk

and discuss any further action / consequences as necessary,

referring women who would benefit from the skills and

knowledge of other individuals

46

Comments



Summative

Assessment

(Mentor Please

Initial)

Mentor please

sign and date to

verify

Summative


15. 15.1

15.2

15.3

15.4

16.

16.1

16.2

16.3

16.4

47



Assessment

(Please date and

Initial)

Met Not

Met

17 Measure, assess and

facilitate the progress

of normal labour.

17.1 Identify and appropriately manage latent and active

phase of labour

17.2 Accurately assess progress of labour in relation to the

birth plan / written wishes and modify in partnership with

women, as need dictates discussing any further action /

consequences as necessary

17.3 Seek informed consent prior to undertaking any

procedure and critically appraise and justify the use of any

intervention, such as artificial rupture of membranes,

continuous electronic fetal monitoring, urinary

catheterisation, in order to facilitate a spontaneous vaginal

birth

17.4 Recognise any deviation from the normal progress of

labour or wellbeing of the woman or fetus with timely

referral of women who would benefit from the skills and

knowledge of others and continuing to provide care to

women undergoing complications a part of a

multidisciplinary team

18 Support women and

their partners in the

birth of their baby.

18.1 Provide sensitive safe care for women and able to be

attentive to the ‘moment of birth’, creating an

environment that is responsive to the woman’s and baby’s

needs

18.2 Initiate emergency measures if required, such as

episiotomy with timely referral of women who would

benefit from the skills and knowledge of others continuing

to provide care to women undergoing complications as

part of a multidisciplinary team

18.3 Assess and monitor the woman’s condition

throughout the third stage of labour facilitating safe

delivery of the placenta and membranes by physiological

or active management

19. Facilitate the

mother and baby to

remain together.

19.1 Practices in accordance with the NMC Midwives rules

and standards and can articulate professional limitations

and boundaries

19.2 Is an advocate for the women and negotiates with

others in relation to balancing competing conflicting

priorities

19.3 Confident to call appropriate professional regardless

of hierarchy, when care requires expertise beyond the

midwife’s current practice, or the needs of the woman or

baby fall outside the scope of midwifery practice

48

Comments



Summative

Assessment

(Mentor Please

Initial)

Mentor please

sign and date to

verify

Summative


17. 17.1

17.2

17.3

17.4

18.

18.1

18.2

18.3

19. 19.1

19.2

19.3

49



Assessment

(Please date

and Initial)

Met Not

Met

20 Identify and safely

manage appropriate

emergency procedures.

20.1 Can initiate emergency measures in primary care settings

20.2 Can sustain emergency measures until help arrives

21 Works

collaboratively with

other practitioners.

21.1 Practices in accordance with the NMC Midwives rules and

standards and can articulate professional limitations and

boundaries

21.2 Is an advocate for the women and negotiates with others

in relation to balancing competing conflicting priorities

21.3 Confident to call appropriate professional regardless of

hierarchy, when care requires expertise beyond the midwife’s

current practice, or the needs of the woman or baby fall outside

the scope of midwifery practice

22 Keep accurate

records.

22.1 Detail reasoning behind any actions or interventions taken

50

Comments



Summative

Assessment

(Mentor Please

Initial)

Mentor please

sign and date to

verify

Summative


20. 20.1

20.1

21.

21.1

21.2

21.3

22. 22.1

51



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52

53

INITIATION AND CONTINUANCE OF BREASTFEEDING


Assessment

(Please date and

Initial)

Met Not

Met

23 Understand and

share information that

is clear, accurate and

meaningful at a level

which women, their

partners and family can

understand.

23.1 Listens to, watches for, and responds to verbal and

non verbal cues through using skills of being attentive,

and use of open ended questioning and paraphrasing to

support information sharing with women

23.2 Understands the importance of exclusive

breastfeeding and the consequences of offering artificial

milk to breastfed babies, and is able to lead a variety of

forums where information is shared with women about

the advantages and disadvantages of different infant

feeding methods, without regarding breastfeeding and

artificial feeding as ‘equal’ choices

23.3 Critically appraises the nature and strength of

breastfeeding promotional and support interventions

through evaluating the strength of research evidence

used to back information and understands the nature of

such evidence

23.4 Keep accurate records of the woman and her baby

relating to breastfeeding, including plans of care and any

problems encountered or referrals made

24 Respect social and

cultural factors that

may influence the

decision to breastfeed.

24.1 Demonstrate a working knowledge of the local

demographic area and explore strategies to support

breastfeeding initiatives within the locality

24.2 Skillfully explores attitudes to breastfeeding taking

into account differing cultural traditions, beliefs and

professional ethics when communicating to women

25 Effectively support

women to breastfeed.

25.1 Applies in-depth knowledge of the physiology of

lactation to practical situations (BFI) recognising effective

positioning, attachment, suckling and milk transfer. Uses

skills of observation, active listening and ongoing critical

appraisal in order to analyse the effectiveness of

breastfeeding practices

25.2 Explore with women the evidence-base

underpinning information, which may have an impact

on the establishment of breastfeeding (BFI) e.g. bed-

sharing, the use of dummies (BFI), the potential impact

of delivery room practices, such as the effect of different

pain relief methods and the importance of skin-to-skin

contact, on the well being of their baby and themselves

25.3 Empowers women to recognise effective

positioning, attachment, suckling and milk transfer for

themselves (BFI) and uses appropriate skills to support

women to be successful at breastfeeding for the first six

months of life (BFI)

25.4 Skilled at advising women over the telephone when

contacted for advice on breastfeeding issues

54

Comments



Summative

Assessment

(Mentor Please

Initial)

Mentor please

sign and date to

verify

Summative


23. 23.1

23.2

23.3

23.4

24.

24.1

24.2

25 25.1

25.2

25.3

25.4

55


Area of

Competency

Evidence to demonstrate Competency Formative

Assessment

(Please date and

Initial)

Met Not Met

26 Recognise

appropriate infant

growth and

development, including

where referral for

further advice / action is

required.

26.1 Demonstrates skills to empower women to

recognise appropriate infant growth and development

and to seek advice when they have concerns

26.2 Acts upon the need to refer when there is a

deviation from appropriate infant growth

27 Work collaboratively

with other practitioners

and external agencies.

27.1 Practices within the limitations of their own

competence, knowledge and sphere of professional

practice, consistent with the legislation relating to

midwifery practice

27.2 Works confidently, collaboratively and in

partnership with women and others to ensure the needs

of women are met

27.3 Actively works with other health professionals and

external agencies to promote breastfeeding and support

women in their choice to breastfeed and understands the

importance of community support for breastfeeding and

actively refers women to community based support

networks, both in supporting women to breastfeed and

as a resource for health professionals

27.4 Is able to discuss with women the importance of

exclusive breastfeeding for six months and timely

introduction of complementary foods and continuing

breastfeeding during the weaning period, into the

second year of life and beyond

28 Support women to

breastfeed in

challenging

circumstances.

28.1 Involve appropriate help, such as a lactation

consultant, where specialized skills are required, in order

to support women to successfully breastfeed

28.2 Acts upon the need to refer to appropriate health

professionals where deviations from appropriate infant

feeding and growth patterns are appropriate

56

Comments



Summative

Assessment

(Mentor Please

Initial)

Mentor please

sign and date to

verify

Summative


26.

26.1

26.2

27

.

27.1

27.2

27.3

27.4

28 28.1

28.2

57



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58

59

POSTNATAL CARE


Assessment

(Please date and

Initial)

Met Not Met

29 Accurately complete

a Postnatal assessment

for mother and the

baby ensuring they are

at the centre of care.

29.1 Work collaboratively with other practitioners for the

best interests of women and their babies

29.2 Knowledge of normal progress in the puerperium

with understanding of the process and assessment of

uterine involution and Lochia

29.3 Able to perform a Postnatal neonatal check

30. Work in partnership

with women and other

care providers during

the postnatal period to

provide seamless care

and interventions

which:

30.1 Monitor and support women who may have

postnatal mental health concerns

30.2 Facilitation of discussion about future reproductive

choices

30.2 Provision of care for women who have suffered

pregnancy loss, stillbirth or neonatal death

60

Comments



Summative

Assessment

(Mentor Please

Initial)

Mentor please

sign and date to

verify

Summative


29.

29.1

29.2

29.3

30. 30.1

30.2

30.3

61

POSTNATAL CARE


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62

MIDWIFERY PATHWAY MARKING CRITERIA FOR PRACTICE. MARKING CRITERIA FOR PRACTICE.

Year 3 (Level 6) the student will require close to reducing supervision and support at the discretion of the practice learning facilitator

Placement – Hospital / Community caseloading (please circle)

FAIL

PASS – SAFE PRACTICE

40 - 49

SOUND PASS – SAFE PRACTICE

50 - 59

GOOD PASS – SAFE PRACTICE

60 - 69

VERY GOOD PASS– SAFE

PRACTICE

70 - 79

EXCEPTIONALLY GOOD PASS–

SAFE PRACTICE

80 - 100

SCORE

Knowledge of and Awareness of meeting needs

Inadequate knowledge base. Does not understand instructions given and does not follow instructions.

Is able to demonstrate a satisfactory knowledge base. Has an understanding of the needs of women and is beginning to initiate meeting these needs.

Has a sound knowledge base. Is able to consistently anticipate the needs of women and initiates action in meeting these needs.

Demonstrates a good knowledge base. Has good ability to anticipate women’s needs and action required to meet those needs.

Has a very good knowledge base. Has very good ability in anticipating women’s needs and is able to take initiative in meeting these needs.

Has an exceptional knowledge base. Has an excellent ability in anticipating women’s needs and takes the initiative in implementing care to meet these needs.

MARK

MARK 40 45 49

MARK 50 55 59

MARK 60 65 69

MARK 70 75 79

MARK 80 85 90 95 100

55

Knowledge and Proficiency of Midwifery skills

Inability to perform basic skills or tasks. Is task orientated and routine, with limited insight and understanding.

Safe practice demonstrated. Is able to explain in detail with good understanding of the knowledge base underpinning the care given.

Demonstrates consistency with sound detailed understanding of the knowledge base underpinning the care given.

Has good ability to discuss and explain the knowledge base that informs the care given. There is good understanding and insight.

Has a very good ability to discuss and explain the knowledge base that informs the care given. There is outstanding understanding and insight.

Has exceptional ability to discuss and explain the knowledge base that informs the care given. There is exceptional understanding and insight and proficiency in midwifery skills.

MARK

MARK 40 45 49

MARK 50 55 59

MARK 60 65 69

MARK 70 75 79

MARK 80 85 90 95 100

50

Attitudes to Care and Ability to Communicate with Women and their Families

Poor communication skills. Is unaware of the needs of women and their families and disregards women’s cues.

Is consistent in respecting women’s dignity and includes their significant others in care provided. Is able to effectively establish a rapport that leads to good communication skills.

Is able to provide person centred care to women and their significant others to support informed decision making. Has sound communication skills with the ability to demonstrate the building of rapport with the woman.

Has good ability to demonstrate person centred care to both women and their significant others, respecting the woman’s dignity with sensitivity and empathy. Has good communication skills. Is able to achieve rapport with the woman.

Has a very good ability to demonstrate person centred care to both women and their significant others, respecting the woman’s dignity with sensitivity and empathy. Has very good communication skills. Is able to consistently achieve rapport with the woman.

Has exceptional ability to demonstrate person centred care to both women and their significant others, respecting the woman’s dignity with sensitivity and empathy. Has exceptional communication skills. Is able to consistently achieve rapport with the woman.

MARK

MARK 40 45 49

MARK 50 55 59

MARK 60 65 69

MARK 70 75 79

MARK 80 85 90 95 100

55

Ability to work Collaboratively within the Multidisciplinary team

Is unreliable, judgemental in attitude and unwilling to work collaboratively with others in the multidisciplinary team.

Is an effective team member, able to communicate openly and clearly within the multidisciplinary team. Record keeping and documentation are clear and accurate.

Is a sound and consistent member of the multidisciplinary team. Sound communication in an open manner both verbally and in writing. Record keeping and documentation are clear and accurate.

Has good input to the multidisciplinary team. Has good ability to communicate appropriately in both written and verbal formats.

Has very good input to the multidisciplinary team. Has a very good ability to communicate appropriately in both written and verbal formats.

Has exceptional input to the multidisciplinary team, taking the initiative in care provision. Has exceptional ability to communicate appropriately in both written and verbal formats.

MARK

MARK 40 45 49

MARK 50 55 59

MARK 60 65 69

MARK 70 75 79

MARK 80 85 90 95 100

50

Reflection on Personal and Professional Development

Demonstrates a lack of insight into own limitations and how to develop. Does not seek or accept guidance.

Shows awareness of own limitations in practice, and is able to identify how to develop. Seeks guidance and help appropriately.

Sound ability to assess own skills in practice. Is able to identify a structured plan to enhance skills and to take steps to meet learning needs. Seeks guidance and help appropriately.

Has good ability to evaluate own performance and actively seeks to improve own knowledge and skills. Seeks guidance and help appropriately.

Has very good ability to reflect on and evaluate own performance and actively seeks to improve own knowledge and skills. Seeks guidance and help appropriately.

Has exceptional ability to reflect on and evaluate own performance and actively seeks to improve own knowledge and skills. Seeks guidance and help appropriately.

MARK

MARK 40 45 49

MARK 50 55 59

MARK 60 65 69

MARK 70 75 79

MARK 80 85 90 95 100

50

TOTAL SCORE = THEN _______ FINAL MARK AWARDED =

5

Mentor Name & signature........................................... ………………………………………………

Student Name & signature.................................................................. ………………………………….Date..................

63

FINAL ASSESSMENT OF PROFICIENCY

A sign-off mentor who has met the NMC additional criteria for assessing

proficiency must complete this final assessment of proficiency2

Sign off Mentor Declaration: I confirm that student midwife ………………………………………………… HAS / HAS NOT*, provided sufficient evidence to demonstrate that the NMC standards of proficiency have been achieved on all Year 1, Year 2 and Year 3 placements. In addition, the student CAN / CANNOT demonstrate that they have maintained the requisite standards of proficiency in their final placement and, therefore, meets / does not meet* the defined NMC standards of proficiency for entrance to the register.

*Please delete as necessary

Final Outcome: PASS / FAIL (please specify) Sign-Off Mentor Name (print):

Full Signature: Date:

Workplace

Evidence seen by Mentor in support of final practice assessment: (e.g. clinical grading and transcript, Record of Attendance etc.)

2 Please refer to the NMC (2008 Standards to Support Learning and Assessment in Practice, Section

3.2.6 for further information

64

Following the Summative Assessment of Practice please write down your ‘Suggestions for

future practice learning’. This may be done with your Mentor

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65

Summary of Tripartite Assessment meetings (Academic Link / Mentor / Student) for

use when the Mentor has raised concerns.

Date:

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Signatures................................................................................................................... ........

66

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

process

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

67



Date:

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Signatures...........................................................................................................................

68


process


69



Date:

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Signatures...........................................................................................................................

70


process


71

Process of Practice Assessment

Preparation for placement

by University

Student identifies learning

needs to inform Learning

Contract

Formal discussion and negotiation of

learning contract related to competencies

with mentor.

Agree date of formative assessment and

document on Learning Contract

Undertake self assessment in

relation to progress referring

to Standards / ESC’s and

Learning Contract

Student satisfied with

progress / opportunities

Completion of evidence to

support learning, Formative

meeting and completion of

assessment.

Provision of formative

feedback.

Progress satisfactory?

Review and develop

learning contract work

towards identified

summative assessment

date.

Student summative self-

assessment in relation to

progress referring to APT

and Learning Contract

Student satisfied with

progress / opportunities

Summative meeting and

completion of assessment with

mentor. Summary of

assessment completed.

Pass / Fail noted.

Identification of

future learning

needs for next

placement

Tripartite meeting

with academic link,

Mentor and student

NO

YES

FAIL

Undertake

planned resit

opportunities

PASS

YES NO

YES

NO

Documented and

submitted

72

Assessing my students’ progress

Do I have any concerns?

Are the criteria within the APT being met?

Mentor

Personal reflection HAVE I?

Negotiated a learning contract?

Clarified my expectations?

Given feedback?

Provided the learning opportunity?

Demonstrated appropriate practice?

Shared my opinion with colleagues?

Discussed with Academic Link / workplace

facilitator?

If student is making satisfactory progress in

all areas, give constructive feedback to

encourage further development. Update

assessment documentation

SUMMATIVE ASSESSMENT

Tripartite meeting with mentor, Link Teacher and student

Renegotiate learning contract

Identify support system

Set review date

Document meeting on Record of Discussion Sheet

NO Not Met

YES Met Formative assessment Constructive feedback

/update assessment / new learning contract

Informal discussion of progress and

concerns

Set up a system to ensure adequate support

Set a review date

Notify the Link Lecturer

Mentor to address

personal

responsibilities

FAIL STUDENT

Tripartite process with

student, Sign off

mentor and Academic

Link

NO

YES

University to organise

resit opportunity

NO

SUMMATIVE ASSESSMENT

YES

NO

PASS STUDENT

PASS STUDENT

YES met

Documents

Year 3 Assessment of Practice Caseloading/Community Placement · A Summative assessment at the end of the placement. This should not take place until you have been in your placement