Download Mentors assessment - Queen Margaret University

FACULTY OF SOCIAL SCIENCE AND HEALTH CARE
SCHOOL OF HEALTH SCIENCES (NURSING)
BSc (HONS) NURSING
YEAR 3 COHORT 2006
MENTOR HANDBOOK
Work Based Learning 5 & 6
Date/s : 3rd November 2008-19th December 2008
And 4th May 2009- 26th June 2009
University Contact
Eleanor Swift :School Administrator
Queen Margaret University
Musselburgh
East Lothian
EH21 6UU
Tel .0131 474 0000
Introduction
The BSc( Hons) in Nursing is a four-year honours degree course leading to registration on
Part 1 of the NMC Register. The course philosophy values excellence in practice and prepares
nurses able to lead, anticipate and respond to change. The educational foundations for these
qualities form the core of the course aims and outcomes. These aims encourage a deep
approach to learning and foster student autonomy. The curriculum also reflects the guiding
principles of “Fitness For Practice” (UKCC 2000a). This requires that practice centred learning
involves the integration of evidence based theory with nursing practice.
The course is delivered in a modular pattern over two semesters per academic year. Theory
and practice are integrated during two periods of Work –Based learning (WBL) per year .
The students will undertake the following placements over the course of the programme.
Table 1. Clinical placements
Year 1
Year 3
Placement
Experience
WBL 1
Year 2
Placement
Experience
Community
placement
WBL 3
Acute surgical
WBL 2
Care of the
person in a
residential
setting
WBL4
Acute medical
Placement
Experience
Placement
Experience
WBL 5
Specialties
WBL 7
Medical / surgical /
community
WBL 6
Medical /
surgical /
WBL 8
Medical / surgical /
community
Year 4
Clinical supervision by QMU
Each student is allocated a university lecturer as a Clinical Supervisor. During the placement
Clinical Supervisors will maintain regular contact with the students (normally 1 hour per
week). The nature and frequency of this contact will be agreed at the beginning of each
placement. Supervisors will vary during the summer period.
Mentors are encouraged to contact Clinical Supervisors at an early stage should they have
any queries about the placement or concerns about a student.
We value any comments you may have regarding this period of clinical placement as this will
enable us to improve the quality of student, client and clinical staff experiences.
Contact details
Clinical Supervisor:
Name:
email:
…@qmu.ac.uk
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STANDARDS
There are standards for ensuring students have a quality learning experience
within a placement area that has been quality assured (NES 2001). Equally, there
are standards expected of students whilst they are on placement.
Within the placement, students may legitimately expect the following:
1. Direct access to clinical supervisor in the event of any problem or uncertainty. Lecturers
will ensure that students are given their contact details prior to placement.
2. Directly supervised group contact for a minimum of one hour per week of placement.
This may be in the form of weekly tutorials. Arrangements will be communicated to
mentors in advance of, or at the beginning of, the student placement. If students require
to travel to supervisions, then time should be organised to allow them to do so.
Supervisors will negotiate with mentors if specific arrangements have to be made with
individual students.
3. Specific guidance from the clinical supervisor as to how the 37.5 hours will be made up
for any specific placement. This will take into account: placement locality and nature of
work; year of course; nature of outcomes; availability of clinical supervisor. Within the
community the student will normally be working Monday to Friday.
4. Facilitation by the mentor to enable data collection/analysis in the clinical area. For
example, this might include: assistance to select a patient for a particular activity e.g.
assessment, teaching; providing the opportunity to consult patient documentation or
attend a case conference; allowing time to write/collate notes, care plans etc.
5. The mentor to be familiar with specific QMU outcomes and assessment criteria.
Clinical Supervisors may legitimately expect the following
1. Students and mentors will notify them if any problems occur.
2. Attendance of students at planned supervision sessions. Failure to attend without prior
negotiation with the clinical supervisor will be viewed as absence and will contribute to a
failed placement.
3. Students will produce evidence of work carried out during clinical hours. For example,
contribution to supervision sessions, work produced in library, or clinical area.
Mentors may legitimately expect the following
1. Notification from the clinical supervisor as to the general supervisory pattern for that
placement, and specific dates and times of supervision sessions.
2. Consultation with the student and the clinical supervisor if an individual
student's/mentor's needs require an amendment to the pattern of attendance.
Provision of up-to-date mentor information booklet detailing QMU outcomes and assessment
criteria before or at the beginning of each student's placement period.
POLICY ON CLINICAL ATTENDANCE
Fundamental principles
All clinical experience should be driven by educational needs
Experience should allow insight into the 24 hour nature of practice provision.
To conform with national requirements, students should receive 37.5 hours of clinical
practice education per week and be supernumerary.
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The following activities can legitimately be described as clinical practice education:




Involvement in direct patient care
Involvement within clinical setting: e.g. attending medical rounds, case conferences,
obtaining data from case notes, attendance in theatres/labs and so on.
Analysing clinical data obtained from the above in order to produce evidence that
learning outcomes have been met. This can be carried out in the clinical or academic
setting. This would be the major activity in a clinical tutorial with the supervisor.
Acquiring data to support analysis e.g. referring to research evidence, visiting an
expert. This may be available in clinical or academic setting.
The 37.5 clinical hours per week should thus comprise a mixture of these
activities. This does NOT include time spent in formal assignment preparation.
QMU POLICY ON WORKING SHIFT PATTERNS :
Due to a number of factors the team has reviewed our policy on acceptable options for shift
pattern working during work-based learning.
Students should always discuss with their allocated QMU Clinical Supervisor their plans for
working shift patterns other than core shifts before they confirm their off duty. If you have
any queries about the changes please contact your QMU Clinical Supervisor.
Year 1 (WBL 1: Community) – students will work the normal day time hours (09.0017.00hrs) as negotiated with their mentors
Year 1 (WBL 2) - negotiate either core day shifts or 12hour day shift with mentor. No night
duty. 12 hour shifts are permitted ONLY IF working with mentor on the same shifts. A
combination of options may be appropriate depending on the learning outcomes at different
stages of the placement.
Year 2- work either core or 12 hour day shifts and some night duty. 12 hour shifts are
permitted ONLY IF working with mentor on the same shifts. Their must be a sound
educational reason for working night duty and students MUST be working with their mentor
on the same shifts. It is expected that the majority of shifts worked over the duration of the
placement would be on day duty. A combination of options may be appropriate depending
on the learning outcomes at different stages of the placement.
Year 3 work either core or 12 hour day shifts and some night duty. 12 hour shifts are
permitted ONLY IF working with mentor on the same shifts. Their must be a sound
educational reason for working night duty and students MUST be working with their mentor
on the same shifts. It is expected that the majority of shifts worked over the duration of the
placement would be on day duty. A combination of options may be appropriate depending
on the learning outcomes at different stages of the placement.
Year 4 - work either core or 12 hour day shifts and some night duty.12 hour shifts are
permitted ONLY IF working with mentor on the same shifts. A combination of options may
be appropriate depending on the learning outcomes at different stages of the placement.
MOVING AND HANDLING POLICY
QMU nursing students undertake a programme in moving and handling skills for
undergraduate students provided by a trainer in Queen Margaret University . Manual
Handling training is delivered, in house, to all the students in the School of Health Sciences at
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QMU. Students are trained using the same principles and practices of OHSAS which is the
Occupational Health & Safety Advisory Service for the NHS in Scotland. This means that
students receive the same level of training as an NHS employee.
In their first year, nursing students have to attend an introductory lecture which aims to
highlight the issues related to manual handling, addresses the related legislation, introduces
ergonomics, risk assessment and efficient handling and lifting techniques so that students are
encouraged to adopt safe and efficient practice. The students also attend, in small groups,
two practical workshops. The first workshop focuses on efficient movement and handling of
objects. In the workshops students have to complete risk assessments related to a variety of
scenarios. The second workshops deals with the moving and handling of patients. There are a
large variety of moving and handling aids that the students can use including active and
passive movers and hoists. Students attend these three sessions prior to going out on clinical
placement. In addition, during the academic year, students have to complete and pass an
online assessment related to all aspects of manual handling. Nursing students will receive
refresher and update training in each subsequent year of their studies.
All students have the support of a dedicated Manual Handling module as an online resources
through WebCT.
Students have been made aware of the history of nursing in relation to injury, the current
legislation, and of the latest Royal College of Nursing 'Code of Practice in Moving and
Handling “ (2000) which states
“You have a responsibility to make staff aware of your own limitations. You must
not to co-operate with unsafe practice and in particular to refuse to participate in
any practice which has been condemned by the Royal College of Nursing. This is in
line with your professional responsibilities as outlined in the current NMC Code of
Professional Conduct (2008), and with the assurance that your workplace has
Safe Handling Policies in place. “
The Programme Team supports students in these actions . However ,if you as a mentor have
any particular problems relating to a student’s capacity to move and handle safely, please
contact the relevant clinical supervisor.
Sickness and absence
Students are required to complete specified hours of clinical experience in order to Register
as qualified nurses at the end of their course. Therefore, any episodes of sickness must be
compensated for before the student can be recommended for registration.
Students have been instructed that if they are sick and unable to attend placement they must
notify placement staff and the school office administrator at QMU.
Students are responsible for ensuring that the record of attendance in their Practice Record is
completed. Their Mentor will sign to confirm the accuracy of this record.
The completed form is to be returned to:
School Administrator
School of Health Sciences: Nursing
Queen Margaret University
Edinburgh EH22 6UU
NU 3 Clinical Skills
Relating to Clinical Practice on WBL 5 and 6
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Students entering Year 3 will have met the standards of proficiency (NMC 2004) and
achieved the essential skills clusters (NMC 2007) for entering the Branch programme. Clinical
skills and nursing procedures achieved in year 2 are tabled below.
Clinical skills and nursing procedures learnt in the third year integrate theory and practice
within the educational approach of problem–based learning .They are grouped in the table
below as essential skills clusters (NMC 2007)
Skills have been taught using a variety of learning approaches , which in addition to practical
learning individually in the clinical simulation suite ,include :o Experiential learning & reflection
o Problem-based learning using clinical scenarios
o Working in groups
All students are given the opportunity to practice taught skills independently and receive
formative assessment by self, peer, and lecturer .
Skills are tested summatively through Objective Structured Clinical Assessment (OSCE) :
Following each period of work-based learning , students are encouraged to reflect on and
self-assess their skills development using e-portfolio :
Problem-based learning (PBL) Is the process of working towards the identification and
understanding of the knowledge which is required but not currently known in order to
proceed with clinical reasoning. PBL provides students with the opportunity to learn, practice
and develop self and peer assessment , team working skills, adaptation and inter dependent
critical thinking.
Over the third year, students examine and explore 5 clinical scenarios/case studies based
on real-life situations . This encourages them to identify, explore and reflect on relevant care
management and nursing skills , clinical reasoning, ethical and professional issues,
communication issues , health care provision, psychosocial issues, and related anatomy and
physiology : Nursing skills are therefore not taught discretely , but as part of the
consideration of specific clinical scenarios, consistent with holistic care.
There are two periods of work-based learning in year 3 , which encompass three hospital
placements:- medical and surgical settings , and specialties :
During the year students will undertake all three types of placement.
Semester 1
Essential
skills cluster
Care, Compassion
& Communication
Achieved in year 1 and 2
Communication: non verbal
behaviour ,listening & responding
,questioning ,exploratory skills:
inter-professional, giving
information, older people,
Skills/Procedures explored in
case studies (CS) and practised
in simulated or lab learning
CS1.1Communicating with patients
and family during emergency
situations
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Infection
Prevention
Control
&
sensory deficits, dementia :Last
Offices.Pre-operative information
giving. Transcultural assessment,
understanding loss and , grief
and bereavement, end of life
care.
Hand washing & Infection control
(Standard Precautions) Aseptic
technique/wound care:
Prevention of health care
acquired infection. Wound
dressing.
Organisational
Aspects of Care
Blood Pressure measurement,
TPR ,
Personal Hygiene: washing, bed
bathing, hair care, assistance
with dressing, bed making
(unoccupied and occupied bed)
Basic Life Support, First Aid
Care planning and assessment :
CP resuscitation , use of laerdal
masks: Pre and Post operative
care, informed consent. Tissue
viability, wound care, pressure
area care, risk assessment
/incident reporting
Documentation and record
keeping , preparing patients for
transfer and investigations.
Management of Oxygen therapy.
CS 1:1 Triage, role of triage nurse.
CS 1:1 .intro to management of
arterial lines, Arterial Blood gases.
Pulse oximetry Management of
fractures. Preparation of patient for
abdominal scanning..
Pain assessment tools. Acute pain
management.
CS1:2 Intubation/extubation/care
of endotracheal tube : Suctioning.
Chest drains, measurement of Peak
Flow Expiratory respiratory care
IV devices, CVP monitoring, arterial
line monitoring, arterial blood
gases. Care of epidurals
Nutrition & Fluid
Management
Urine testing ,Specimen
collection, Oral hygiene, Care of
dentures, Assisting patients with
eating & drinking:
Elimination: Fluid Balance charts,
assisting patients using urinal,
bedpan & commode, catheter
care, emptying catheter bags,
catheter specimens of urine,
caring for patients with
constipation, diarrhoea &
incontinence.
Suppositories/enema
administration , Female
catherisation , passing NG tubes
,P.E.G feeding , Blood
transfusion, Blood glucose
monitoring
Drug calculations and
administration, drug groups.
Intramuscular and sub-cutaneous
injection administration
Management of IV infusions :
Oxygen therapy-delivery and
management
CS.1:1 Assessment of
haemodynamic status , recognition
of circulatory change, electrolyte
imbalance
Medicines
Management
CS1:1Management of hypoxaemia/
safety issues
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Semester 2 :
Essential skill cluster
Care, Compassion &
Communication
Infection Prevention &
Control
Skill/Procedure
CS2:1 health promotion and life-style change
CS 2:2
Neurological assessment
Communication with unconscious patients
Cognitive assessments: Inter-professional communication
Managing challenging behaviour
CS 2 :3 Breaking bad news, patient education.
Psychological support in altered body image
Spiritual support
Supporting the family
Documentation, record systems
CS 2 :3 Protective isolation of neutropoenic patients
Organisational Aspects of
Care
CS 2:1 12 lead ECGs, recognition of life-threatening
arrhythmias. Advanced life support
Medical/nursing systems of assessment. Unitary Note
system.
CS 2:2 Glasgow Coma scale, purpose use and
assessment. Care of tracheostomy tubes : Cognitive
assessments. Discharge planning, neurological
rehabilitation. Management of seizures
CS 2:3:2 Diagnostic investigation relating to breast
cancer: IV access and devices (e.g. Hickman),
chemotherapeutic options and regimes, side effect and
complications.
Nutrition & Fluid
Management
C2:1Nutritional support and dietary change in prevention
of and following cardiac disease
Medicines Management
C2:1 Knowledge of action of common cardiac drug
groups. Removal of IV cannulae
Students are expected to participate and gain experience in performing the above range of
skills and clinical competence in those achieved in year 2. Initially students are advised to
work under the direct supervision of their mentor until confidence is gained in carrying out
the skills /procedures above. Following each placement they are expected to self-evaluate
their skills learning and development using e-portfolio as a basis for identifying individual
skills which they feel need improvement. Additionally, they will be formatively and
summatively assessed by OSCE following WBL5/6.
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PRINCIPLES OF ASSESSMENT:
Clinical practice contributes to academic success. Students are unable to complete the course
and register unless they successfully complete all practice placements. In the second year of
the BSc (Hons) in Nursing course, clinical practice carries ten academic points which will also
be awarded to their overall academic profile.
Clinical progress is evaluated using the Practice Record. This tool specifies the clinical learning
outcomes for each clinical placement. For each outcome students must submit evidence
which demonstrates their achievement. The process for achieving outcomes can be found in
the section Clinical Supervision.
As a mentor, you are asked to provide a mid-way assessment of progress .At the end of
the practice record you are asked to assess the student’s overall performance as
‘satisfactory’ or ‘unsatisfactory’ in your professional judgement. You are also
asked to complete a professional attributes assessment.
The forms for these assessments can be found in the student’s own practice record.
Students entering the course from 2007 will maintain an ongoing record of all
their mentor assessments as part of the requirement to be assessed by a ‘sign off’
mentor prior to successful registration.
Evidencing outcomes
Evidence will include:

A student’s e-portfolio or ‘learning diary’ should be used to record clinical learning
experiences. This diary/’blog’ is intended to facilitate reflection on practice and is a
personal record. Students may opt to keep their diary/’blog’ as a confidential record.
Students
can
access
the
E-portfolio
via
the
QMU
website
at:
https://eportfolio.qmuc.ac.uk/

The expertise of experienced nurses working in the practice area.

Clinical documentation e.g. care pathways, care plans, assessment tools, patient/client
records.

Patient information sources e.g. websites, leaflets, support groups.

Expertise of health care professionals e.g. clinical nurse specialists, occupational
therapists, physiotherapists, chaplains, and pharmacists.

Professional literature – up to date and clinically credible.
The Process of Assessment:
Self awareness and self-evaluation of a student’s progress in the acquisition and use of
knowledge, caring skills and attitude is an integral part of the BSc (Hons) Nursing course.
Students are therefore asked to make THREE written evaluations of their own needs,
expectations, progress and performance in relation to anticipated opportunities for learning
within each experience. They will use these evaluations in discussions with you and within
clinical supervision sessions.
Preliminary self assessment
Students are expected to complete a self-assessment exercise before commencing
placement. In this they are asked to identify their learning needs, their expectations of the
placement, any anxieties they may have, and aspects of nursing practice with which they
would like particular support. The information can be used as the basis for discussion at the
first meeting with you.
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Throughout the experience
Throughout the practice placement students will have ongoing discussions with you. In order
to be constructive, they are encouraged to use their learning experiences to inform this
discussion. If there are any concerns about their achievements or conduct during the
placement, you the mentor should draw this to their attention to give them an opportunity to
remedy the situation. Clinical supervisors should be contacted as early as possible if there
are any problems preventing you and the student meeting regularly to discuss progress or
any other issues which may affect the student’s progress.
Mid point of the experience
You should discuss the student’s progress with them using the mid-way self-assessment as
the basis for discussion. Mid-way discussion allows outstanding learning needs to be
identified and a plan formulated to meet all the outcomes by the end of the placement. You
will be required to complete a written mid way assessment within the student’s placement
record.
Final assessment
At the end of the experience you should discuss the student’s achievements and areas for
further development. Mentors are required to write a brief summary about the student’s
performance and indicate whether their performance during placement has been
SATISFACTORY or UNSATISFACTORY. The focus of your role is to ensure that the student’s
practice is proficient, competent and professional.
Submission of record
Please note that Programme Regulation NU4 states:
“Students must submit the appropriate completed Practice Record documents by the agreed
date as stipulated in the Practice Record document. Any student who submits a completed
Practice Record after the submission date, without the agreement of the Course Leader, will
normally be deemed to have failed the placement.”
CLINICAL SUPERVISION:
How will the process work to help students achieve learning outcomes?
Students will achieve the work based outcomes by carrying out a number of learning
activities. The activities are suggestions only (see principles of assessment). They are not
exclusive. On discussion with you, students may decide that they can meet the outcomes by
carrying out alternative or additional activities. The evidence of these activities should be
gathered in their practice record and used to form the basis of discussions with you, both
during the placement and at the time of assessment. The evidence will also assist them in
clinical supervision sessions where they will be expected to bring the evidence to support
discussions of particular care situations within placement.
Learning process in supervision

During clinical supervision sessions, clinical supervisors will be expecting students to
actively engage with the outcomes and learning activities outlined in their practice
records.
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



Students are expected to bring their practice record with them to every supervision
meeting to assist in their discussions.
Students will achieve all their outcomes through reflection by reflecting and analysing
in depth on care situations that occur during their work based experiences, which will
be discussed in supervision sessions.
Students will be assessed formatively, using their contribution to the discussion and
debate, during their clinical supervision sessions therefore attendance is mandatory
and a record of attendance will be kept.
A summative assessment will be submitted during the final Work-based learning
period of the year, drawing on the evidence they have presented in supervision.
Processes of assessment.
Formative
Each care situation and related outcomes will be formatively assessed for the quality of
evidence which demonstrates applied learning. In other words, students will be
demonstrating, what they did to achieve each outcome in the practice setting, and how this
achievement informs and develops practice. Personal reflections can be included as evidence
to base their discussions on. Students should select an incident from their ‘Blog’ in their eportfolio or from their own reflective diary. If the clinical supervisor supervisor assesses their
evidence (see suggested learning activities) and discussion as satisfactory, the outcome will
be signed off and the next outcome selected. Whether everyone undertakes the same or
different outcomes each week, depends on the preferences of the group and the nature of
the student’s clinical practice. Outcomes have been designed to cross-reference to the NMC
proficiencies (see Appendix) , however a student may choose to directly select a clinical
scenario which may also achieve some of these proficiencies.
Summative
During the student’s final clinical experience of the academic year, they will select one case
scenario. This could be selected from any care situation they have presented during the past
year. The student will write a critical account of the care given, identifying the appropriate
learning. The care scenario will be based around the four NMC domains and evidence the
student provides will reflect NMC proficiencies (this information will be issued to the student
prior to submission). The account should include the nature of the student’s learning, its
significance for improving the care of the patient/client, and its value for developing their
personal and professional knowledge.
Outline structure for supervision
The outline is indicative. As a group the students can negotiate with the clinical supervisor
how this structure will be rolled out each week. It is not meant to be rigid or prescriptive.
The structure demonstrates what students can expect from supervision, and their
responsibilities within this.
Week 1 – as a group the students will discuss with their supervisor the overall outcomes of
the work based experience and negotiate how they would like to achieve these using care
situations.
Week 2/3 – Bringing a care situation from practice with them; students will discuss with their
group and supervisor, how the selected outcomes apply to the care situation. They will
provide the evidence to support the meeting of the outcomes and discuss how this activity
has informed their practice. The student’s peers in the group are expected to contribute to
this process. Formative assessment through group discussion will help the student
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understand how evidence is relevant to both the outcome and their personal experience. If
the clinical supervisor is satisfied with the evidence and outcome of the discussion, the
selected outcomes will be signed off by the supervisor in the completion matrix. The next
outcomes and case scenario will be selected for the following week.
Week 4/5 – As in weeks 2/3
Week 6/7 /8– As in weeks 2/3
STUDENT LEARNING OUTCOMES WITH SUGGESTED LEARNING ACTIVITIES
YEAR 3
STUDENT LEARNING OUTCOMES WITH SUGGESTED LEARNING ACTIVITIES
Please note the activities are suggestions only . The aim is to achieve the
outcomes for each placement . These cross-reference to the NMC proficiencies and
essential skills clusters (NMC 2007) tabled at the end of this record , which must
all be achieved in order to obtain registration as a qualified nurse. When you
satisfactorily achieve each outcome your clinical supervisor will record this on the
form included in this practice placement record.
WBL 5 AND 6 /OTHER
Outcome 1
Practice in accordance with an ethical and legal framework that ensures the
primacy of patient/client interest and wellbeing and respects confidentiality.
Suggested
Learning
Activity:
Select a vulnerable client group for discussion , that you have
encountered in this placement. (e.g older person, disabled person,
person with dementia, person with learning difficulties)
1. Explore related health and social policy aimed at supporting and
protecting this client group.
2. Discuss an actual or potential ethical issue associated with this
client group.
3. Reflect on how the process of ethical decision making is
addressed in nursing practice.
Proficiencies: B1,3
Outcome 2
Practise in a fair/anti-discriminatory way, acknowledging the difference in beliefs
and cultural practices of individuals or groups.
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Suggested
Learning
Activity:
Identify a patient/client or a client group with specific beliefs and
cultural practices
Discuss the way in which nursing care in your area responds to the
values and customs of this individual/group
OR
Discuss the processes in place that would be actioned should this
situation be encountered.
Identity the ways in which care given demonstrated sensitivity to
cultural diversity
Proficiencies: C1,2,3,4
Outcome 3
Based on best available evidence, apply knowledge and an appropriate repertoire
of skills indicative of safe nursing practice.
Suggested
Learning
Activity:
Select an aspect of patient care ( e.g nutrition, pain management,
wound care , infection control )
Explore current research which informs nursing practice and critically
reflect on how this is applied in practice
Proficiencies: H1,2,6, K1
Outcome 4
Create/utilise opportunities to promote the health and well-being of
patients/clients/groups.
Suggested
Learning
Activity:
Discuss how you would assess the information needs of a selected
patient at a particular point in their care .
e.g on admission, during specific treatment/interventions or in
preparation for discharge
Proficiencies: E 1,3 H 5
Outcome 5
Undertake and document a comprehensive , systematic and accurate nursing
assessment of the physical, psychological, social, and spiritual needs of
patients/clients/communities.
Suggested
Learning
Activity:
Select a patient/client.(e.g on admission, or referral, or transfer) and
undertake a nursing assessment.

Critically examine the documentation used in this process,
giving consideration to a holistic approach

Comment on available tools to assist in this process.
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Proficiencies: F1,2
Outcome 6
Formulate and document a plan of nursing care, where possible in partnership
with patient/clients /carer(s) significant others within framework of informed
consent.
Produce a care plan for one individual patient/client.
Suggested
Learning
Activity:

Discuss how priorities of care were established .(e.g in
partnership with patient, relative, professional colleagues)

Select one nursing intervention and provide a detailed
rationale for its implementation .
Proficiencies;G1,2
Outcome 7
Evaluate and document the outcomes of nursing and other interventions.
Suggested
Learning
Activity:
Select a patient/client who you have cared for.

Examine the expected care outcomes and discuss any
changes made to these in response to e.g. change in patients
condition, home circumstances, resources, Comment on how
this process is monitored and documented.
Proficiencies G3 J1,2
Outcome 8
Contribute to public protection by creating and maintaining a safe environment of
care through the use of quality assurance and risk management strategies.
Suggested
Learning
Activity:
Select an environmental hazard or nursing action which has the
potential to compromise the safety of patients/clients/communities in
your care:
 identify risk management measures associated with
maintaining individual or collective safety in relation to your
selection
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
discuss the responsibilities of the registered nurse in
implementing risk management measures.
Proficiencies: L2,3,4,5
Outcome 9.
Demonstrate an ability to respond competently in emergency situations or
unexpected events.
Identify a situation in practice, which has been demanding in that
outcomes were unpredictable. This could include (for example) a
situation which:1. Was life threatening for your patient;
Suggested
Learning
Activity:
OR
2. Identified a rapid change in your patient’s condition;
OR
3. Compromised the safety of yourself and others;
OR
4. Demanded rigorous and critical decision making.
OR
5. Required prioritisation of manpower and resources to effectively
resolve the situation .



Evaluate your competence in dealing effectively with this
situation.
Reflect on your personal learning and development needs in
managing this potential or actual crisis
Describe the communication processes you used to record
salient events and which outline your legal and professional
obligations.
Proficiencies; J2 K3,O4
Outcome 10
(Medical)
Suggested Learning
Activity
Contribute to the decision making of the Multi-disciplinary
team
Conduct two handover reports relating to one patient or a group
of patients.
Participate in a medically led ward round OR case conference
Discuss how patient care is reviewed, evaluated and documented
by TWO members of the multi-disciplinary team
Proficiencies:
M1,2,3
15
Outcome 11
(surgical)
Suggested Learning
Activity
Participate in information giving, aimed at promoting
patients’ health and independence.
Prepare a patient pre-operatively for theatre:
Discuss the consideration you made when explaining procedures to
this patient (You should support your discussion with
appropriate evidence from literature).
Proficiencies: D1,D2 H4
MENTOR’S ASSESSMENT OF STUDENT ‘S PROFESSIONAL
PERFORMANCE:
1. MENTOR DECLARATION:
I
(PLEASE PRINT NAME )-----------------------------------
AM A
GRADE REGISTERED NURSE AND A REGISTERED STUDENT
NURSE MENTOR.
I AM THE MENTOR / CO MENTOR /
APPROPRIATE CATEGORY)
OTHER QUALIFIED NURSE (PLEASE TICK
OF
STUDENT NURSE (PLEASE PRINT NAME )------------------------------------THE FOLLOWING ASSESSMENT TOOK PLACE ON
WARD /UNIT-----------------------------------------HOSPITAL ----------------------------------DATE:--------------------------------------------------
FOLLOWING A PERIOD OF PRACTICE OF ………………. WEEKS
SIGNED: (MENTOR’S SIGNATURE)-------------------------------------NAME (PLEASE PRINT)----------------------------
16
NAME OF STUDENT
PROFESSIONAL ASSESSMENT:
A grade of SATISFACTORY should be given when the student has completed at least 80% of
the designated placement experience.
Demonstrated the following professional attributes:

Maintains patient safety, as evidenced by for example:
appropriately seeking and acting on advice appropriately
notifying senior staff of changes in patient condition

Yes  NO
Demonstrates respect for persons, as evidenced by for example


Showing sensitivity in communicating with patients
Respects privacy and dignity when providing care

Yes  NO
Works as a team member, as evidence by, for example:



Punctuality reporting for shifts
Reliability in carrying out assigned duties
Communicating appropriately with other team members
Yes  NO 
Provides high quality care as evidenced by, for example:


Observing infection control policies
Carrying out technical procedures with appropriate skill
care for level of training
Yes  NO 
Recognises and works within the boundaries of the professional caring relationship
as evidenced by, for example:
 Accepting comment and constructive criticism from qualified staff.
 Sharing appropriate non- personal information with staff and patients
 Maintaining a professional demeanour in times of challenge
Yes  NO 
Conforms to QMU standard of self presentation, as evidenced
By for example:


Uniform worn correctly, with ID visible
Grooming, taking account of need for safety; i.e. short
nails, removal of jewellery, hair tied back
NO 
Yes 
17
A grade of UNSATISFACTORY should be given if the student does not achieve ALL of these
components.
MENTOR: (PLEASE PRINT NAME)
MENTOR’S SIGNATURE----------------------
Mentor’s statement :
On the basis of the above professional assessment, this student has received a grade of:
SATISFACTORY
(circle as appropriate)
Signature : ____________________________
UNSATISFACTORY
Date : _________________
Name: (please print)______________________
Student’s comments :
18
Signature : ______________________________ Date : _________________
TO BE COMPLETED BY CLINICAL SUPERVISOR _________________ (Name)
Signature _________________________ Date : _________________
Appendix 1
YEAR 3 WBL 5/6/
The Standards of Proficiency for Entry to the Register (NMC 2004)
19
Mentors
assessmen
t
Met in clinical tutorial
process or University
teaching
Can be/is
Met in year
4
LEARNING
OUTCOMES MAY
BE ACHIEVED
ACROSS ALL
CLINICAL
PLACEMENTS
Essential skills
clusters
(ESC’S)
Domain 1 : Professional/Ethical Practice
A. Manage self, one's practice, and that of others, in accordance with the NMC Code of
Professional Conduct, recognising one's own abilities and limitations.
1.Practise in accordance with the NMC Code of Professional
Conduct;
1,8,15,21,38,39
2.Use professional standards of practice to self assess
performance
1,5,11
3.Consult with a registered nurse when nursing care
requires expertise beyond own current scope of
competence;
1,9,23,28,29
4.Consult other health care professionals when individual or
group needs fall outside the scope of nursing practice;
1,7,9,10,12,14,16,18,
23,28,29,35
5.Identify unsafe practice and respond appropriately to
ensure a safe outcome;
1,11,14,18,22,24,30,
34
6.Manage the delivery of care services within sphere of
own accountability.
1,9,12,17,21,24,31,3
4
B. Practise in accordance with an ethical and legal framework that ensures the primacy
of patient/client interest and wellbeing and respects confidentiality.
1.Demonstrate knowledge of legislation and health and
social policy relevant to nursing practice;
LO 1
1,5,11
2.Ensure confidentiality and security of written and verbal
information acquired in a professional capacity;
3.Demonstrate knowledge of contemporary ethical issues
and their impact on nursing and healthcare;
LO 1
1,9,23,28,29
1,7,9,10,12,14,16,18,
23,28,29,35
4.Manage the complexities arising from ethical and legal
dilemmas;
5.Act appropriately when seeking access to caring for
patients/clients in their own homes.
1,8,15,21,38,39
COMMUNITY
1,11,14,18,22,24,30,
34
20
Mentors
assessmen
t
Met in clinical tutorial
process or University
teaching
Can be/is
Met in year
4
LEARNING
OUTCOMES MAY
BE ACHIEVED
ACROSS ALL
CLINICAL
PLACEMENTS
ESC’S
C .Practise in a fair/anti-discriminatory way, acknowledging the difference in beliefs
and cultural practices of individuals or groups.
1.Maintain, support and acknowledge the rights of
individuals or groups in the healthcare setting;
LO2
4,8,27,30
2.Act to ensure that rights of individuals and groups are not
compromised;
LO 2
4,8,11,12,26,27
3.Respect the values, customs and beliefs of individuals
and groups;
LO2
2,4,5,9,27,
40
4.Provide care that demonstrates sensitivity to
patients'/clients' diversity.
LO2
1,3,4,5,6,9,27,40
Domain 2 :Care Delivery
D. Engage in, develop and disengage from therapeutic relationships through the use
of appropriate communication and interpersonal skills.
1.Utilise a range of effective and appropriate
communication and engagement skills;
SURG
OUTCOME
(LO 11)
2,5,6,12,13,16,17,18,
19,29
35
7,13,18,19,29
2.Maintain, and where appropriate, disengage from
professional caring relationships that focus on meeting the
patient's/client's needs within professional therapeutic
boundaries
E. Create/utilise opportunities to promote the health and wellbeing of patients/
clients and groups.
1.Consult with patients/clients and groups to identify their
needs and desires for health promotion advice;
LO 4
2,6,9,27,40,41
21
2.Provide relevant and current health information to
patients/clients and groups in a form which facilitates their
understanding and acknowledges choice/individual
preference;
3.Provide support/education in the development and/or
maintenance of independent living skills;
SURG
OUTCOME
(LO 11)
LO 4
Met in clinical tutorial
process or University
teaching
Can be/is
Met in year
4
3,9,10,20,27,
40
9,18,21,23,27
4.Seek specialist/expert advice as appropriate
Mentors
assessmen
t
4,5,6,8,9,10,11,12,13
,21,27,40,41
LEARNING
OUTCOMES MAY
BE ACHIEVED
ACROSS ALL
CLINICAL
PLACEMENTS
ESC’S
F. Undertake and document a comprehensive, systematic and accurate nursing
assessment of the physical, psychological, social and spiritual needs of patients / clients
/ communities.
1.Select valid and reliable assessment tools for the required
purpose;
2.Systematically collect data regarding the health and
functional status of individuals/clients/communities through
appropriate interaction, observation and measurement.
LO 5
LO 5
6,13,18,28
9,13,18,19,28,36
6,9,10,13,18,
3 .Analyse and interpret data accurately to inform nursing
care and take appropriate action
21,28,36
G. Formulate and document a plan of nursing care, where possible in partnership with
patients / clients / carer(s) / significant others within a framework of informed
consent.
1.Establish priorities for care based on individual or group
needs;
LO 6
2,7,10,16,17,23
2.Development and document a plan of care to achieve
optimal health, habilitation, rehabilitation based on
assessment and current nursing knowledge;
LO 6
2,23,28,32,38,39,40
22
3.Identify expected outcomes including a time frame for
achievement and/or review in consultation with patients /
clients / carer(s) / significant others and members of the
health and social care team.
LO 7
2,6,9,10,13,14,16,17,2
3,35,
40
H . Based on best available evidence, apply knowledge and an appropriate repertoire of
skills indicative of safe nursing practice.
1.Ensure that current research findings and other evidence
are incorporated in practice;
2.Identify relevant changes in practice or new information
and disseminate it to colleagues;
LO3
LO3
9,16,18,22,31,35
9,16,18,22,23,25,31
3.Contribute to the application of a range of interventions
to support patients/clients that optimise their health and
wellbeing;
WBL
12,18,25,28,31,35
4.Demonstrate safe application of the skills required to
meet the needs of patients/clients within the current
sphere of practice;
SURG
OUTCOME
5,6,13,18,21,25,28,31,
38,42
5.Identify and respond to patients'/clients' ongoing learning
and care needs;
6.Engage with, and evaluate, the evidence base that
underpins safe nursing practice.
Mentors
assessmen
t
Met in clinical tutorial
process or University
teaching
Can be/is
Met in year
4
(LO 11)
LO 4
LO3
LEARNING
OUTCOMES MAY
BE ACHIEVED
ACROSS ALL
CLINICAL
PLACEMENTS
9,18,27,41
9,14,16,18,25,35
ESC’S
I. Provide a rationale for the nursing care delivered that takes account of social,
cultural, spiritual, legal, political and economic influences.
16,17
1.Identify, collect and evaluate information to justify the
effective utilisation of resources to achieve planned
outcomes of nursing care.
J . Evaluate and document the outcomes of nursing and other interventions .
1.Collaborate with patients/clients and when appropriate,
additional carers to review and monitor the progress of
individuals or groups towards planned outcomes;
LO 7
3,6,10,13,23,27,29,
32,38,40
23
2.Analyse and revise expected outcomes, nursing
interventions and priorities in accordance with changes in
individual's condition, needs or circumstances.
LO 7, LO9
10,13,19,32,
36
K. Demonstrate sound clinical judgement across a range of differing professional and
care delivery contexts.
1,9,13,16,17,
1.Use evidence based knowledge from nursing and related
disciplines to select and individualise nursing interventions;
2.Demonstrate the ability to transfer skills and knowledge
to a variety of circumstances and settings;
4,6,7,8,9,12,13,16,
17,19,25,31
3.Recognise the need for adaptation and adapt nursing
practice to meet varying and unpredictable circumstances;
LO 9
4,7,8,9,13,17,18,19
,22,31
4,7,8,9,11,12,14,17
,18,30,
4.Ensure that practice does not compromise the nurse's
duty of care to individuals or safety of the public.
31,35
Domain 3: Care Management
L. Contribute to public protection by creating and maintaining a safe environment of
care through the use of quality assurance and risk management strategies.
1.Apply relevant principles to ensure the safe
administration of therapeutic substances;
YEAR 2
10,20,21,22,26,31
2.Use appropriate risk assessment tools to identify actual
and potential risks;
LO 8
11,14,17,18,19,21,
23,26,32,35
3.Identify environmental hazards and eliminate and/or
prevent where possible;
LO 8
17,18,26,37
LO 8
11,17,18,20,
4.Communicate safety concerns to a relevant authority;
21,35
5.Manage risk to provide care that best meets the needs
and interests of patients / clients and the public.
LO 8
11,12,14,17,18,19,
20,21,35
24
Mentors
assessmen
t
Met in clinical tutorial
process or University
teaching
Can be/is
Met in year
4
LEARNING
OUTCOMES MAY
BE ACHIEVED
ACROSS ALL
CLINICAL
PLACEMENTS
ESC’S
M. Demonstrate knowledge of effective inter-professional working practices that
respect and utilise the contributions of members of the health and social care team.
1.Establish and maintain collaborative working
relationships with members of the health and social care
team and others;
2.Participate with members of the health and social care
team in decision making concerning patients/clients;
3.Review and evaluate care with members of the health
and social care team and others.
MEDICAL
OUTCOME
(10)
6,7,9,14,18,30,35
MEDICAL
OUTCOME
(10)
7,9,11,14,16,
MEDICAL
OUTCOME
(10)
7,9,10,12,14,
17,28,29,35
18,,28,29,35
N.Delegate duties to others, as appropriate, ensuring they are. supervised and
monitored.
1.Take into account the role and competence of staff
when delegating work;
6,14,15,17,30
2.Maintain own accountability and responsibility when
delegating aspects of care to others;
6,14,15,17,30
3.Demonstrate the ability to co-ordinate delivery of
nursing/health care
,14,15,16,17,22,24,,25,
30
O. Demonstrate key skills
1.Literacy - interpret and present information that is
comprehensible;
11,21
2.Numeracy - accurately interpret numerical data and
their significance for safe delivery of care;
27,28,29,31,32,33,36,3
8,39
3.Information technology and management - interpret
and utilise data/technology, taking account of legal,
ethical and safety considerations, in the delivery and
enhancement of care;
4 .Problem solving - demonstrate sound clinical decision
making that can be justified even when made on the
basis of limited information.
26
See domain
2:8
14,19,25,30
LO 9
25
Mentors
assessmen
t
Met in clinical tutorial
process or University
teaching
MET IN
COMM
UNITY
LEARNING
OUTCOMES MAY
BE ACHIEVED
ACROSS ALL
CLINICAL
PLACEMENTS
ESC’S
PLACEMEN
T
Domain 4. Personal/Professional Development
P. Demonstrate a commitment to the need for continuing professional development
and personal supervision activities in order to enhance knowledge, skills, values and
attitudes needed for safe and effective nursing practice.
1.Identify own professional development needs by
engaging in activities such as reflection in and on practice
and lifelong learning;
12
2. Develop a personal development plan that takes into
account personal, professional and organisational needs;
5,25
3.Share experiences with colleagues and patients/clients
to identify additional knowledge / skills needed to
manage unfamiliar or professionally challenging
situations;
1,5,12,20,25,27,
30
4.Take action to meet any identified knowledge and skills
deficit likely to affect the delivery of care within current
sphere of practice.
7,8,12,33,36,42
Q. Enhance the professional development and safe practice of others through peer
support, leadership, supervision and teaching.
1.Contribute to creating a climate conducive to learning;
2.Contribute to the learning experiences and
development of others by facilitating the mutual sharing
of knowledge and experience;
3.Demonstrate effective leadership, in the establishment
and maintenance of safe nursing practice.
9,25,27
6,9,22,24,25,27
9,19,24,25,30
YEAR 3 WBL 5/6/
The Standards of Proficiency for Entry to the Register (NMC 2004)
26
Mentors
assessmen
t
Met in clinical tutorial
process or University
teaching
Can be/is
Met in year
4
LEARNING
OUTCOMES MAY
BE ACHIEVED
ACROSS ALL
CLINICAL
PLACEMENTS
Essential skills
clusters
(ESC’S)
Domain 1 : Professional/Ethical Practice
A. Manage self, one's practice, and that of others, in accordance with the NMC Code of
Professional Conduct, recognising one's own abilities and limitations.
1.Practise in accordance with the NMC Code of Professional
Conduct;
1,8,15,21,38,39
2.Use professional standards of practice to self assess
performance
1,5,11
3.Consult with a registered nurse when nursing care
requires expertise beyond own current scope of
competence;
1,9,23,28,29
4.Consult other health care professionals when individual or
group needs fall outside the scope of nursing practice;
1,7,9,10,12,14,16,18,
23,28,29,35
5.Identify unsafe practice and respond appropriately to
ensure a safe outcome;
1,11,14,18,22,24,30,
34
6.Manage the delivery of care services within sphere of
own accountability.
1,9,12,17,21,24,31,3
4
B. Practise in accordance with an ethical and legal framework that ensures the primacy
of patient/client interest and wellbeing and respects confidentiality.
1.Demonstrate knowledge of legislation and health and
social policy relevant to nursing practice;
LO 1
1,5,11
2.Ensure confidentiality and security of written and verbal
information acquired in a professional capacity;
3.Demonstrate knowledge of contemporary ethical issues
and their impact on nursing and healthcare;
LO 1
1,9,23,28,29
1,7,9,10,12,14,16,18,
23,28,29,35
4.Manage the complexities arising from ethical and legal
dilemmas;
5.Act appropriately when seeking access to caring for
patients/clients in their own homes.
1,8,15,21,38,39
COMMUNITY
1,11,14,18,22,24,30,
34
27
Mentors
assessmen
t
Met in clinical tutorial
process or University
teaching
Can be/is
Met in year
4
LEARNING
OUTCOMES MAY
BE ACHIEVED
ACROSS ALL
CLINICAL
PLACEMENTS
ESC’S
C .Practise in a fair/anti-discriminatory way, acknowledging the difference in beliefs
and cultural practices of individuals or groups.
1.Maintain, support and acknowledge the rights of
individuals or groups in the healthcare setting;
LO2
4,8,27,30
2.Act to ensure that rights of individuals and groups are not
compromised;
LO 2
4,8,11,12,26,27
3.Respect the values, customs and beliefs of individuals
and groups;
LO2
2,4,5,9,27,
40
4.Provide care that demonstrates sensitivity to
patients'/clients' diversity.
LO2
1,3,4,5,6,9,27,40
Domain 2 :Care Delivery
D. Engage in, develop and disengage from therapeutic relationships through the use
of appropriate communication and interpersonal skills.
1.Utilise a range of effective and appropriate
communication and engagement skills;
SURG
OUTCOME
(LO 11)
2,5,6,12,13,16,17,18,
19,29
35
7,13,18,19,29
2.Maintain, and where appropriate, disengage from
professional caring relationships that focus on meeting the
patient's/client's needs within professional therapeutic
boundaries
E. Create/utilise opportunities to promote the health and wellbeing of patients/
clients and groups.
1.Consult with patients/clients and groups to identify their
needs and desires for health promotion advice;
LO 4
2,6,9,27,40,41
28
2.Provide relevant and current health information to
patients/clients and groups in a form which facilitates their
understanding and acknowledges choice/individual
preference;
3.Provide support/education in the development and/or
maintenance of independent living skills;
SURG
OUTCOME
(LO 11)
LO 4
Met in clinical tutorial
process or University
teaching
Can be/is
Met in year
4
3,9,10,20,27,
40
9,18,21,23,27
4.Seek specialist/expert advice as appropriate
Mentors
assessmen
t
4,5,6,8,9,10,11,12,13
,21,27,40,41
LEARNING
OUTCOMES MAY
BE ACHIEVED
ACROSS ALL
CLINICAL
PLACEMENTS
ESC’S
F. Undertake and document a comprehensive, systematic and accurate nursing
assessment of the physical, psychological, social and spiritual needs of patients / clients
/ communities.
1.Select valid and reliable assessment tools for the required
purpose;
2.Systematically collect data regarding the health and
functional status of individuals/clients/communities through
appropriate interaction, observation and measurement.
LO 5
LO 5
6,13,18,28
9,13,18,19,28,36
6,9,10,13,18,
3 .Analyse and interpret data accurately to inform nursing
care and take appropriate action
21,28,36
G. Formulate and document a plan of nursing care, where possible in partnership with
patients / clients / carer(s) / significant others within a framework of informed
consent.
1.Establish priorities for care based on individual or group
needs;
LO 6
2,7,10,16,17,23
2.Development and document a plan of care to achieve
optimal health, habilitation, rehabilitation based on
assessment and current nursing knowledge;
LO 6
2,23,28,32,38,39,40
29
3.Identify expected outcomes including a time frame for
achievement and/or review in consultation with patients /
clients / carer(s) / significant others and members of the
health and social care team.
LO 7
2,6,9,10,13,14,16,17,2
3,35,
40
H . Based on best available evidence, apply knowledge and an appropriate repertoire of
skills indicative of safe nursing practice.
1.Ensure that current research findings and other evidence
are incorporated in practice;
2.Identify relevant changes in practice or new information
and disseminate it to colleagues;
LO3
LO3
9,16,18,22,31,35
9,16,18,22,23,25,31
3.Contribute to the application of a range of interventions
to support patients/clients that optimise their health and
wellbeing;
WBL
12,18,25,28,31,35
4.Demonstrate safe application of the skills required to
meet the needs of patients/clients within the current
sphere of practice;
SURG
OUTCOME
5,6,13,18,21,25,28,31,
38,42
5.Identify and respond to patients'/clients' ongoing learning
and care needs;
6.Engage with, and evaluate, the evidence base that
underpins safe nursing practice.
Mentors
assessmen
t
Met in clinical tutorial
process or University
teaching
Can be/is
Met in year
4
(LO 11)
LO 4
LO3
LEARNING
OUTCOMES MAY
BE ACHIEVED
ACROSS ALL
CLINICAL
PLACEMENTS
9,18,27,41
9,14,16,18,25,35
ESC’S
I. Provide a rationale for the nursing care delivered that takes account of social,
cultural, spiritual, legal, political and economic influences.
16,17
1.Identify, collect and evaluate information to justify the
effective utilisation of resources to achieve planned
outcomes of nursing care.
J . Evaluate and document the outcomes of nursing and other interventions .
1.Collaborate with patients/clients and when appropriate,
additional carers to review and monitor the progress of
individuals or groups towards planned outcomes;
LO 7
3,6,10,13,23,27,29,
32,38,40
30
2.Analyse and revise expected outcomes, nursing
interventions and priorities in accordance with changes in
individual's condition, needs or circumstances.
LO 7, LO9
10,13,19,32,
36
K. Demonstrate sound clinical judgement across a range of differing professional and
care delivery contexts.
1,9,13,16,17,
1.Use evidence based knowledge from nursing and related
disciplines to select and individualise nursing interventions;
2.Demonstrate the ability to transfer skills and knowledge
to a variety of circumstances and settings;
4,6,7,8,9,12,13,16,
17,19,25,31
3.Recognise the need for adaptation and adapt nursing
practice to meet varying and unpredictable circumstances;
LO 9
4,7,8,9,13,17,18,19
,22,31
4,7,8,9,11,12,14,17
,18,30,
4.Ensure that practice does not compromise the nurse's
duty of care to individuals or safety of the public.
31,35
Domain 3: Care Management
L. Contribute to public protection by creating and maintaining a safe environment of
care through the use of quality assurance and risk management strategies.
1.Apply relevant principles to ensure the safe
administration of therapeutic substances;
YEAR 2
10,20,21,22,26,31
2.Use appropriate risk assessment tools to identify actual
and potential risks;
LO 8
11,14,17,18,19,21,
23,26,32,35
3.Identify environmental hazards and eliminate and/or
prevent where possible;
LO 8
17,18,26,37
LO 8
11,17,18,20,
4.Communicate safety concerns to a relevant authority;
21,35
5.Manage risk to provide care that best meets the needs
and interests of patients / clients and the public.
LO 8
11,12,14,17,18,19,
20,21,35
31
Mentors
assessmen
t
Met in clinical tutorial
process or University
teaching
Can be/is
Met in year
4
LEARNING
OUTCOMES MAY
BE ACHIEVED
ACROSS ALL
CLINICAL
PLACEMENTS
ESC’S
M. Demonstrate knowledge of effective inter-professional working practices that
respect and utilise the contributions of members of the health and social care team.
1.Establish and maintain collaborative working
relationships with members of the health and social care
team and others;
2.Participate with members of the health and social care
team in decision making concerning patients/clients;
3.Review and evaluate care with members of the health
and social care team and others.
MEDICAL
OUTCOME
(10)
6,7,9,14,18,30,35
MEDICAL
OUTCOME
(10)
7,9,11,14,16,
MEDICAL
OUTCOME
(10)
7,9,10,12,14,
17,28,29,35
18,,28,29,35
N.Delegate duties to others, as appropriate, ensuring they are. supervised and
monitored.
1.Take into account the role and competence of staff
when delegating work;
6,14,15,17,30
2.Maintain own accountability and responsibility when
delegating aspects of care to others;
6,14,15,17,30
3.Demonstrate the ability to co-ordinate delivery of
nursing/health care
,14,15,16,17,22,24,,25,
30
O. Demonstrate key skills
1.Literacy - interpret and present information that is
comprehensible;
11,21
2.Numeracy - accurately interpret numerical data and
their significance for safe delivery of care;
27,28,29,31,32,33,36,3
8,39
3.Information technology and management - interpret
and utilise data/technology, taking account of legal,
ethical and safety considerations, in the delivery and
enhancement of care;
4 .Problem solving - demonstrate sound clinical decision
making that can be justified even when made on the
basis of limited information.
26
See domain
2:8
14,19,25,30
LO 9
32
Mentors
assessmen
t
Met in clinical tutorial
process or University
teaching
MET IN
COMM
UNITY
LEARNING
OUTCOMES MAY
BE ACHIEVED
ACROSS ALL
CLINICAL
PLACEMENTS
ESC’S
PLACEMEN
T
Domain 4. Personal/Professional Development
P. Demonstrate a commitment to the need for continuing professional development
and personal supervision activities in order to enhance knowledge, skills, values and
attitudes needed for safe and effective nursing practice.
1.Identify own professional development needs by
engaging in activities such as reflection in and on practice
and lifelong learning;
12
2. Develop a personal development plan that takes into
account personal, professional and organisational needs;
5,25
3.Share experiences with colleagues and patients/clients
to identify additional knowledge / skills needed to
manage unfamiliar or professionally challenging
situations;
1,5,12,20,25,27,
30
4.Take action to meet any identified knowledge and skills
deficit likely to affect the delivery of care within current
sphere of practice.
7,8,12,33,36,42
Q. Enhance the professional development and safe practice of others through peer
support, leadership, supervision and teaching.
1.Contribute to creating a climate conducive to learning;
2.Contribute to the learning experiences and
development of others by facilitating the mutual sharing
of knowledge and experience;
3.Demonstrate effective leadership, in the establishment
and maintenance of safe nursing practice.
9,25,27
6,9,22,24,25,27
9,19,24,25,30
33