SCHOOL OF HEALTH SCIENCES - University of Brighton · 2019. 5. 2. · Your mentor or associate/buddy mentor under mentor supervision signs: • Learning contract, ... (LSP) written

SCHOOL OF HEALTH SCIENCES BSc (Hons) Nursing Cohort: February 2019 Module: NI405 - Professional Nursing Practice Year 1 Assessment of Practice Document Module Lead: Claire Jackson [email protected] Student name: Personal Tutor: Submission date : by 16:00 at Eastbourne or Falmer campus Contact details if found:

Name and contact details of next of kin/person to be contacted in an emergency: Their relationship to you:

This information will only be used by your mentor in the case of an emergency out of hours when the university staff are unavailable

mailto:[email protected]

1

Contents Page number

Section guidelines 2 Student responsibilities 3 Mentor responsibilities 4 Learning support plan – practice 5 National Skills Academy (NSA) Health e.learning record Placement record 1

7 9

Placement record 2 16 Placement record 3 23 Additional placement record 31 Additonal spoke experiences record 38 Nursing and Midwifery Council (NMC) competencies 40 Nursing and Midwifery Council (NMC) essential skills 48 Personal tutor record 69 Practice liaison lecturer record 70 Mentor declaration 71 Student declaration 71 Moderation record 72

Unexpected absence from placement:

1. Contact placement to inform them of your absence, the number of days you will be absent (if known) and your intended return date.

2. Contact the School Office [email protected] or 01273 644087 – with a message stating your name, cohort, the number of days you will be absent (if known) and your intended return date.

3. Document the hours you are absent with the correct code on your attendance record (see attendance record for absence codes).

Students are not to make up hours missed during the same placement. Instead the student will be informed prior to their final placement in year 3 of any hours outstanding. The student can then complete up to 37.5 hours / week to make up the shortfall and/or extend their placement to achieve the required hours.

Expected absence from placement: If you have expected absence from practice or you need to change your allocated practice hours you must:

1. Contact the Course Lead

See the Course Handbook for full details of the sickness / absence policy


2

Section guidelines The Assessment of Practice book is your evidence of achieving the professional nursing competencies set by the Nursing and Midwifery Council (NMC). You are responsible for the safe keeping of this book ideally it should remain with you at all times. If lost, damaged or destroyed contact the module lead. The book is divided into the following sections:

Learning support plan – in this section the disability liaison tutor will record the details of any support that your mentor may need to provide to help your learning in practice.

National Skills Academy (NSA) Health e.learning record – in this section you will record completion of the specified e. learning courses to meet local Trust Statutory & Mandatory training prior to attending your first placement. Completion is mandatory prior to attending your first placement, failure to do so will prevent you from attending clinical placement Placement record – in this section you and your mentor will record the details of each placement and spoke experience that you undertake. Each year you will be allocated three placements. Spoke experiences should be organised by you and your mentor and should be related to the placement. In a 24 practice hours/week placement generally 24 hours of spoke experiences are allowed. In a 32 practice hours/week placement generally 32 hours of spoke experiences are allowed. No NMC competency can be assessed in a spoke experience. NMC essential skills can be assessed in a spoke experience only after a suitable preparation time in the spoke experience and with agreement from your mentor. Nursing and Midwifery Council (NMC) competencies – in this section your mentor will record in each placement if you have or have not achieved / maintained each competency. Progress towards achieving/maintaining competencies should be reviewed at the midpoint of each placement.To achieve / maintain each competency all elements of the competency must be demonstrated in the placement. Each competency must be achieved once in the year and once achieved must be maintained. You have one opportunity per placement to achieve each competency. Your mentor must confirm you have or have not achieved / maintained each competency in Placement 3.

Nursing and Midwifery Council (NMC) essential skills – in this section your mentor / your assessor (i.e. any registered healthcare professional approved by your mentor) will record if you have or have not achieved each skill. To achieve each skill all 3 parts of the skill (knowledge, practice and professionalism) MUST be demonstrated in a single assessment. Each mandatory skill must be achieved once in the year and once achieved must be maintained. You have one opportunity per placement to achieve each skill and no more than 2 skills can be assessed on the same day. The NMC essential skills form the basis of the NMC competency – ‘Demonstrates a range of essential nursing skills to meet an individual’s needs’. Therefore, if you do not achieve or maintain a previously achieved skill this competency will not be achieved.

Personal Tutor contact record – in this section your personal tutor will record their meetings with you. You should meet with your personal tutor at least once every trimester.

Practice Liaison Lecturer (PLL) contact record – in this section the PLL will record their meetings with you. You should meet with the PLL on an ‘as required’ basis only.

Mentor declaration – in this section your mentor in Placement 3 will record if you have achieved / maintained all of the NMC competencies. The NMC competencies must be confirmed in order to progress on the course.

Student declaration – in this section you will record if you maintain good health and good character. Your good health and good character must be confirmed in order to progress on the course.

I [the undersigned] agree for information relating to my ability to achieve the required NMC competencies in a placement can be shared with successive mentors and staff in the School of Health Sciences. Student name: Student signature: Date:

3

Student responsibilities Before your placement

• Read and ensure you understand this book, any queries contact the module lead

• Complete your learning support plan as appropriate

• Read your placement profile

• Complete your self-assessment

During your placement • Prepare to discuss your experiences on placement in your experience based learning group

• Lunch and drink breaks are included within the 24 or 32 practice hours/week

• Plan any meetings with your mentor in advance and avoid leaving completion of the book to the last day of the placement

• Write your own reflections on your progress

• Ask your mentor to give you feedback on your progress (verbally and in writing in this book)

• Ask your mentor to write an action plan at the end of your placement

• As a student on placement you are supernumerary i.e. you are extra and not to be included in the staffing number

• You must gain consent from each service user prior to giving any nursing care, a service user is under no obligation to consent to your nursing care

• You must not record or attach any patient identifiable information or any notes written by a patient in this book

• If you need to escalate concerns about practice during your placement speak with your mentor and/or personal tutor

After your placement • Complete the online evaluation of your placement

• Take this book to all University-based assessments and personal tutor meetings

• Prior to submitting your book use the checklist in the Placement 3 record to ensure all mandatory elements have been completed

• Submit the book at Eastbourne or Falmer by 16:00 on the submission date (see front cover). You must sign to confirm your submission. You can submit the book up to 2 weeks prior to the submission date.

Who can sign what in my book? Your mentor or associate/buddy mentor under mentor supervision signs: • Learning contract, feedback and action plans • NMC competencies • Mentor declaration (in the final placement) Only your mentor or an alternative mentor with documented agreement from you mentor can sign your NMC competencies. Your mentor or any registered healthcare professional approved by your mentor signs: • NMC essential skills What happens if I do not achieve / maintain one or more NMC competency? Contact the module lead to discuss further.

4

Mentor responsibilities • The mentor should support no more than 3 students at the same time in placement

• The mentor must directly or indirectly supervise 40% of a student’s time in placement

• The mentor should understand how to complete the Assessment of Practice (AOP) book

• The mentor should follow the student’s learning support plan (see next page)

Students who disclose a disability or other protected characteristic before or during the course will

have a learning support plan (LSP) written in conjunction with the student, student services and the

disability liaison tutor (DLT). A LSP details the requirements to support the student’s learning whilst

on placement. These requirements are termed ‘reasonable adjustments’. The student’s LSP is

included in this Assessment of Practice book. Any queries contact the DLT Kathy Martyn

[email protected] / (01273) 644052 / 07967498738 (text preferred)

• The mentor should complete the learning contract with the student, provide the student with written feedback on their progress and write an action plan for future development

• The mentor must confirm if the student has or has not achieved / maintained each NMC competency over the duration of the placement

• The mentor should state the reason the student has not achieved / maintained an NMC competency and write an action plan of how it can be achieved in the next placement

• The mentor must approve the suitability of the assessor for an NMC essential skill assessment

• The mentor or assessor must confirm if the student has or has not achieved an NMC essential skill in a summative assessment

• An NMC essential skill can be assessed through discussion, observed practice and/or simulation

• The mentor or assessor should state the reason the student has not achieved an NMC essential skill and write an action plan of how it can be achieved in the next placement

• The mentor in Placement 3 must complete each NMC competency

• The mentor in Placement 3 must complete the ‘Mentor declaration’

• The mentor is responsible for determining the competency of the student and the level of supervision required

• There are no restrictions on a student in any year undertaking any skill unless explicitly stated in local Trust policy (skills and practice opportunities will often be available to the student in addition to those listed in the NMC competencies and essential skills)

• Any queries contact the module lead, practice liaison lecturer or practice education facilitator


5

Learning support plan – practice Students who disclose a disability or other protected characteristic (Equality Act 2010) during the

period of study will have a Learning Support Plan (LSP). Support for students takes the form of

reasonable adjustments. These need not be onerous or complicated and include the following:

Time Reading and writing Attendance and practice • Allow additional time

after handover for student to plan activities

• Allow time for the student to complete patient notes and record information

• Encourage student to keep a ‘to do list’

• Help student to draw up a plan highlighting important tasks

• Provide a list of

commonly used terminology and abbreviations

• Allow use of NHS apps (BNF and NICE guidance), and spelling/dictionary apps on smart phones

• Provide written and verbal feedback as to performance

• Allow student to refer to notes/lists when assessing knowledge

• Provide handover sheet

• Avoid allocating 12 hour

shifts • Plan shift pattern /

allocation in advance to enable student to know who they are working with

• Allow student time to plan activities.

• Give opportunities to practice

• Breakdown complex skills into ‘chunks’ allowing students to practice each chunk before completing whole skill.

These adjustments may be useful for students who are daunted by clinical practice but do not

have a formal LSP and should be considered as part of any action plan. Students who are

struggling should be encouraged to seek support from Student Services and their personal tutor

so that a LSP can be formalized. If a student discloses a disability or other protected characteristic

that is not yet known to the University they should contact their personal tutor, the Disability

Liaison Tutor or Student Services for a needs assessment.

The LSP is based on the advice given by student services, the Occupational Health service (if

applicable) and discussions between the student and the Disability Liaison Tutor. In complex

situations discussions will also take place between the practice providers and the Disability Liaison

Tutor to ensure all reasonable adjustments can be accommodated.

Support for mentors and students is also available through the Disability Liaison Tutor, Practice Liaison Lecturers and Practice Education Facilitators.

6

Learning Support Plan - Practice ……………………………………is a year ………. student completing the BSc (Hons)

Nursing course. The student has been cleared fit for practice by the Occupational Health

Department and is being supported by reasonable adjustments to practice (Equality Act

2010). The following reasonable adjustments have been agreed to support this student in

having an equality of opportunity to meet the professional and course requirements:

If you have any questions or would like to clarify any aspect of the support plan please

contact the Disability Liaison Tutor. Contact details are Email: [email protected] ,

Telephone: 01273 644052, Mobile: 07967498738 (text preferred).

Signature of person completing Learning Support Plan-Practice:

Name

Signature of Student:

Name

Date:

Date for review:


7

National Skills Academy (NSA) Health e.learning record National Skills Academy (NSA) Health provides e. learning on many national core learning topics. You need to access and complete the specified e. learning courses to meet local Trust Statutory & Mandatory training prior to attending your first placement. Please complete your mandatory training prior to attending your first placement, failure to do so will prevent you from attending clinical practice. You MUST be able to provide the Trust Practice Education Facilitator evidence of completion of the e. learning courses at the Trust Induction session. Eastbourne students will complete a Trust workbook and do not need to do the NSA Health courses marked with an ** NSA Health access details: Here is the site: https://elearning.nsahealth.org.uk/local/sfhadmin/login/index.php Enter the username and password in the Returning to this site? (dark orange box) - even though it is your first time accessing the site. An account has already been set up for you. Username: [university email address i.e [email protected]] Password: monday (lowercase ‘m’) initially then you will be asked to change the password at first login Any queries regarding login /course availability please contact Adam Edgar - Programme Administrator email: [email protected] telephone: 01273 644085

Mandatory prior to first placement Attendance at you first placement will be delayed if not achieved

Session **covered by Eastbourne online workbook

Method of achievement NSA e.learning / Trust based learning / University of Brighton session

Date completed

Basic Life support – Essential Skill 10 University of Brighton session

Conflict Resolution

Equality, Diversity and Human Rights - General Awareness **

Fire Safety**

Health, Safety, and Welfare**

Infection Prevention and Control for Clinical Staff**

Information governance **

Moving and handling practical – Essential Skill 1

University of Brighton session

Patient moving and handling

Prevent

Safeguarding Adults level 1

Safeguarding Children level 1

https://elearning.nsahealth.org.uk/local/sfhadmin/login/index.php


8

You also have access to additional courses which are strongly recommended for further learning and others which will support your learning. Strongly recommended for further learning (optional) Session *covered by ESHT online workbook

Method of achievement NSA e.learning / Trust based learning / University of Brighton session

Date completed

Consent

Dementia Awareness

Duty of Care

Fluids and Nutrition

Learning Disabilities Awareness

Mental health Awareness

Oral Health

Person Centred Care

Personalised Care Planning

Privacy and Dignity

Safeguarding Adults level 2

Safeguarding Children level 2

To support learning (optional) Session Method of achievement

NSA e.learning / Trust e.learning or workbook / University of Brighton session

Date completed

Communication

Equality, Diversity and Human Rights - Promoting Understanding

Resuscitation Level 1

Resuscitation Level 2 - Adults BLS

Resuscitation Level 2 - Paediatrics BLS

9

Placement 1 record Name of placement:

Scope of placement: Adult □ Child □ Mental Health □ Learning Disability □ Dates of placement: From: To:

Mentor name (Print and sign):

Associate Mentor name (Print and sign):

Orientation (as applicable)

Fire exits/drill Date: Mentor initials:

Emergency equipment Date: Mentor initials:

Policies and procedures Date: Mentor initials: Name of spoke:

Scope of spoke: Adult □ Child □ Mental Health □ Learning Disability □ Dates of spoke: From: To:

Practitioner name: Name of spoke:








Practitioner name:

10

Student self-assessment: identify your learning needs by considering your strengths and weaknesses. You could look at this in relation to the placement experience you are about to start.

Welcome meeting: this is an opportunity for you and your mentor to discuss your self-assessment and identify what you hope to achieve whilst on placement. Learning contract: this is a student and mentor agreement of expectations, learning opportunities and assessments to be undertaken whilst on placement. Learning Support Plan reviewed YES / NO / N/A Student signature: Date:

Mentor signature: Date:

11

Midpoint review Student reflection: this is an opportunity for you to reflect on your progress. Student signature: Date:

Mentor feedback: this is an opportunity for your mentor to give you feedback on your progress. NMC competencies reviewed Comments: Mentor signature: Date:

12

Action plan: this is an opportunity for you and your mentor to develop an action plan for the remainder of your placement. Use the action plan to support your ongoing development in response to a review of your learning contract, your reflection and your mentor’s feedback. Consider developing this in conjunction with the Practice Liaison Lecturer or your Personal Tutor. Use the SMART principle to action planning: S- be specific about your action(s) M- ensure your action(s) is measurable with a clearly defined outcome A- make sure your action(s) is achievable. Is it an appropriate outcome for your stage of study? R- check that your action(s) is realistic taking account of your time, ability and resources T- make sure your action(s) is time restricted. Set an achievable time frame with deadlines and milestones to check progress. Student signature: Date:


13

Service user feedback: this is an opportunity for you to reflect on your feedback from a service user whilst on placement.

You must not record or attach any patient identifiable information or any notes written by a patient in this book. My mentor has asked a service user for feedback on my nursing care, I have discussed

this feedback with my mentor and I have reflected on this experience. Here is my

reflective account: Student signature: Date:

Interprofessional working record: this is an opportunity to record when you have worked with another professional whilst on placement e.g. doctor, social worker, occupational therapist, teacher, police officer, speech and language therapist, physiotherapist.

Date Profession Description of interprofessional working

14

Student reflection: this is an opportunity for you to reflect at the end of your placement.

Student signature: Date:

Mentor feedback: this is an opportunity for your mentor to give you feedback at the end of your placement. Mentor signature: Date:

15

Action plan: this is an opportunity for you and your mentor to develop an action plan for your next placement. Use the action plan to support your ongoing development in response to a review of your learning contract, your reflections and your mentor’s feedback. Consider developing this in conjunction with the Practice Liaison Lecturer or your Personal Tutor. Use the SMART principle to action planning: S- be specific about your action(s) M- ensure your action(s) is measurable with a clearly defined outcome A- make sure your action(s) is achievable. Is it an appropriate outcome for your stage of study? R- check that your action(s) is realistic taking account of your time, ability and resources T- make sure your action(s) is time restricted. Set an achievable time frame with deadlines and milestones to check progress.

• Complete online practice evaluation Student signature: Date:


16

















Scope of spoke: Adult □ Child □ Mental Health □ Learning Disability □ Date of spoke:

Practitioner name:

17




18



19



20







21




22




23

















Scope of spoke: Adult □ Child □ Mental Health □ Learning Disability □ Date of spoke:

Practitioner name:

24

Student checklist: use this checklist to ensure that all of the mandatory elements of your assessment of practice book are completed in Placement 3 before submission.

Mandatory element Completed Yes / No Completion date

All NMC competencies completed and signed in Placement 3

Evidence of completing all NMC essential skills Evidence of completing Basic Life Support

Evidence of completing Moving and Handling

Evidence of completing Safe Medicate Test

Mentor declaration completed and signed in Placement 3

Student declaration completed and signed in Placement 3 Student self-assessment: identify your learning needs by considering your strengths and weaknesses. You could look at this in relation to the placement experience you are about to start.

25



26



27



28







29




30




31

Additional placement record (to be completed only if you have more than three placements in the year) Name of placement:



Associate mentor name (Print and sign):












Practitioner name:

32




33



34



35







36




37




38

Additional spoke experiences record (to be completed only if you have more than five spoke experiences per placement) Name of spoke:

Placement linked to spoke: 1 □ 2 □ 3 □

Scope of spoke: Adult □ Child □ Mental Health □ Learning Disability □ Dates of spoke From: To:
















Practitioner name:

39

Name of spoke:















Practitioner name:

Name of spoke:



Practitioner name:

40

Nursing and Midwifery Council (NMC) competencies

1. Professional values - demonstrates professional behaviour

a) Works according to The Code: Professional standards of practice and behaviour for nurses and midwives (NMC 2015)

b) Demonstrates an understanding of the limitations of their own role, responsibility and function as a student nurse

c) Demonstrates an understanding of the role, responsibility and function of a nurse

Placement 1 - Mentor to confirm if competency achieved or provide feedback on student progress in achieving the competency

Competency achieved Competency not achieved

Mentor comments: Mentor name (PRINT): Mentor signature: Date:

Placement 2 - Mentor to confirm if competency achieved / maintained or provide feedback on student progress in achieving the competency

Competency achieved / maintained Competency not achieved / maintained


Placement 3 - Mentor MUST confirm if competency achieved / maintained for the purpose of student progression


Mentor comments: Mentor name (PRINT):


41











2. Professional values - demonstrates ethical and legal frameworks

a) Recognises and addresses ethical challenges relating to people’s choices and decision-making about their care

b) Demonstrates an awareness of the importance of maintaining confidentiality and only when necessary shares this information in the interests of patient safety and protection

c) Recognises and responds when individuals are at risk and takes reasonable steps to protect them from abuse using local and national policy and guidance

42

3. Professional values - demonstrates values in practice

a) Demonstrates an awareness of own values and beliefs

b) Recognises the impact of own values and beliefs on their practice and towards other healthcare professionals, service users and significant others

c) Acknowledges the diversity of service users and shows respect for individual differences, capabilities and needs











43

4. Professional values - demonstrates professional development

a) Engages in personal reflection on own practice

b) Requests feedback on performance from healthcare professionals and service users (where appropriate)

c) Participates in practice learning opportunities in order to develop knowledge and skills











44

5. Communication and interpersonal skills - demonstrates therapeutic relationships

a) Maintains professional boundaries in relationships

b) Demonstrates the skills of empathy and compassion and the ability to develop the trust of service users and significant others

c) Recognises signs of aggression and takes appropriate action to keep themselves and others safe











45

6. Communication and interpersonal skills - demonstrates effective communication

a) Employs a range of communication skills (verbal and non-verbal) to build and maintain relationships including with service users who find it difficult to communicate e.g. due to speech and language difficulties, cognitive impairment, altered mood, pain, learning disability or age

b) Provides clear, accurate communication and documentation (verbal, written, electronic)











46

7. Nursing practice and decision making - demonstrates safe nursing practice

a) Practices safely being aware of correct use, limitations and hazards of common interventions (including nursing activities, treatments, medical devices and equipment)

b) Recognises and interprets signs of normal and deteriorating mental and physical health

c) Draws on a range of data to assess the needs of people, groups, communities and populations

d) Explores the use of risk assessment and identifies local risk prevention strategies











47

8. Nursing practice and decision making - demonstrates principles of data protection

a) Ensures the security and confidentiality of healthcare data at all times

b) Demonstrates competence in using information technology to access healthcare data

c) Understands the legal status of healthcare data and the importance of accurate record keeping











48

9. Nursing practice and decision making - demonstrates a range of essential nursing skills to meet an individual’s needs (see list below)

a) Demonstrates ability to practice autonomously, compassionately, skillfully and safely

b) Assesses and meets the range of physical and mental health needs of people of all ages who come into their care

c) Shares decision-making with service users/significant others/healthcare professionals

d) Understands how behaviour, culture, socioeconomic and other factors can affect health and care delivery

* This skill must be assessed at University

Placement 3 - Mentor MUST confirm if competency achieved for the purpose of student progression. All NMC essential skills (see above) must be achieved once in the year to achieve this competency. N.B. once achieved a skill does not have to be reassessed in placement 3 to achieve this competency.


Mentor comments: Mentor (PRINT):


Achieved 1 Moving and handling*

2 Safe and effective infection prevention and control

3 Safe and effective communication and interpersonal skills

4 Assisting with emotional and physical comfort

5 Assisting with personal hygiene

6 Assisting with nutrition

7 Assisting with elimination

8 Assisting with medication

9 Numeracy related to assisting with medication*

10 Basic Life Support (BLS)*

11 Physical measurements*

49

Skill: 1. Moving and handling (must be achieved once in the year)

Area of practice: All care settings

Level: 4

Author and date of review : Jessica Mills (2016)

The student must read the moving and handling theory resource (see Study Materials > ‘Study materials for all nursing fields’ > ‘Moving and handling - theory). Complete the statement below as evidence for the trainer to confirm you have read the moving and handling theory prior to commencing the moving and handling practice.

I .................................................................................... (student name) confirm that I have read and acknowledge the importance of adhering to the legislation related to moving and handling and understand the implications for working in clinical practice . Date: ..............................................

Moving and handling technique Student to initial if covered

Assisted movement

Assisted turn in bed

Assisted 30 degree tilt

Assisted lying to sitting

Use of slide sheets

Use of electric profiling bed

Assisted transfers

Assisted sitting to standing from a chair/bed

Assisted walking

Hoist

Hoist - checks

Hoist slings - checks and measurement

Hoisting from the floor/bed/chair

Falls management

Guiding the fallen patient up off the floor

Due to the differing learning needs of each group, some of the listed moving and handling techniques may not be covered.

I confirm that …………………………………………… (student name) attended a moving and handling

session on …………………(date).

Lecturer name: ………………………………… Signature: …………………………………

50

Skill: 2. Safe and effective infection prevention and control


Level: 4

Author and date of review: Jessica Mills & Martin Still (2016) Claire Jackson, Lisa Ford, Martin Still (2018)

Knowledge required related to skill i.e. student should

• List the standard principles of infection prevention and control and identify challenges

• Describe when hand decontamination / hand hygiene must be performed. Including the difference between detergent and disinfectant

• Describe the following: • When personal protective equipment must be

used • Safe use and disposal of sharps • Safe and appropriate disposal of waste

(hazardous and non-hazardous) • Discuss the roles of healthcare professionals in

infection prevention and control e.g. Infection Prevention Nurse, Infection Prevention Doctor, Antimicrobial Pharmacist, Microbiologist,

• Recognise when they are unfit for work and the impact of communicable disease prevention and control

• Explain the local and national initiatives to reduce healthcare associated infections

• Identify at least 3 signs of Sepsis • List some common microorganisms • Explain the difference between colonisation and

infection • Identify different routes of infection transmission • Recognise the signs and symptoms of a localised and

a systemic infection • Explain the difference between localised and systemic

infection • Define the following terms:

• Pathogen • Nosocomial • Healthcare Acquired Infection • Asepsis • Aseptic technique • Personal protective equipment (PPE)

• Identify indications for using aseptic technique • Identify the principles of aseptic non touch technique

Practice required related to skill i.e. student should

• Demonstrate use of equipment to reduce contamination / transmission risk e.g. sterile, single use, cleaning before and after each patient

• Describe the action to be taken in the event of: • Accidental spillage of waste and/or body fluid in line

with local policy • Exposure to infectious agents e.g. from body fluid,

needle stick injury in line with local policy • Demonstrate sampling and requesting microscopy,

culture and sensitivity of a body fluid/swab in line with local policy

• Demonstrate disposal of linen in line with local policy

• Demonstrate appropriate cleaning of equipment including commodes

• Describe the WHO five moments of hand hygiene • Safely demonstrate a simple procedure using aseptic

technique (eg dressing, catheter care, cannula removal):

• Preparation of patient, equipment and sterile field • Demonstrate of hand decontamination (soap and

water and alcohol gel) and use of PPE • Perform procedure according to local policy • Disposal of waste and perform hand hygiene • Documentation of procedure

Professionalism required related to skill i.e. student should

• Uphold the reputation of the nursing profession • Demonstrate the prioritising of the interests of

service users • Maintain the care and safety of service users • Preserve the privacy and dignity of service users • Uphold the respect and rights of service users • Develop the trust and confidence of service

users/significant others/healthcare professionals

• Demonstrate effective communication with service users/significant others/healthcare professionals

• Maintain accurate and clear records • Raise concerns about practice and if required take

necessary action • Reflect on the effectiveness and safety of their own

practice • Understand the limitations of their own practice • Dress professionally and appropriately

For references and further reading please see clinicalskills.net and Aspire reading list for this module

51

Skill 2: Safe and effective infection prevention and control (must be achieved once in the year and knowledge, practice and professionalism must all be achieved in a single assessment to pass) Placement 1

If skill NOT assessed tick here

Knowledge required related to skill was achieved Yes / No Practice required related to skill was achieved Yes / No Professionalism required related to skill was achieved Yes / No Assessor comments*: Assessor name (PRINT):

Signature: Date:

Placement 2



Signature: Date:

Placement 3



Signature: Date:

*Assessor should comment on how well the student achieved the skill. If the student has not achieved the skill state the reason(s) and identify the remedial action(s) to be taken.

52

Skill: 3. Safe and effective communication and interpersonal skills


Level: 4

Author and date of review: Jessica Hargreaves (2015)


• Define the term ‘interpersonal skills’ • Define the term ‘therapeutic relationship’

between the nurse and the service user • Recognise the importance of developing self

awareness and personal responsibility • Identify the resources available to support the

use of interpersonal skills • Explore the impact of verbal and non-verbal

communication on service users/significant others/healthcare professionals

• Discuss how to alter interpersonal skills to meet the needs of service users/significant others/healthcare professionals

• Define the terms ‘active listening’ and ‘paralinguistics’

• Explain the use of techniques such as active listening, paralinguistics and silence when communicating with service users


• Demonstrate interpersonal skills when working with service users/significant others/healthcare professionals

• Demonstrate self awareness of actions and communication

• Speak in the first person when referring to self • Demonstrate the use of appropriate emotional

language

• Maintain the appropriate body posture, distance, volume and tone of voice when communicating with service users/significant others/healthcare professionals

• Demonstrate the use of techniques such as active listening, paralinguistics and silence

• Demonstrate the appropriate use of touch



service users • Maintain the care and safety of service users • Preserve the privacy and dignity of service

users • Uphold the respect and rights of service users • Develop the trust and confidence of service



• Maintain accurate and clear records • Raise concerns about practice and if required

take necessary action • Reflect on the effectiveness and safety of their

own practice • Understand the limitations of their own practice • Dress professionally and appropriately


53

Skill 3: Safe and effective communication and interpersonal skills (must be achieved once in the year and knowledge, practice and professionalism must all be achieved in a single assessment to pass) Placement 1



Signature: Date:

Placement 2



Signature: Date:

Placement 3



Signature: Date:


54

Skill: 4. Assisting with emotional and physical comfort


Level: 4



• Discuss the importance of providing basic human needs within healthcare delivery

• Explain the local and national initiatives promoting emotional and physical comfort for service users

• Discuss the impact of healthcare professionals, the healthcare environment and healthcare delivery on promoting emotional and physical comfort for service users

• Examine the challenges to promoting emotional and physical comfort for service users

• Recognise the emotional and physical indications of pain / discomfort

• Explain the use of a pain assessment tool and the effects of poor pain management

• Identify emotional and physical strategies to relieve pain / discomfort and their limitations


• Demonstrate use of appropriate pain / comfort assessment tools

• Address any identified risks in a timely manner • Assess service user preferences to maximize

emotional and physical comfort • Respond appropriately to verbal and non- verbal

cues of emotional and physical pain / discomfort

• Implement emotional and physical strategies to reduce pain / discomfort

• Assess and report any adverse effects of these strategies

• Document and escalate concerns to an appropriate healthcare professional

• Access support systems to manage own emotional and physical wellbeing






• Maintain accurate and clear records • Raise concerns about practice and if

required take necessary action • Reflect on the effectiveness and safety of

their own practice • Understand the limitations of their own

practice • Dress professionally and appropriately


55

Skill 4: Assisting with emotional and physical comfort (must be achieved once in the year and knowledge, practice and professionalism must all be achieved in a single assessment to pass) Placement 1



Signature: Date:

Placement 2



Signature: Date:

Placement 3



Signature: Date:


56

Skill: 5. Assisting with personal hygiene


Level: 4



• Describe the anatomy and functions of skin (including hair and nails), mouth and dentition

• Recognise the variations in anatomy that may occur with age, gender and skin colour

• Explain the assessment and care of skin (including hair and nails), mouth and dentition e.g. checking pressure areas, signs of self- harm, malnutrition

• Discuss the signs and symptoms of common skin (including hair and nail), mouth and dentition abnormalities infections

• Explain how to advise service users to remain independent with their personal hygiene

• Discuss the impact of healthcare professionals, the healthcare environment and healthcare delivery on assisting with personal hygiene

• Examine the challenges to assisting with personal hygiene


• Conduct an assessment of skin (including hair and nails), mouth and dentition

• Report any abnormal assessment findings • Assess service user’s capability to remain

independent with their personal hygiene • Encourage/support service users to remain

independent with their personal hygiene • Provide assistance (or makes provisions) for

service users unable to remain independent with their personal hygiene

If assisting with personal hygiene (this may not apply to all nursing fields): • Comply with infection prevention and control

principles • Demonstrate safe moving and handling

techniques (using equipment if required) • Maintain service user privacy and dignity • Choose the appropriate soap and/or emollient • Demonstrate assisting with personal hygiene

e.g. full wash, teeth/denture clean, nail care, hair wash, shave











57

Skill 5: Assisting with personal hygiene (must be achieved once in the year and knowledge, practice and professionalism must all be achieved in a single assessment to pass) Placement 1



Signature: Date:

Placement 2



Signature: Date:

Placement 3



Signature: Date:


58

Skill: 6. Assisting with nutrition


Level: 4



• Describe the anatomy and functions of the gastrointestinal tract

• Recognise the variations in anatomy and nutritional requirements that may occur with age and gender

• Explain the assessment and maintenance of nutrition

• Discuss the signs and symptoms and risks of malnutrition and abnormalities that affect nutrition e.g. diabetes, coeliacs, anorexia

• Discuss the roles of healthcare professionals in assisting with nutrition

• Explain how to advise service users to maintain adequate nutrition

• Explain the local and national initiatives for assisting with nutrition

• Discuss the impact of healthcare professionals, the healthcare environment and healthcare delivery on assisting with nutrition

• Examine the challenges to assisting with nutrition

• Explain the importance of complying with food hygiene standards


• Conduct a nutritional assessment including service user weight, height/length and calculate their body mass index


independent with their nutrition • Encourage/support service users to make

healthy food and fluid choices • Provide assistance (or makes provisions) for

service users unable to remain independent with their nutrition

• Report any service user who has reduced or nil nutritional and fluid intake

• Assist in the provision of a positive environment conducive to eating and drinking

If assisting with nutrition (this may not apply to all nursing fields): • Comply with food hygiene standards • Formulate a care plan of dietary needs and

preferences • Identify specific dietary regimes and

alternatives to oral/enteral nutrition and use of nutritional supplements

• Monitor and document nutritional and fluid status

• Demonstrate assisting with nutrition e.g. dietary advice, feeding, food preparation











59

Skill 6: Assisting with nutrition (must be achieved once in the year and knowledge, practice and professionalism must all be achieved in a single assessment to pass) Placement 1



Signature: Date:

Placement 2



Signature: Date:

Placement 3



Signature: Date:


60

Skill: 7. Assisting with elimination


Level: 4



• Describe normal appearance and constituents of urine

• Describe normal appearance of stools • Recognise the variations in anatomy and

elimination that may occur with age and gender

• Understand importance of assessing elimination e.g. risk of pressure ulcers, infection, constipation, incontinence

• Explain the assessment and maintenance of elimination

• Discuss common abnormalities that affect elimination e.g. diarrhoea, constipation, incontinence, retention, urinary tract infection

• List medications that may affect bladder or bowel function

• Discuss alternatives to normal physiology of elimination e.g. urinary catheterisation and colostomy

• Explain how to advise service users to maintain adequate elimination

• Explain the local and national initiatives for assisting with elimination

• Discuss impact of healthcare professionals, the healthcare environment and healthcare delivery on assisting with elimination

• Examine challenges to assisting with elimination


• Conduct an assessment of bladder and bowel function/habit


independent with elimination • Encourage/support service users to remain

independent with elimination • Encourage/support service users to make food

and fluid choices to promote normal bladder and bowel function

• Provide assistance (or makes provisions) for service users unable to remain independent with elimination

• Report any service user who has abnormal bladder or bowel function

If assisting with elimination (this may not apply to all nursing fields): • Comply with infection prevention and control

principles • Formulate a care plan of elimination needs and

preferences • Monitor and document bladder and bowel

function • Identify use of medications to aid elimination • Maintain service user privacy and dignity • Demonstrate assisting with elimination e.g.

urinalysis, assisting with toileting, administration of laxatives, anti-motility agents











61

Skill 7: Assisting with elimination (must be achieved once in the year and knowledge, practice and professionalism must all be achieved in a single assessment to pass) Placement 1



Signature: Date:

Placement 2



Signature: Date:

Placement 3



Signature: Date:


62

Skill: 8. Assisting with medication


Level: 4



• Explain local and national guidance for assisting with medicine administration e.g. NMC, NPSA, local Trust policy

• Identify procedure and documentation required for (including controlled drugs):

- prescribing / ordering - collecting / storing - administering - disposing

• Define term ‘patient group direction’ • Discuss importance of service user

involvement in medicine administration and assessing the suitability of self-medicating

• Discuss indications and side effects of commonly used medications in this clinical setting

• Explain rationale for using topical / enteral / parenteral routes for medicine administration

• Discuss roles of healthcare professionals in medicine administration

• Examine challenges to assisting with medicine administration

• Identify how to report a drug incident • Identify how to access further information on

administration of medication

A student nurse must be under direct supervision when administering or dispensing any medication (NMC Standards for Medicines Management 2010)


• Assess service user’s capability to remain independent with medicine administration

• Encourage/support service users to remain independent with medicine administration

• Provide assistance (or makes provisions) for service users unable to remain independent with medicine administration

• Explain medication requirements to service user

• Demonstrate what to do if unfamiliar with a medicine and/or a prescription chart is unclear

If assisting with medicine administration (this may not apply to all nursing fields): • Comply with infection prevention and control

principles • Demonstrate patient identity checks, gain

consent prior to medicine administration • Administer medication using prescription chart

and maintain accurate records • Monitor and document effect of medicine • Demonstrate assisting with medicine

administration e.g. drug calculations, use of BNF, preparation of medication, administration via topical, enteral and parenteral routes











63

Skill 8: Assisting with medication (must be achieved once in the year and knowledge, practice and professionalism must all be achieved in a single assessment to pass) Placement 1



Signature: Date:

Placement 2



Signature: Date:

Placement 3



Signature: Date:


64

Skill: 9. Numeracy related to assisting with patient medication (must be achieved once in the year)


Level: 4

Author and date of origin: Di Collins / Terry Stubbings (2010)


• Know how drugs are prescribed on a prescription chart

• Understand basic calculations in relation to administration of oral medicines (liquids and tablets)

• Understand basic calculations in relation to administration of injections


The student will be able to calculate the required medication using the authentic world program to achieve a minimum pass grade of 70% http://www.authenticworld.co.uk/portal


Print off your results sheet and staple it to this page

Opportunity 1

Minimum 70% required related to knowledge and skill was achieved Yes / No

Mark achieved %

Signature: Date:

Opportunity 2


Mark achieved %

Signature: Date:

Opportunity 3


Mark achieved %

Signature: Date:

https://studentcentral.brighton.ac.uk/webapps/blackboard/content/contentWrapper.jsp?content_id=_652617_1&displayName=Quick+link+http%253A%252F%252Fwww.authenticworld.co.uk%252Fportal&course_id=_42420_1&navItem=content&href=http%253A//www.authenticworld.co.uk/portal

65

Skill: 10. Basic Life Support (must be achieved once in the year)


Level: 4



• List the causes of cardiac and/or respiratory arrest

• Identify which patients are at risk of cardiac and/or respiratory arrest

• Recognise the signs of cardiac and/or respiratory arrest

• Discuss the rationale for following a basic life support algorithm

• Identify the current Resuscitation Council (UK) guidelines


• Recognise cardiac and/or respiratory arrest by assessing airway, breathing and circulation

• Perform adult basic life support as per current Resuscitation Council (UK) guidelines

• Perform basic airway management with adjuncts

• Perform movement of a patient into the recovery position











I confirm that............................................................................. (student name) attended a Basic Life Support session on

……………………(date)

Lecturer name: ………………………………… Signature: ………………………………………… CHILD FIELD ONLY: I confirm that …………………………………………………………………… (student name)

attended a Child and Infant Basic Life Support session on ………………………………………(date)

Lecturer name: ……………………………………… Signature: ………………………………………………

66

Skill: 11. Physical measurements


Level: 4



• Discuss indications for checking physical measurements

• Identify sites for measurement of pulse and temperature

• Recognise limitations of pulse oximetry Know when and how to report an abnormal finding

• Know normal ranges of: - blood pressure - heart rate - temperature - respiratory rate - oxygen saturations


Blood pressure • Expose and support arm • Apply cuff and state how to determine cuff size • Estimate systolic pressure and wait for 30

seconds before re-inflating cuff • Re-inflate cuff 30mmHg higher than estimated

systolic • Auscultate at brachial artery for systolic pressure

(minimum 2 tapping sounds) and diastolic pressure (sound no longer heard)

Heart rate • Palpate radial artery and count heart rate over 60

seconds • Comment on rhythm and strength of pulse Respiratory rate • Count respiratory rate over 60 seconds • Comment on rhythm and depth of breathing

Oxygen saturations • Prior to applying oxygen saturation probe,

ensure finger is clean, dry, warm and well perfused

• Place probe on finger and wait for signal to stabilise

Temperature • Select thermometer • Ensure thermometer probe cover is used (if

required) • Place thermometer in appropriate site for

appropriate time • Remove probe cover and dispose correctly (if

required) • Accurately calculate and record the NEWS2

score • Record all measurements accurately • Explain findings to patient in terms they can

understand










67

Skill 11a: Physical measurements

(This skill must be assessed at University and achieved once in the year) Opportunity 1

Knowledge required related to skill was achieved Yes / No

Practice required related to skill was achieved Yes / No

Professionalism required related to skill was achieved Yes / No

Assessor comments*: Assessor name:

Signature: Date:

Opportunity 2





Signature: Date:

Opportunity 3





Signature: Date:


68

Skill 11b: CHILD FIELD ONLY: Infant Physical measurements

(This skill must be assessed at University and achieved once in the year) Opportunity 1





Signature: Date:

Opportunity 2





Signature: Date:

Opportunity 3





Signature: Date:


69

Personal Tutor contact record (to be completed by your Personal Tutor each Trimester)

Trimester 1 Date: Signature: Have you reviewed the student’s clinical progress? Yes / No

Have you reviewed the student’s academic progress? Yes / No





70

Practice Liaison Lecturer (PLL) contact record (to be completed by PLL as required) The Practice Liaison Lecturer (PLL) is defined as a Lecturer whose role is to work collaboratively with practice providers to support and facilitate student learning and achievement. The practice placement areas currently used by the School of Health Sciences have been divided into three geographical localities, central, east and west with each including a range of similar experiences. PLL scope of practice:

• Act as a point of contact for student’s, mentors practice placement educator / supervisor and other practice staff supporting students learning.

• Participate in meetings with students and their mentors / practice placement educator /supervisor. • Visit practice settings to offer guidance and support to mentors / practice placement educator /

supervisor and other practice staff supporting students learning. • Feedback comments from student practice placement evaluations.

The PLL team can be accessed by a central email account, which allows the team to be able to respond promptly. [email protected] [email protected] [email protected]




71

Mentor declaration (to be completed by your mentor in Placement 3) I can / cannot (please delete as applicable) confirm that ……………………………………………

(print student name) according to the Nursing and Midwifery Council (NMC) Standards for

Competence (professional values, communication and interpersonal skills, nursing practice and

decision making and leadership, management and team working) has achieved and maintained

each of the NMC competencies.

This student demonstrated sufficient evidence of safe and effective practice to progress to the next

stage of the nursing programme.

I have completed each NMC Competency in Placement 3.

Mentor name (PRINT): …………………………………………................................

Have you deleted the non-applicable statement above?

Mentor signature: ………………………………………….... Date: …………………

If you cannot confirm this declaration, please state the number of each NMC competency that the student named above has not achieved or maintained:

Student declaration (to be completed by you in Placement 3) I can confirm that I maintain good health and good character (see definitions below) sufficient for

continued participation in this nursing programme (Standard 3 NMC 2010).

Student name (PRINT): …………………………………………................................

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

Good health is necessary to undertake practice as a nurse or midwife. Good health means that you must be capable of safe and effective practice without supervision. It does not mean the absence of any disability or health condition. Many disabled people and those with health conditions are able to practice with or without adjustments to support their practice.

Good character is important and is central to The Code: Professional standards of practice and behaviour for nurses and midwives (NMC 2015) in that nurses and midwives must be honest and trustworthy. Your good character is based on your conduct, behaviour and attitude. It also takes account of any convictions, cautions and pending charges that are likely to be incompatible with professional registration. Your character must be sufficiently good for you to be capable of safe and effective practice without supervision.

If you cannot confirm this declaration, please contact the module lead.

72

Moderation record (to be completed by module lead once AOP book is submitted)

1st attempt: Pass Refer Comments: Moderator name: …………………………………………......... Date: ………………………...... 2nd attempt: Pass Refer Comments: Moderator name: …………………………………………......... Date: ………………………......

Mandatory element Completed Yes / No

All NMC competencies signed in Placement 3 Evidence of completing all NMC essential skills

Evidence of completing Basic Life Support

Evidence of completing Moving and Handling

Evidence of completing Safe Medicate Test

Mentor declaration completed and signed

Student declaration completed and signed

SCHOOL OF HEALTH SCIENCES - University of Brighton · 2019. 5. 2. · Your mentor or associate/buddy mentor under mentor supervision signs: • Learning contract, ... (LSP) written

Documents