PERSONAL AND PROFESSIONAL DEVELOPMENT FILE … · Personal and Professional Development File ... of reflection and action planning The model for the ... evidence of personal and professional

SCHOOL OF HEALTH, COMMUNITY & EDUCATION STUDIES

PERSONAL AND PROFESSIONAL

DEVELOPMENT FILE

(PPDF)

POSTGRADUATE DIPLOMA NURSING

JANUARY 2012

Student‟s Name:

Guidance Tutor:

Contact Number:

CONTENTS

Section 1

Introduction ; colour coding; references and guided reading

Section 2

The PPDF Process and Getting Started

Section 3

Examples of Types of Evidence and the Use of Reflection

Section 4

Personal and Professional Development File Procedure to be followed by

Students

Section 5

Personal and Professional Profile and Preparing Your Curriculum Vitae

Section 6

Guidance Tutorials and Record Forms

Section 7

Key Skills and Evidence of Achievement

Section 8

Record of Achievement in Assessed Modules

Section 9

Record of Placement Learning

Section 1

Introduction

INTRODUCTION - PERSONAL AND PROFESSIONAL DEVELOPMENT FILE

The Personal and Professional Development File (PPDF) is the file in which you record your learning and development achievements and needs. The aim of the PPDF and the guidance you receive is to help you become an autonomous life-long learner. It is essential, when embarking on a career in the health professions, where evidence of continuing professional development is a pre-requisite to annual retention on the professional register, that you are able to take an active, responsible part in identifying strengths and areas for development. The formation of your PPDF is a complex task and will involve you integrating learning from many different areas, modules, placements and personal experiences. You will be guided through the process by your guidance tutor and complete section 9, Record of Placement Learning in conjunction with your relevant mentor. See the diagram below for some of the influences on your PPDF development.

Spheres of Influence on the PPDF (S.Shann 12/02/07)

Independent learning

Placement

learning

University learning

Peer support

Support

from Guidance

Tutor

University led seminars

PPDF

Throughout your programme of study there will be regular group seminars to help you develop your PPDF. The process of self-directed learning, decision-making and critical thinking is achieved by:

identifying learning requirements and defining priorities within the opportunities available.

evaluating learning, making decisions and taking responsibility for making changes.

constructively using feedback and reviewing progress periodically.

seeking advice on learning strategies and exploring suitable methods of enquiry.

being aware of personal needs and developing self-awareness.

providing evidence of reflection and action planning

The model for the PPDF is based on three fundamental components: reflection, documentation and collaboration.

Adapted from Zubizarreta J (2004) p20

As your programme of study comprises of learning in the university and in a variety of practice placement settings you will need to consider academic and practice learning and development as a whole, rather than in a compartmentalised way. There will be transferability of knowledge, skills and attitude development and this should provide you with clear examples that will form your evidence for inclusion in the PPDF. The evidence will help you to see how well you are progressing along the route of becoming a professionally able person ready for employment at the end of your programme of study.

reflection

PPDF

documentation collaboration

It is your responsibility to ensure that your PPDF is kept up to date and for you to arrange tutorials with your guidance tutor, unless these have already been timetabled as part of a module requirement, e.g. PPDF development seminars and post-placement tutorials. Some of the evidence related to placement may be used to help you achieve placement proficiencies and then filed within your PPDF as evidence of personal and professional development. Your mentor will work through section 9 (Record of Placement Learning) with you during each placement experience. The Guidance Tutor role is to facilitate group seminars, individual tutorials and placement visits as appropriate; these sessions will be attached to University modules with the aim of providing guidance on the purpose, use and development of the PPDF. The Guidance Tutor will encourage students to take responsibility for their own learning, encouraging reflective practice and assisting the student in purposeful selection of supportive evidence.

Colour Coding You will notice that different pages of the PPDF are coloured the rationale for this is to help you identify sheets to complete at appropriate times.

Colour Relevance Importance

Green Section 9; placement Essential sheets to be completed with your guidance tutor and mentor whilst on placement

Blue University seminars & tutorials

Essential sheets to be completed by you in preparation for seminars or tutorials

Pink Evidence of learning Examples of sheets that can be used to add evidence of learning to your PPDF

References and Guided Reading

Boud D, Keogh R & Walker D (1985) Promoting Reflection in Learning. Kogan Page Gibbs G (1988) Learning by Doing Further Education Unit Johns C (1994) ‘Clinical notes: nuances of reflection’ Journal of Clinical Nursing 3 pp71-75 Kenworthy and Redfern (1998) Professional Portfolio. 2

nd edition. Churchill

Livingstone Knowles, M.S., Holton, E.F. and Swanson, R.A .(1998) The Adult Learner 5

th edition.

Houston, Gulf Publishing Kolb D (1984) Experiential Learning: experience as the source of learning and development New York, Prentice Hall Zubizarreta J (2004) The Learning Portfolio. Reflective Practice for Improving Student Learning. Anker Publishing Company, Massachusetts

Section 2

Process

Section 2

Process The Personal and Professional Development File (PPDF) is a file in which students’ record personal, academic and professional development. The PPDF is a way of integrating evidence of learning and provides a structure for you to reflect on progress, to record outcomes and to propose development plans. The PPDF is a catalyst for guiding development and maintaining evidence of development. In order that the expectations of the PPDF can be met the file is considered to be dynamic and will be reviewed, altered and added to as necessary in order to provide a comprehensive system for monitoring performance and detailing development needs and plans.

The key factor of the PPDF is that it is owned by you and it comprises the following:-

Personal profile

Guidance tutorials related to : o feedback from assessed work o evaluations of semester learning and development

Key skills and evidence of achievement

Development of Curriculum Vitae

Placement processes related to: o placement preparation o planning for learning with your mentor o formative assessments o summary of strengths and areas of development o placement reflection

The completed Personal Profile and Curriculum Vitae (CV) sheets are the base-lines against which you will be able to judge your entry and subsequent development. The Personal Profile should be completed during the induction week of your programme. The initial reflection on your experience forms the entry statement in the PPDF and should be added to regularly and reviewed periodically with your Guidance Tutor. Please see the Personal Profile and Curriculum Vitae sheets in Section 5. The key skills that you are expected to achieve during the duration of your programme are incorporated into each module of learning. Module descriptors form part of your Programme Handbook. A complete list of key skills is included in Section 7 of your PPDF in the experience log outlined for each year. Evidence of your development of key skills will need to be recorded by you, and be capable of identification by staff either during taught sessions, through the assessment of the module, during practice placement or in guidance tutorial discussions. A comprehensive matrix of programme module descriptors and the key skills incorporated in each is in Section 7. You will meet regularly with your Guidance Tutor to discuss your progress and learning needs and you will be assisted to develop strategies for taking control of your learning. There will be timetabled group seminars to help you develop your

PPDF, it is important that you adequately prepare for these sessions and contribute to discussions. Personal development planning is a reflexive process that encourages you to identify the values gained from your learning experience. This is not an easy process as it requires you to think about yourself and write evaluations of yourself at regular intervals. The rationale is that these evaluations encourage you to become more aware of how you learn, how you are developing and where to concentrate in order to make progress. There are examples of Reflection models/work sheets in section 3. The PPDF will help you to identify your strengths, and the areas that you need to improve, or where you should put more effort or possibly seek guidance. The PPDF covers both skills and knowledge developed in university and whilst on placement. The PPDF will contribute to the assessment of a module in Year 3 however it will be up to you what pieces of evidence you include. Therefore some of the evidence you gain for the PPDF may not be assessed, however it must be stressed that this does not invalidate its importance.

The exception to this is Section 9 regarding placements when it is expected

that these documents are made accessible/shared with your guidance tutor

and mentor. It is expected that you will follow the placement process; you are

expected to record discussions/tutorials with your guidance tutor and mentor,

these documents form part of your overall placement experience and are

important records of achievements and learning plans.

The following are examples of questions you will need to be asking yourself throughout the programme:

How well have I settled into life at Northumbria University?

In which key skills do I think I have made most progress to date? What extra skills do I need? How am I going to develop these skills?

In which areas of the programme am I less satisfied with my progress? How am I going to improve my performance in these areas?

How do I intend to prepare for assessments? How do I evaluate my performance in assessments? Which areas of my performance am I pleased with and why? Which areas am I disappointed with and why?

How do I intend to prepare for placements? How do I evaluate my performance on placement? Which areas of my performance am I pleased with and why? Which areas am I disappointed with and why?

Section 3 contains examples and samples forms that you may use in providing

evidence of your learning.

Getting Started

Thinking critically and reflecting on your academic development and professional practice is central to the development of your PPDF and you need to do this on a regular basis. A lot of the material you can use to develop your PPDF is readily made available (section 3) and getting started is important. Organisation of your portfolio can come a little later as this will depend on the materials and tools you use to record and collect as evidence.

Who is available to support you?

GGuuiiddaannccee TTuuttoorr Your guidance tutor will work with you throughout the duration of your programme of study. Their role is to establish a reliable focus for support. They will help you to become an increasingly autonomous individual who can take responsibility for your learning and professional development. There are specific times during the academic year when you are asked to make an appointment to see your guidance tutor for the purpose of facilitating the educational process described above, recording modules, discussing marks and evaluating progress. Your guidance tutor will continue to support you whilst you are on placement, helping with pre-placement preparation, visiting halfway through the placement and facilitating post-placement reflection. There will also be 3 set group seminars per academic year to help you develop your PPDF. However, remember you should feel free to see your guidance tutor in a confidential capacity at any time.

Mentor The mentor is responsible for providing you with opportunities to help you meet the placement assessment expectations. The assessment process involves the negotiation of a learning contract, regular formal supervision, documented action plans, mid-placement evaluation/visit from your guidance tutor and completion of the final placement assessment form. This material will form evidence in support of your learning, copies of all forms can be found in Section 9.

The timetables outlining seminars aimed at helping you develop your PPDF

and prepare for placement will be available on the e-learning portal.

Section 3

Examples of Types of Evidence and the Use of Reflection

Examples of Evidence

The examples given below do not exhaust the numerous possibilities across disciplines however good guidelines for evidence should be that evidence is:

Documented

Succinct

Professional i.e. respects confidentiality and uses correct terminology

Meaningful to the individual

Links to learning outcomes/key skills Evidence may be collected from University work, placement or other relevant experiences.

Things that you may have produced

Personal profile on entry/pre-entry (UCAS application personal statement)

Information leaflets for patients/clients

Critical literature reviews

Job applications

Curriculum Vitae

Action plans

Presentations

Copies of reports

Case studies

Learning contracts

Contributions to the course in your role as student group representative

Contributions to your professional body in your role as student representative

Contributions to curriculum/course development meetings

Contributions to your local student group

Material demonstrating your reflection and evaluation of your learning

Completed forms from within this file (PPDF)

Learning outcome statements resulting in action planning

Placement supervision sheets

Planning for learning during placement

Reflection on critical incidents (during placement and/or university)

SWOT/ SWOB analyses

Evaluations you have produced from courses or modules attended

Reflective diary pages

Key skills development and reflective summary

Material you have acquired from others

Feedback from tutors (link to action plan)

Feedback from placement educators/mentors (link to planning for learning and action plans)

Witness statements/testimonies

Course certificates (link to reflective evaluations)

Letters from users, carers, etc (link to personal attributes and skills)

Placement assessment forms especially section where strengths and areas for development are identified

THE USE OF REFLECTION

All too often we are so busy with the delivery of care that there is no time allowed to take a step back and reflect upon their actions. Health professionals today are being increasingly obligated to evaluate their practice in order to improve their care of the individual needs of their patients/clients. Using critical self-assessment, reflection can enable practitioners to evaluate and develop their practice.

Using reflection effectively will help you to provide evidence of meeting the aims of the module and/or placement assessment, through acting as an aide memoir, providing the opportunity for self-analysis and informing planning for learning.

For reflection to be useful there is a need to be:

honest

open minded

exploratory

critical (in a constructive and objective way)

REFLECTIVE DIARY

A diary is a personal record of events, which is fairly easy to do, the difficult part is the reflection and subsequent analysis of the actions which were taken. The diary structure allows the individual in the first instance to recall, identify and describe personal experiences related to their placements. However in order for the experiences to become meaningful, it is necessary for the individual to reflect upon and interpret that experience, in the light of knowledge gained. The diary format here is intended to act as a guide to the process of reflection. You may wish to photocopy the format should you choose to adopt it for your use or you could develop your own model.

Date:

Brief account of the experience:

What were the learning points?

How will you use these learning points in your future practice?

CRITICAL INCIDENT REFLECTION

Critical incident reflection can be used as a method of obtaining information about effective or ineffective behaviour. This can aid health professionals to analyse ways in which decisions and choices were made. It can help uncover the types of stressors and conditions, which impair or improve performance. Critical incidents will be personal to you and it can be quite daunting to analyse incidents or actions you took which you may not be comfortable with. It should be remembered that not all critical incidents are bad experiences. It is suggested that much can be learned by taking two incidents one good and one not so good and comparing feelings and behaviours. The next step is to ask the question, why did you feel comfortable with one situation and not the other? This process should help you to identify learning points, which can be incorporated into your practice and discussed with your educator/mentor. In this section of your PPDF there are examples of models of reflection to help guide what can be a difficult process.

CRITICAL INCIDENT REFLECTION

Date:

Synopsis of the event/incident:

Why was this event/incident critical to you or your practice?

What learning points will you take from the event/incident for your future practice?

Critical Incident Analysis

Description of event or situation How were you involved?

What were your feelings at the time?

What specific contribution or interventions did you make?

What happened afterwards?

Once you have described the incident fully you need to ask

yourself the following questions: What was I trying to achieve? Why did I intervene as I did? What internal and external factors influenced my decision making? How could I have dealt with the situation differently? What choices did I have to do things differently? How do I feel now about this experience? What have I learnt about myself and how I dealt with similar situations? How could I use the learning from this exercise in future practice? Identify any need to improve your knowledge base and incorporate into an action plan.

Kenworthy and Redfern (1998)Professional Portfolio 2nd

Edition. Churchill Livingstone

Reflective Notes

Description

What happened?

Feelings

What were you thinking and

feeling?

Evaluation

What was good and bad about the

experience?

Analysis

What sense can you make of the

situation?

Conclusion

What else could you have done?

.

Action Plan

If it arose again, what would you

do?

Adapted from Gibb’s (1988)

ADAPTED FROM JOHN‟S MODEL OF STRUCTURED REFLECTION (1992)

The core question to ask ourselves is: ‘What information do I need access to in order to learn

through this experience?’ Cue questions: - 1. Description of the experience

1.1 phenomenon – describe the here and now experience 1.2 casual – what essential factors contributed to this experience? 1.3 context – what are the significant background actors to this

experience? 1.4 clarifying – what are the key processes (for reflection) in this

experience?

2. Reflection 2.1 what was I trying to achieve? 2.2 why did I intervene as I did? 2.3 what were the consequences of my actions for: myself; the

client/patient/family; the people I work with? 2.4 how did I feel about this experience when it was happening? 2.5 how did the client/patient feel about it? 2.6 how do I know how the client/patient felt about it?

3. Influencing factors 3.1 what internal factors influenced my decision making? 3.2 what external factors influenced my decision making? 3.3 what sources of knowledge did/should have influenced my decision

making? 4. Could I have dealt better with the situation?

4.1 what other choices did I have? 4.2 what would be the consequences of these choices?

5. Learning

5.1 how do I now feel about this experience? 5.2 how have I made sense of this experience in light of past experiences

and future practice? 5.3 how has this experience changed my ways of knowing:

- professional ethics? - personal values?

KOLB‟S LEARNING CYCLE

Using Kolb’s learning cycle to reflect upon a specific incident (positive or negative)

concrete

experience

abstract reflective

experimentation observation

abstract

conceptualisation

Kolb (1984)

1. outline the concrete experience, giving factual information about the experience;

2. review the event and note your feelings and how others felt about the

experience;

3. consider new ideas that you have gained from your new understanding of the experience and how you might change your practice in the future;

4. explain how you tried out your new ideas (or how you would propose to try

out your new ideas);

5. explain whether you have adopted the new ideas into practice and if not why not.

Section 4

Procedure to be followed

By Students

Section 4

PPDF procedure to be followed by Nursing Student‟s.

Year 1, Semester 1 Level 6

AA0605: Foundation Studies in Nursing Prior to registration the programme handbook is distributed. This contains important information about the programme and general information on student support and communication channels for you to read.

Induction Week. Following registration you are allocated to a Guidance Tutor and the PPDF file is distributed for you to read and for you to complete your Personal Profile and your initial Evaluation of Personal Skills and Qualities forms. You meet your named guidance tutor in induction week and discuss the content of your completed forms.

You are introduced to staff and to some of the university support systems, e.g. Health services, Student Services, Library.

The PPDF is integral to foundation studies and has 3 x two hour seminars, one before each placement to plan the use of the PPDF and prepare for placement and one following the first placement. AA0605 has three hours of individual tutorials attached. This consists of one hour visit by your guidance tutor during each of the placements and one hour individual tutorial at the end of the module. The process of tutorial support and PPDF development during the first year looks like this:

University:

Induction week allocated to Guidance tutor, PPDF personal profile completed

Group pre-placement tutorial: 2 hour introduction to PPDF seminar including over view of PPDF with guidance tutor, review requirements for the placement, current learning and existing skills. For this meeting you are expected to complete page ‘Preparation for Pre-placement Tutorial’ in the PPDF. The preparation will help you to participate in discussion. The meeting will be recorded and you will keep the signed copy in your PPDF (Section 5).

Placement:

Initial interview: Meet with mentor, review summative outcomes in practice assessment document and plan appropriate learning experiences, record action plan. Complete orientation/placement induction sheet.

Student works with mentor with ongoing review and evaluation, recorded as evidence by student when appropriate in the PPDF section 9 eg: reflective diary, experience log, witness testimony.

Intermediate interview: 1 hour placement visit with guidance tutor and mentor to review progress against summative outcomes using evidence in PPDF. Utilise traffic light system as formative assessment.

Final interview: Mentor carries out summative assessment of practice outcomes for relevant placement – placement passport information and completes assessment grid and qualitative comments.

University:

Individual guidance tutorial: 1 hour post placement reflection and overall progress on programme with your Guidance Tutor. You use the Evaluation of Semester Learning and Development and Action Plan form to prepare for the tutorial. The action plan should be determined by you, but with assistance if needed from your Guidance Tutor. You will keep the signed copy of your action plan in your PPDF (See Section 5). Student completes placement evaluation.

Year 1, Semester 2 Level 7

AA0703: Adult Nursing (Acute and continuing care)

CN0700 Children and Families in Health and Illness

MH0700: Mastering Mental Health Nursing (1) The PPDF is integral to AA0703, CN0700 and MH0700 and has 3 x two hour seminars, one before each placement to plan the use of the PPDF and prepare for placement and one following the first placement. AA0605 has three hours of individual tutorials attached. This consists of one hour visit by your guidance tutor during each of the placements and one hour individual tutorial at the end of the module. The process of tutorial support and PPDF development during the second semester looks like this:

University:

Group pre-placement tutorial: 2 hour seminar including over view of PPDF with guidance tutor, review requirements for the placement, current learning and existing skills. For this meeting you are expected to complete page ‘Preparation for Pre-placement Tutorial’ in the PPDF. You will reflect on your development during Level Foundation studies and discuss your proposed approaches to learning within branch. The preparation will help you to participate in discussion. In addition you may wish to discuss; feedback from learning to-date – strengths and areas of development identified, key skills covered, plus evidence you have identified, your proposed learning action plan, additions you are making to your C.V. The meeting will be recorded and you will keep the signed copy in your PPDF (section 5).

Placement:





University:

Individual guidance tutorial: 1 hour post placement reflection and overall progress on programme with your Guidance Tutor. You use the Evaluation of Semester Learning and Development and Action Plan form to prepare for the tutorial. The action plan should be determined by you, but with assistance if needed from your Guidance Tutor. You will keep the signed copy of your action plan in your PPDF (See Section 5). Student completes placement evaluation, if not already done so.

Year 2 semesters three and four level 7

AA0704: Adult Nursing (Critical Care), or

CN0701: Advancing Practice within Children‟s Nursing, or

MH0701: Mastering Mental Health Nursing (2)

and

AA0702: Management and Leadership for Role Transition The PPDF is integral to AA0704, CN0701, MH0701 and AA0702 and has 2 x two hour seminars, one before each placement, to plan the use of the PPDF and prepare for placement. AA0704, CN0701, MH0701 and AA0702 have five hours of individual tutorials attached. This consists of one hour visit, (two for guided option) on each of the placements and one hour individual tutorial post-placement. The process of tutorial support and PPDF development during the final year looks like this:

University:

Group pre-placement tutorial: 2 hour seminar including over view of PPDF with guidance tutor, review requirements for the placement, current learning and existing skills. For this meeting you are expected to complete page ‘Preparation for Pre-placement Tutorial’ in the PPDF. Where appropriate you will reflect on your development during branch studies. In addition you may wish to discuss; feedback from learning to-date – strengths and areas of development identified, key skills covered, plus evidence you have identified, your proposed learning action plan, additions you are making to your C.V. The meeting will be recorded and you will keep the signed copy in your PPDF (section 5).

Placement:





University:

Individual guidance tutorial: 1 hour post placement reflection and overall progress on programme with your Guidance Tutor. You use the Evaluation of Semester Learning and Development and Action Plan form to prepare for the tutorial. The action plan should be determined by you, but with assistance if needed from your Guidance Tutor. You will keep the signed copy of your action plan in your PPDF (See Section 5). Student completes placement evaluation, if not already done so.

Final post- placement guidance tutorial: You will review your overall progress. To prepare for this you will need to organise a reflective summary of your developments. This should not be new work. The summary should result from the evidence you have collected during the programme and include a review of your C.V. an evaluation of your personal and professional development needs and suggestions for achieving these. The meeting will be recorded and you will keep the signed copy in your PPDF. Your PPDF will form the basis of your professional Continuing Professional Development file.

Section 5

Personal and Professional Profile and Preparing Your Curriculum Vitae

YOUR PERSONAL AND PROFESSIONAL PROFILE

The answers to the following questions will form a short report on your background before you started studying at Northumbria University. Please complete these

sheets and bring them to your first group tutorial with your Guidance Tutor. Think carefully about these questions before formulating your answers, as it is by analysing your previous strengths and weaknesses that you will know how best to proceed in the future.

Which was the last school college or other educational establishment you

attended?

What subjects did you study there and what grades did you achieve?

What did you most enjoy about your time there? Why? (You need not restrict your answers only to academic details, but should also include any other appropriate aspects of your time spent there).

What did you not enjoy? Why?

What are your main leisure interests and activities?

Have you any particular achievements, outside academic work, to record?

YOUR PERSONAL AND PROFESSIONAL PROFILE (Continued)

Your experience since leaving full-time education (if applicable)

Employment

Voluntary work

Part-time education

Residence abroad

How will your previous experience influence your approach to studying on this

programme?

YOUR EXPECTATIONS OF THE PROGRAMME

The questions below will help you decide why you have chosen to study at Northumbria University. They will also help you to analyse what you are expecting from this university and from your chosen programme.

Why have you decided to enter Higher Education?

What are your reasons for choosing Northumbria University?

Why have you chosen this programme?

How did you reach this decision?

What do you expect to achieve by the end of the year?

Initial Evaluation of Personal Skills and Qualities

As an initial exercise in reflection on the following pages there are 9 categories of attributes that a health care professional needs to develop. Each category has a number of associated descriptors. Identify from the list of words provided those that best describe you. Circle each that applies. Although you may be a little reluctant to share this information it is suggested that you do so with your guidance tutor, and also that you review the categories on a regular basis.

PROBLEM SOLVING

Adaptable Rigid Organised Inflexible Creative Helpful Pragmatic Precise Logical Unstructured Sensible Emotive Chaotic Scientific Illogical Persistent Methodical Cautious

ADAPTABILITY/FLEXIBILITY

Accepting Adaptable Rigid Open-minded Objective Wary Anxious Observant Questioning Rejecting Rational Reactionary Flexible Resistant Subjective Cautious Stubborn Can manage uncertainty Unpredictable

INITIATIVE

Imaginative Independent Innovative Careless Need supervision Confident Dependent Ingenious Careful Resilient Resourceful Tentative Conventional Self-directed

MOTIVATION

Ambitious Determined Easily discouraged Reliable Precise Inattentive Interested Principled Realistic Progressive Thorough Enthusiastic Self-disciplined Easily distracted Take pride in work Consistent Zealous Unreliable Retentive Uncertain Studious Unconcerned Conscientious

ASSERTIVENESS

Persuasive Aggressive Anxious Conforming Assertive Critical Calm Self-effacing Manipulative Passive Selfish Tense Conforming Frustrated Petty Sarcastic Self-indulgent Confident Gentle Firm Self-conscious Respectful of others Sensitive Challenging Give feedback Accept criticism Receive criticism

ATTITUDE

Committed Idealistic Intuitive Reserved Respectful Confident Submissive Over confident Responsible Impulsive Critical Irresponsible Over conforming Persevering Responsive Analytical Conforming Thoughtful Efficient Radical Caring Cynical Dilatory Concerned Laissez Faire Progressive Conventional

SENSITIVITY

Friendly Gentle Annoying Aggressive Warm Kind Tactful Derogatory Giving of self Helpful Inconsiderate Thoughtful Insensitive Sympathetic Insincere Over emotional Responsive Over-protective Perceptive Sentimental Understanding Empathetic

SELF-AWARENESS

Modest Searching Maternal Self-accepting Friendly Sad Gullible Happy Honest Naïve Honest Introverted Open Negative Extroverted Nervous Clever Shy Complex Confident Conforming Cynical Reflective Controlled Critical Controlled Trustworthy

GROUP ACTIVITY

Demanding Dependent Independent Co-operative Inconsiderate Dictatorial Domineering Courteous Tactful Stubborn Placid Trusting Authoritative Argumentative Spontaneous Decisive Temperamental Withdrawn Facilitator Leader Sociable Helpful Irresponsible Participator Solitary Encouraging Dependable

CURRICULUM VITAE

One of the purposes of the PPDF is that it should provide you with evidence you need for producing an informative, accurate and up-to-date CV If you need help to get you started on your CV the following websites may be useful: http://www.cvtips.com/ http://www.midas-leonardo.co.uk/guide/cv.html

Personal Details Name

Contact address Telephone Date of birth

Education Institution Dates Examinations Grades

Current Course Experience (other than those listed above)

Relevant Experience E.g. Work experience

Additional Information Use this section to mention such things as driving licence, other languages spoken, positions of responsibility, additional IT skills, voluntary activities, interests and achievements.

Personal Statement and Strengths

Section 6

Guidance Seminars, Tutorials

and

Record Forms

Guidance Seminars and Tutorials There are different types of guidance seminars and tutorials as outlined in Section 4 and each is recorded on the appropriate form. Following discussion with your guidance tutor the record of the meeting will be agreed and signed by you and your guidance tutor.

1. You may request an individual tutorial in order to discuss matters that are of a particular concern/interest to you and for which you consider you need guidance, or your guidance tutor may ask to see you.

This discussion will be recorded on the Guidance Tutorial form.

2. Evaluation of semester learning and development. This group seminar will

take place at the end of each semester or at the beginning of the subsequent semester to review progress and help you develop your PPDF.

This discussion will be recorded on the Evaluation of Learning and Development form.

3. Post-placement tutorials.

These discussions will be recorded within your Practice Placement documents i.e. Section 9 of this document.

Evaluation of Semester Learning and Development and Action Plan The form overleaf provides you with the structure to evaluate your learning and development over the last semester and must be completed prior to the guidance seminars at the start of the academic year. Please think carefully about each question and provide answers that show the skills you have developed, skills you think you need to improve on and areas of your work you may need to concentrate on over the next semester. Please remember, where appropriate, your comments should cover university and practice placement learning and development.

Evaluation of Trimester Learning and Development and Action Plan

Semester 1

Year/ Level……………………………………… Name……………………………………………

1. Where do you think you have made the most progress in the last semester?

2. In areas of the programme are you less satisfied with your progress?

3. What types of evidence do you have in your PPDF?

4. How are you going to improve your performance in these areas?


6. What extra skills do you need to improve your C.V.?

7. How are you going to develop these skills?

8. Outline your objectives for the coming trimester with regard to improving your progress and performance.

This form must be completed in readiness for your guidance seminar and may be added to by your guidance tutor. Signature of student………………………………………………………… Date …………… Signature of guidance tutor…………………………………………………


Semester 2

Year/ Level……………………………………… Name……………………………………………











PG Dip: Branch

Year …………. / Level 7

Name……………………………………………..……

Semester











PG Dip: Branch


Semester Name……………………………………………











PG Dip: Branch


Semester Name……………………………………………










Section 7

Key Skills

and

Evidence of Achievement

Evidence of Key Skill Achievements

Key Skill Evidence and date

MANAGING AND APPLYING INTELLECT Identify problematic issues and situations

Exercise an enquiring and critical capacity

Search for, retrieve, extract and synthesise information

Reason conceptually and develop argument

Arrive at judgements and decisions

Evaluate reflectively

Demonstrate initiative, inventiveness, new ideas

SELF MANAGEMENT Organise tasks to meet priorities and deadlines

Accept responsibility for, and manage personal learning

Evaluate own performance and capabilities

Maintain and improve upon standards

Exercise self-control over emotion and under pressure

Identify and work within values, including equal opportunities and global perspectives

WORKING WITH OTHERS Build, maintain and improve positive relationships

Make a positive contribution to groups and teams

Lead the process of determining collective goals and working towards them

Work well under supervision

EFFECTIVE COMMUNICATION Use clear, appropriate and accurate written styles

Use clear and appropriate oral and aural styles, including presentation, listening and discussion

INFORMATION TECHNOLOGY Demonstrate an understanding of standard information technology concepts and applications

Demonstrate constructive values and attitudes in relation to information technology

Use generic information skills

USE AND APPLICATION OF MATHEMATICS Communicate mathematically

Use mathematical reasoning to arrive at decisions and solutions

Demonstrate mathematical skills and knowledge

N.B. Please add evidence of each key skill to this section of your PPDF

EVIDENCE

Section 8

Record of Achievement

in

Assessed Modules

Section 9

Record of Placement Learning

SECTION 9 CONTENTS

Record of Placement Learning Placement Process Diagram Pre Placement Group Seminar: Student Preparation Experience Log Example of Formative Assessment Action Plan (Traffic Light form) Witness Testimony Report History of Placement Experience Placement documentation: Initial Interview form

Student’s Weekly Learning Plan for Achievement of negotiated Practice Outcomes

Guidelines for Achievement of Outcomes: Indicative Criteria Mapping against Modules (Foundation Studies) Spare forms: Witness Testimony Report x 4

RECORD OF PLACEMENT LEARNING.

Purpose The placement section of your PPDF has been developed to provide you with a formative record of assessment for your practice placement experience. It is intended to assist with the complex process of identifying learning needs and achievements, and transferring these from University based learning to the practice setting, and vice versa. It should also encourage the development of negotiation skills, self-awareness and reflection. This section of the PPDF is essential and is designed to be used in conjunction with your Placement Assessment Document.

Responsibility The PPDF is the responsibility of you the student in conjunction with your guidance tutor and mentor. It is your responsibility to ensure that the appropriate entry is made in the student’s preparation sections, so that effective use is made of tutorials. Student preparation is vital to the process as is a willingness to listen to and act upon advice and feedback which is

offered. This section should be kept up to date and be available at appropriate times

for information and discussion with your guidance tutor and current mentor. Entries should be concise and be contained within the space provided.

Tutorials Except for group tutorials it is your, (the student’s) responsibility to organise the post-placement tutorials with your guidance tutor. The placement visit must be attended by yourself, your guidance tutor and where it is possible your mentor. Post-placement tutorials/reflection should take place back in University after the placement.

Placement Process All placements follow the same procedure i.e. pre-placement preparation, regular placement action planning and supervision, formative assessment and tri-partite visits, summative assessment, reflection on placement and post-placement tutorial including planning for the next placement.

To meet regulatory requirement of the Nursing and Midwifery Council Circular (33/2007)

you are required as a condition of the programme to share ‘ongoing records of achievement’.

The Standards to support learning and assessment in practice (NMC 2006, page 30)

requires that:

'An ongoing achievement record (student passport) including comments from

mentors, must be passed from one placement to the next to enable judgments to be

made on the student's progress'.

NMC Circular (33/2007) Ensuring continuity of practice assessment

through the ongoing achievement record.

This means you are required to share information recorded in Section 9 of your Personal

Professional Development File (PPDF) and Practice Assessment Documents with future

mentors.

Placement Process

S. Shann (16/02/07) adapted from Boud & Walker (1991)

PRE-PLACEMENT GROUP SEMINAR: STUDENT PREPARATION

Prior to the seminar you should make clear and detailed notes in the space

below. The following points should be addressed: -

Reflect on your achievements to date both within the university and whilst on previous placements.

Consider changes and developments you have made since your previous placement and how these may be transferred to this practice setting.

Identify proficiencies on the placement assessment document and key skills from your PPDF, which you consider may be achievable during this coming placement.

Date _____________________

Please continue overleaf if necessary

Experience Log:

The experience log enables the student to summarise and record experiences, activities and opportunities in practice and university that contribute to their personal and professional development throughout the year.

These do not supersede the professional body requirements which are reflected within the summative assessment of practice documentation, but are complementary and intend to enhance these requirements.

Guidance is provided to indicate experiences, activities and opportunities which may be valuable, as well as space for individual contributions reflecting the unique nature of each student’s journey.

This list is not exhaustive or exclusive of all potential experiences and opportunities you will encounter within placement areas. These experiences and opportunities must be discussed with your mentor, who will guide you utilising the Portfolio of Learning Opportunities as to what is available within the locality and what will be particularly relevant to your individual learning needs.

It is the student’s responsibility to complete this experience log.

They must be completed before the end of the academic year

During developmental tutorials the guidance tutor and student will review the completion of the experience log with the Guidance tutor signing when complete

The information it contains will be useful when compiling your Curriculum Vitae and preparing for job interviews at the end of the programme.

Formative Assessment Action Plan:

This is to be completed by the mentor at the intermediate interview. This is to assist in identifying student’s who have potential to fail their placement. These student’s should be identified as Red and an action plan developed as a tri-partite agreement with your Guidance Tutor. An action plan document is available on the placement website: http://nuweb.northumbria.ac.uk/hces/placements/

The student’s Guidance Tutor and Practice Placement Facilitator are available to support the mentor and student with this process.

Witness Testimony Report:

This document can be completed by either another health care professional or patient to give written feedback on a students performance. This is one example and there should be other samples available in the practice area. Please contact the Practice Placement Facilitator or the placement website (see above) for further information.

http://nuweb.northumbria.ac.uk/hces/placements/

Experience Log

YEAR 1

Experience, activity, opportunity

Date Summary/ supporting evidence

Signature

Attendance at moving and handling update

Attendance at fire lecture

Resuscitation and dealing with emergencies

Attendance at First aid

Identification of needs of adult patients

Identification of needs of children

Identification of needs of people with mental health problems

Identification of needs of people with learning disabilities

Identification of needs of pregnant or post natal woman

Communicate with others and contribute effectively to the process of inter-professional learning to demonstrate understanding of common features of professional practice

(Sample of Form to be carbonised and issued separately)

FORMATIVE ASSESSMENT ACTION PLAN To be discussed before the guidance tutor visit and completed at the end of the formative meeting

STUDENT: Programme:

Placement: Type of experience:

GREEN ACTION PLAN AMBER ACTION PLAN RED ACTION PLAN

Is working successfully towards all learning outcomes/competencies/ elements on the placement assessment form. No remedial action is necessary; to continue as per action plan.

Educator/Mentor:

Student:

Guidance Tutor:

Date:

Is working towards most of the learning outcomes/competencies/elements on the placement assessment form. However needs to pay particular attention to the identified outcomes /competencies/ elements listed on the action plan. The educator/mentor and student have agreed an action plan for learning and have identified how opportunities and evidence will be provided. The action plan will be regularly reviewed.

Educator/Mentor:

Student:

Guidance Tutor:

Date:

Is not progressing as required to meet the expected learning outcomes/ competencies/ elements on the placement assessment form. Failure to achieve these outcomes/ competencies by the end of the placement will

result in the student being unsuccessful on

the placement and associated module to which this placement is attached. The learning outcomes/competencies/elements not being achieved are listed, along with criteria for their achievement in action plan. The educator/mentor and student will have regular meetings to discuss progress and provide regular feedback to the guidance tutor.

Educator/Mentor:

Student:

Guidance Tutor:

Date:

WITNESS TESTIMONY REPORT This can be completed either by the student, other health care professional or patient to give

written feedback on a students performance

Student‟s Name: Mentor:

Placement: Location of experience:

Witness‟ Name: Witness‟ Position:

AIMS OF THE STUDENT

FEEDBACK ON STUDENT OUTCOMES

Witness Signature: Date:

Student‟s Signature: Date:

Mentor‟s Signature: Date:

History of Placement Experience

Branch:

Student name:

Guidance tutor:

Year &

Placement

Trust & Hospital Speciality Dates of Practice

Placement

Experience

Half way contact (GT

signature & date)

Post-placement

Tutorial (GT

signature & date)

Pass /

refer

Hours

missed

Mentor signature & date

(at end of placement)

Student Signature (at

end of placement)

1-1

1-2

1-3

1-4

2-1

2-2

Reviewed Guidance Tutor at the end of the programme of study

Guidance Tutor Signature: Date:

YEAR 1

PLACEMENT 1

Foundation Studies

Name of Placement: …………………………………………………..

PRACTICE PLACEMENT LEARNING CONTRACT

(INITIAL INTERVIEW)

To be negotiated with the mentor in the first week of the placement to identify overall learning needs. This interview aims to clarify mutual expectations between student/mentor. Please summarise the discussion in relation to learning outcomes and document the negotiated practice outcomes for the placement. For each learning outcome the following will need to be considered:

What are the learning needs of the student and the expectations of the mentor? (Personal key skills and placement opportunities need to be considered)

What learning strategies and resources will be utilised e.g. where can this be best learnt?

Please refer to Placement Assessment Summary from previous mentor in PPDF. The guidance tutor will review this learning contract during the formative placement assessment visit.

Signatures: Student: Date:

Mentor: Date:

FIRST PLACEMENT

STUDENT’S WEEKLY LEARNING PLAN FOR ACHIEVEMENT OF PRACTICE OUTCOMES

WEEK (add date)

STRATEGY

(Which practice outcomes will you focus on and how will you

achieve them?)

SUMMARY OF PROGRESS

05/03/2012

12/03/2012

STUDENT‟S PLAN OF ACTION FOR ACHIEVEMENT OF PROFICIENCIES

WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

19/03/2012

26/03/2012

STUDENT‟S PLAN OF ACTION FOR ACHIEVEMENT OF PROFICIENCIES

WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

02/04/2012

09/04/2012

Foundation Studies

PLACEMENT 2


SECOND PLACEMENT


(INITIAL INTERVIEW)






Mentor: Date:

SECOND PLACEMENT

STUDENT‟S PLAN OF ACTION FOR ACHIEVEMENT OF COMPETENCIES

WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

21/05/2012

28/05/2012


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

04/06/2012

11/06/2012


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

18/06/2012

25/06/2012

BRANCH

PLACEMENT 1



(INITIAL INTERVIEW)






Mentor: Date:

FIRST PLACEMENT (Branch)

STUDENT’S WEEKLY LEARNING PLAN FOR ACHIEVEMENT OF NEGOTIATED PRACTICE OUTCOMES

WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

03/09/2012

10/09/2012


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

17/09/2012

24/09/2012


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

01/10/2012

08/10/2012

BRANCH

PLACEMENT 2



(INITIAL INTERVIEW)






Mentor: Date:


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

05/11/2012

12/11/2012


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

19/11/2012

26/11/2012


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

03/12/2012

10/12/2012

BRANCH

PLACEMENT 3



(INITIAL INTERVIEW)






Mentor: Date:


WEEK (add date)

STRATEGY

(Which competencies will you focus on and how will you

achieve them?)

SUMMARY OF PROGRESS

25/02/2013

04/03/2013


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

11/03/2013

18/03/2013


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

25/03/2013

01/04/2013


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

08/04/2013

15/04/2013

BRANCH

PLACEMENT 4



(INITIAL INTERVIEW)






Mentor: Date:


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

15/07/2013

22/07/2013


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

29/07/2013

02/09/2013


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

09/09/2013

16/09/2013


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

23/09/2013

30/09/2013


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

07/10/2013

14/10/2013


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

21/10/2013

28/10/2013


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

04/11/2013

11/11/2013


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

18/11/2013

25/11/2013


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS


WEEK (add date)

STRATEGY


achieve them?)

SUMMARY OF PROGRESS

Post Graduate Diploma

FOUNDATION STUDIES

GUIDELINES FOR ACHIEVEMENT OF OUTCOMES

INDICATIVE CRITERIA TO MAP AGAINST PLACEMENT

PROFESSIONAL AND ETHICAL PRACTICE

1.1 Proficiency

Manage oneself, one‟s practice and that of others, in accordance with The NMC code of

professional conduct: standards for conduct, performance and ethics, recognising one‟s own

abilities and limitations

Practice Outcome 1.1 a) Discuss in an informed manner the implications of professional regulation on nursing practice

Indicative Criteria Placement 1 Placement 2

1. Promotes a professional image 2. Shows respect for others 3. Is able to engage patients/clients and build caring

professional relationships

4. Differentiates between social and professional relationships

and maintains professional boundaries and attitudes

5. Uses professional support structures to learn from experience and makes appropriate adjustments

6. Seeks help from a registered practitioner as appropriate

Notes:

Practice Outcome 1.1 b) Demonstrate an awareness of the NMC’s Code of Professional Conduct


1. Demonstrates the underpinning values of the NMC Code

of professional conduct: standards for conduct,

performance and ethics

2. Works within limitations of the role and recognises own

level of competence.

3. Adheres to local policy and national guidelines on dress

code for prevention and control of infection. (Including:

footwear, hair, piercings and nails)

4. Maintains a high standard of personal hygiene 5. Wears appropriate clothing for the care delivered

6. Accepts responsibility for own decisions and activities 7. Consults others where limitation of own knowledge or

experience requires this

Notes:

1.2 Proficiency

Practice in accordance with an ethical and legal framework with ensures the primacy of patient

and client interest and well being and respects confidentiality

Practice Outcome 1.2 a) Demonstrate an awareness of, and apply ethical principles to, nursing practice


1. Applies the principles of confidentiality. 2. Protects and treats information as confidential except

where sharing information is required for the purposes of

safeguarding and public protection.

3. Applies the principles of data protection. 4. Distinguishes between information that is relevant to care

planning and information that is not.

5. Provides clear information to patients/clients regarding their right to confidentiality and the circumstances when this might be broken.

Notes:

Practice Outcome 1.2 b) Demonstrate an awareness of legislation relevant to Nursing Practice


1. Takes a person-centred approach to care. 2. Demonstrates respect for diversity and individual

patient/client preference, regardless of personal view

3. Applies the concept of dignity. 4. Delivers care with dignity making appropriate use of the

environment, self, skills and attitude.

5. Identifies factors that influence and maintain patient/client

dignity

6. Identifies situations that might “violate” patient/client

dignity

7. Acts in a way that demonstrates respect for others that

promote and values differences

8. Is attentive and acts with kindness and sensitivity 9. Takes into account a patient‟s/client‟s physical and

emotional responses when carrying out care

10. Delivers care in a manner that is interpreted by the

patient/client as warm, sensitive, kind and compassionate.

11. Delivers care that addresses both physical and emotional

needs and preferences

12. Evaluates ways in which own interactions affect

relationships to ensure that they do not impact

inappropriately on others.

13. Responds appropriately to compliments and comments 14. Responds appropriately when patients/clients want to

complain, providing assistance and support

Notes:

1.3 Proficiency

Practice in a fair and anti-discriminatory way, acknowledging the differences in beliefs and

cultural practices of individuals or groups

Practice Outcome 1.3 a) Demonstrate the importance of promoting equity in patient and client care by contributing to nursing care in a fair and anti-discriminatory way.

Indicative Criteria

1. Demonstrates an understanding of how culture, religion,

spiritual beliefs, gender and sexuality can impact on

illness and disability.

2. Acts to respect people‟s legal rights, such as human and

children‟s rights legislation.

a) The Children Act

b)The Mental Health Act

3. Adopts a principled approach to care underpinned by the

NMC Code of Professional Conduct: standards for

conduct, performance and ethics.

4. Protection of vulnerable adults 5. Acts appropriately in challenging circumstances to uphold the

need for the patient/client to be cared for in an environment and manner that challenges health and social inequalities and is culturally appropriate and free from discrimination, harassment and exploitation.

Notes:

CARE DELIVERY

2.1 Proficiency

Engage in, develop and disengage from therapeutic relationships through the use of

appropriate communication and interpersonal skills

Practice Outcome 2.1 a) Discuss methods of, barriers to and the boundaries of, effective communication and interpersonal relationships.


1. Communicates effectively both orally and in writing, so

that the meaning is always clear

2. Uses strategies to enhance communication and remove

barriers to effective communication,

3. Records information accurately and clearly on the basis of

observation and communication with the patient/client

4. Always seeks to confirm understanding 5. Responds in a way that confirms what the patient/client is

communicating

6. Effectively communicates the needs/wishes of

patient/client to other professionals.

7. Recognises signs of aggression and responds

appropriately to keep self and others safe.

8. Applies principles of consent in relation to restrictions

relating to specific client groups and seeks consent for

care.

9. Ensures that the meaning of consent to treatment and

care is understood by the patient/client

10. Seeks consent prior to sharing confidential information

outside of the professional care team

11. Utilise appropriate communication skills with patients and

clients

12. Accesses translation services when required including ‘sign language’ and/or Makaton Technology

13. Selects the most appropriate method, including the use of tools, when communication is challenging.

14. Recognises the need to employ specific communication skills to deal with different and challenging circumstances, whilst recognising own limitations and seeking appropriate support.

Notes:

Practice Outcome 2.1 b) Demonstrate sensitivity when interacting with and providing information to patients and clients.


1. Identify ways in which partnerships with service users and/or carers can be promoted to meet the needs of adult patients

2. Identify ways in which partnerships with service users and/or carers can be promoted to meet the needs of older adults

3. Identify ways in which partnerships with service users and/or carers can be promoted to meet the needs of children

4. Identify ways in which partnerships with service users and/or carers can be promoted to meet the needs of people with mental health problems

5. Identify ways in which partnerships with service users and/or carers can be promoted to meet the needs of people with learning disabilities

6. Identify ways in which partnerships with service users and/or carers can be promoted to meet the needs of the pregnant or post natal woman and her family

Notes:

2.2 Proficiency

Create and utilise opportunities to promote the health and well-being of patients, clients and

groups

Practice Outcome 2.2 a) Contribute to enhancing the health and social well being of patients and clients under the supervision of a registered practitioner.


1. Participates in assessing and planning care appropriate to

the patients‟/clients‟ risk of infection.

2. Participates in completing care documentation and

evaluation of interventions to prevent and control infection.

3. Aware of the role of the Infection Control Team and

Infection Control Nurse Specialist, and local guidelines for

referral.

4. Recognises potential signs of infection and reports to

relevant senior member of staff.

5. Discusses the benefits of health promotion in the

prevention and control of infection for improving and

maintaining the health of the population

6. Accepts delegated tasks and elements of care based on

knowledge skills and limitations of role.

7. Identify networks of health and social care services, in relation

to particular client groups

8. Contribute to the holistic assessment of health needs in response to varying client/family needs

9. Contribute to raising awareness of health issues through the identification of opportunities for health promotion

Notes:

2.3 Proficiency

Undertake and document a comprehensive, systematic and accurate nursing assessment of

the physical, psychological, social and spiritual needs of patients, clients and communities

Practice Outcome 2.3 a) Contribute to the development and documentation of nursing assessments by participating in comprehensive and systematic nursing assessment of physical, psychological, social and spiritual needs of patients and clients.


1. Contributes to the assessment of physical, emotional,

psychological, social, cultural and spiritual needs,

including risk factors by identifying, recording, sharing

and responding to clear indicators and signs

2. Contributes to the planning of safe and effective care by

recording and sharing information based on the

assessment

3. Applies knowledge of age and condition-related anatomy,

physiology and development when interacting with

patients/clients

4. Understands the benefits of a healthy lifestyle and the

potential risks involved with various lifestyles or

behaviours

5. Recognises indicators of unhealthy lifestyles 6. Contributes to care based on an understanding of how

illness and disability impact on patients/clients and carers

at different stages

7. Makes constructive and appropriate relationships with

patients/clients and their carers

8. Measures and documents vital signs under supervision

and responds appropriately to findings outside the normal

range

9. Responds appropriately when faced with sudden

deterioration in patients‟/clients‟ physical or psychological

condition or emergency situations (e.g. abnormal vital

signs, patient/client collapse, cardiac arrest, self harm,

extremely challenging behaviour, attempted suicide)

10. Performs routine, diagnostic tests (e.g. urinalysis) under

supervision as part of assessment process (near

patient/client testing)

11. Collects and interprets data related to the assessment and

planning of care from a variety of sources

12. Accurately undertakes and records a baseline assessment

of:

a) Weight (*)

b) Height (*)

c) Temperature (*)

d) Pulse (*)

e) Respiration (*)

f) Blood Pressure – manual and electronic (*)

g) Body Mass Index (*)

13. Applies evidence to practice within the limitations of role and

current level of knowledge

14. Contributes to the assessment of patients/clients receiving intravenous fluids

15. Measures and documents vital signs under supervision and

responds appropriately to findings outside the normal range (*)

Notes:

2.4 Proficiency

Formulate and document a plan of nursing care, where possible, in partnership with patients,

clients, their carers and family and friends, within a framework of informed consent

Practice Outcome 2.4 a) Contribute to the planning of nursing care, involving patients and clients and, where possible, their carers, demonstrating an understanding of helping patients and clients to make informed decisions.


1. Actively involves the patient/client in their assessment

and care planning.

2. Determines patient/client preferences to maximise

comfort & dignity

3. Actively encourages patient/client to be involved in, and is

supported in own care/self care, where possible and

supports access to independent advocacy

4. Works with the patient/client to help them describe their

goals in a way that is meaningful to them

5. Helps the patient/client to identify and use their strengths

to achieve their goals and aspirations

6. Actively encourages patient/client to be involved in and/or

ensure they are supported in own care/self care

7. Assesses patient‟s/client‟s level of capability for self care 8. Provides care (or makes provisions) for those who are

unable to maintain own personal care (e.g. mouth care,

elimination, bathing, care of skin, cleaning teeth, hair

washing, cleaning eyes and cleaning and cutting nails)

9. Works in partnership and collaboration with

patients/clients and carers

10. Under supervision involves patient/client and carers in

administration/self-administration of medicines.

11. Under the supervision of a registered practitioner undertakes

activities consistent with care plans and identifies own limitations

12. Seeks help and advice in improving skills in care delivery

Notes:

2.5 Proficiency

Based on best available evidence, apply knowledge and an appropriate repertoire of skills

indicative of safe practice

Practice Outcome 2.5 a) Contribute to the implementation of a programme of nursing care, designed and supervised by registered practitioners


1. Safely delivers care to patients/clients who require to be

nursed in isolation or in protective isolation settings

2. Takes appropriate actions should exposure to infection

occur, e.g. chicken pox, diarrhoea and vomiting, needle

stick injury

3. Applies knowledge of an „exposure prone procedure‟ and

takes appropriate precautions/actions

4. If has a blood borne virus, consults with occupational

health before carrying out exposure prone procedures

5. Takes and records accurate measurements of weight,

height/length, body mass index and other appropriate

measures of nutritional status

6. Assesses baseline nutritional requirements for healthy

person (related to age, mobility etc)

7. Contributes to formulating a care plan through

assessment of dietary preferences, availability of

appropriate food for the patient/client, factors preventing

preparation of or access to appropriate nutrition

8. Reports to other members of the team when agreed plan

is not achieved

9. Applies knowledge of fluid requirements needed for

health and during illness/recovery so that appropriate

fluids can be provided

10. Recognises and reports reasons for poor fluid intake 11. Accurately monitors dieting and fluid intake and

completes relevant documentation. (*)

12. Completes appropriate documentation 13. Reports to other members of the team when fluid intake

falls below requirements

IN RESIDENTIAL CARE SETTINGS 14. Follows local procedures in relation to mealtimes (e.g.

protected mealtimes, indicators of patients who need

additional support)

15. Ensures that patients/clients are ready for the meal (i.e. in

appropriate location, position, offered opportunity to wash

hands, offered appropriate assistance)

16. Reports to appropriate person if a patient/client is unable

to eat at the meal time (e.g. is away from the unit, unwell

etc.)

17. Follows food hygiene procedures

18. Uses prescription charts correctly and maintains accurate

records.

19. Utilise and safely dispose of equipment needed to draw

up/ administer medication (e.g. needles, syringes, gloves)

20. Administer medication to patients/clients safely under

direct supervision, including orally and by injection.

21. Works to protocols that identify risks, care and treatment

according to the infection being managed

22. Demonstrates awareness of a range of commonly recognised approaches to managing symptoms e.g. relaxation, distraction, life style advice.

23. Discusses referral options. 24. Involve patient/client and carers in administration/ self-

administration of medicines.

Notes: Practice Outcome 2.5 b) Demonstrate evidence of a developing knowledge base which underpins safe and effective nursing practice


1. Applies knowledge of transmission routes in describing, recognising and reporting situations where there is a need for Standard Infection Control Precautions

2. Demonstrates effective hand hygiene and the appropriate

use of Standard Infection Control Precautions when

caring for all patients/clients.

3. Complies with local and national guidelines for Standard

Infection Control Precautions

4. Participates in the cleaning of multi-use equipment

between each patient/client.

5. Uses multi-use patient/client equipment and follows the

appropriate cleaning/disinfecting/ decontamination

protocol.

6. Safely uses and disposes of, or decontaminates, items in

accordance with local policy and manufacturers guidance

and instructions

7. Adheres to requirements for cleaning, disinfecting,

decontaminating of „shared‟ nursing equipment (including

single patient/client but multi-use equipment) before and

after every use as appropriate, according to recognised

risk, in accordance with manufacturer‟s and

organisational policies

8. Demonstrates understanding of the principles of wound

care, healing and asepsis

9. Safely performs basic wound care using clean and aseptic

techniques

10. Assists in providing accurate information to

patients/clients on the management of a device, site or

wound to prevent and control infection and to promote

healing

11. Applies knowledge of nutrition to advise on balanced diet,

taking account of dietary preferences

12. Applies knowledge of fluid requirements to advise on

appropriate fluid intake, taking account of individual

preferences

13. Identifies dietary and other factors contributing to ill

health, obesity, weight loss, poor fluid intake and poor

nutrition

14. Supports patients/clients to make healthy food and fluid

choices

15. Supports patients/clients who need to adhere to specific

dietary and fluid regimens

16. Provides assistance as required (e.g. use of beakers,

bottles, adapted cutlery, plates, positioning etc)

17. Identifies and reports patients/clients who are unable to

eat or drink and are therefore unable to achieve good

nutrition and fluid intake

18. Demonstrated understanding of legal/ethical frameworks

relating to safe administration of medicines in practice.

19. Demonstrate ability to safely store medicines. 20. Demonstrate awareness of roles and responsibilities

within the MDT for medicines management, including how

and in what ways information is shared.

21. Demonstrate knowledge of what a patient group direction

is and who can use them.

22. Accesses commonly used evidence based sources

relating to the safe management of Medicines.

23. Is able to describe fundamental theoretical knowledge which

underpins a practice skill

24. Is able to draw on relevant knowledge, including research to explain and provide a rationale for nursing interventions.

25. Keep clear and accurate written records 26. Engage in ongoing evaluation of patient/client care 27. Report evaluative observations to registered practitioner 28. Contribute to the documentation of outcomes of nursing 29. Accurately monitors dietary and fluid intake and completes

relevant documentation

30. Understands and applies the knowledge that intravenous fluids are prescribed and works within local administration of medicines policy

31. Uses knowledge of commonly administered medicines in order to act promptly in cases where side effects and adverse reactions occur

32. Applies knowledge of local policies to safe storage of medicines

Notes:

Practice Outcome 2.5 c) Demonstrate a range of essential nursing skills, under the supervision of a registered nurse, to meet individuals’ needs.


1. Demonstrates awareness of a range of commonly

recognised approaches to managing symptoms eg

relaxation distraction, life style advice.

2. Discuss referral options 3. Helping with the safe administration of medicines and

monitor their effects:-

- orally

- by injection

22. Is competent in basic medicines calculations. (*) 23. Safely uses and disposes of medical devices under

supervision.

4. Participating in safe moving and handling

5. Preventing the spread of infection 6. The safe disposal of potentially hazardous equipment and

materials

7. Maintaining and monitoring adequate nutritional levels 8. Maintaining and monitoring adequate fluid balance

9. Ensuring optimum mobility and minimising the hazards of immobility

10. Helping with personal hygiene and dressing (if appropriate)

11. Promoting adequate rest, sleep and comfort

12. Engaging in effective listening skills 13. Promote independence, dignity and individuality 14. Maintain privacy and confidentiality 15. Reducing anxiety, by providing relevant information and

support

16. Identifying rationale for and knowledge concerning safe storage of medicines and other hazardous substances

17. Promoting rehabilitative activities such as play, diversional therapy

18. Helping to meet educational and learning needs 19. Demonstrate the principles of first aid - Identify procedures for summoning help

20 Demonstrate life saving measures related to maintaining airway, breathing and circulation.

21. Demonstrates the ability to undertake Clinical observations

Notes:

2.6 Proficiency

Evaluate and document the outcomes of nursing and other interventions

Practice Outcome

2.6 a) Contribute to the evaluation of the appropriateness of nursing care delivered.


1. Works collaboratively with patients/clients and their

carers enabling them to take an active role in the delivery

and evaluation of their care

2. Works within the limitations of knowledge and skills to

question and provide safe and holistic care for

patient/client group.

3. Actively seeks to extend knowledge and skills using a

variety of methods in order to enhance care delivery

4. Detects, records, reports and responds appropriately to

signs of deterioration and /or improvement

5. Prepares patients/clients for clinical interventions as per

local policy

6. Uses knowledge of commonly administered medicines in

order to act promptly in cases where side effects and

adverse reactions occur

7. Recognises, responds appropriately and reports patients

who have difficulty eating and/or swallowing

8. Adheres to a plan of care that provides adequate nutrition

and hydration when eating or swallowing is difficult

9. Ensure safe and effective practice through comprehensive

knowledge of medicines, their actions, risks and benefits

10. Where relevant to field of practice 11. Assists in the administration of enteral feeds under supervision

Notes:

2.7 Proficiency

Demonstrates sound clinical judgement across a range of differing professional and care

delivery contexts

Practice Outcome 2.7 a) Recognise situations in which agreed plans of nursing care no longer appear appropriate and refer these to an appropriate accountable practitioner


1. Refer any changes to registered nurse and other members of the team if appropriate

2. Able to recognise the achievement of planned goals of care and/or the need to adjust or redefine goals

3. Able to demonstrate an awareness of mechanisms to ensure the quality of care e.g. impact of clinical governance, standards and audits, risk management

Notes:

CARE MANAGEMENT

3.1 Proficiency

Contribute to public protection by creating and maintaining a safe environment of care through

the use of a quality assurance and risk management strategies

Practice Outcome

3.1 a) Contribute to the identification of actual and potential risks to patients, clients and their carers, to oneself and to others and participate in measures to promote and ensure health and safety.


1. Identifies indicators of abuse and abusive situations and

acts to safeguard those patients/clients requiring support

and protection

2. Acts within legal frameworks and local policies 3. Uses correct systems and procedures to refer when

concerned about a child and patients/clients requiring

support and protection

4. Shares information with colleagues and seeks advice from

appropriate sources where there is a concern or

uncertainty

5. Documents concerns and information about

patients/clients which may be significant

6. Uses support systems to recognise, manage and deal with

own emotions

7. Demonstrates professional commitment by working

flexibly to meet service needs to enable quality care to be

delivered

8. Recognises when situations are becoming unsafe and

reports appropriately

9. Understands and applies the importance of rest for

effective practice

10. Works within clinical governance frameworks to promote

safety and positive risk taking

11. Reports adverse events

12. Assesses risk within current sphere of knowledge and

competence

13. Follows instructions and takes appropriate action to

minimise risk

14. Works within legal frameworks for protecting self and

others

15. Knows and accepts own responsibilities and takes

appropriate responsibility

16. Adheres to the requirements of the Health and Safety at

Work Act and infection control policies regarding the safe

disposal of all waste, soiled linen, blood and/or other body

fluids and disposing of „sharps‟

17. Acts to address potential risks within a timely manner

18. Challenges practices which do not safeguard patients/clients

requiring support and protection

19. Works within legal frameworks for safe selection and use of medical devices

20. Safely uses, cleans and disposes of, single use, single patient/client use and re-usable items in accordance with local policy and manufacturer’s instructions

21. Understands and applies need for safe disinfection and cleaning where required

Notes:

3.2 Proficiency

Demonstrate knowledge of effective interprofessional working practice which respect and

utilise the contributions of members of the health and social team

Practice Outcome 3.2 a) Demonstrate an understanding of the role of others by participating in inter-professional working practice


1. Assists in preparing patients/clients and carers for

transfer/transition through effective dialogue and the

provision of accurate information

2. Reports and documents the patients‟/clients‟ concerns

regarding the transfer/transition

3. Assists in the preparation of records and reports to

facilitate safe and effective transfer.

4. Works within the NMC Code of Professional Conduct:

standards for conduct, performance and ethics when

participating in team work.

5. Identify the contribution members of the health and social care

team make to the care of a particular client

6. Demonstrate through behaviour an understanding of organisational culture and professional expectations

7. Participate in teamwork, within the context of integrated, multi professional care

Notes: 3.3 Proficiency

Demonstrate key skills

Practice Outcome 3.3 a) Demonstrate literacy, numeracy and computer skills needed to record, enter, store, retrieve and organise data essential for care delivery


1. Competent in basic medicines calculations 2. Discuss the importance of maintaining confidential records

3. Identify the legal implications of record keeping and individual accountability

4. Provide examples of ways in which accurate documentation has ensured quality of care

5. Demonstrate the ability to make clear, accurate and relevant contributions to care documentation

6. Demonstrate the ability to care for case notes and records appropriately during transit

7. Demonstrate literacy, numeracy and/or computer skills needed to records, enter, store, retrieve and organise data essential for care delivery

Notes:

PERSONAL AND PROFESSIONAL DEVELOPMENT

4.1 Proficiency

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 care

Practice Outcome 4.1 a) Demonstrate responsibility for one’s own learning through the development of a portfolio of practice and recognise when further learning is required.


1. Uses supervision and other forms of reflective learning to

make effective use of feedback

2. Takes feedback from colleagues, managers and other

departments seriously and shares the messages and

learning with other members of the team

3. Reflects on own practice and discusses issues with other

members of the team to enhance learning

4. Identify specific learning needs and objectives 5. Works appropriately with mentor and seeks guidance when

necessary to ensure the development of safe nursing practice

6. Communicate with others and contribute effectively to the

process of inter-professional learning to demonstrate

understanding of common features of professional

practice

Notes:

Practice Outcome 4.1b) Acknowledge the importance of seeking supervision to develop safe nursing practice.


1. Works as an active team member 2. Supports and assists others appropriately 3. Values others‟ roles and responsibilities within the team

and interacts appropriately

4. Communicates with colleagues verbally (face to face and

by telephone) and in writing and electronically in a way

that the meaning is clear, and checks that the

communication has been fully understood

5. Uses supervision as a means of developing strategies for

managing own stress and for working safely and

effectively

6. Uses profession and support structures to learn from

experience and make appropriate adjustments

7. Assists others or obtains assistance when help is

required.

Notes:


written feedback on a student‟s performance




AIMS OF THE STUDENT










AIMS OF THE STUDENT










AIMS OF THE STUDENT










AIMS OF THE STUDENT



