WORKPLACE EXPERIENCE HANDBOOK 2019

School of Nursing Bachelor of Nursing Program

WORKPLACE EXPERIENCE

HANDBOOK

2019 WPE Version 1

P a g e | 2

Table of Contents Item Description Page

0 Contents 2 1 School of Nursing Framework 3 2 Introduction 4 3 Contacts 5

4 The Workplace Experience Calendar - Autumn 2019 The Workplace Experience Calendar - Spring 2019

6 7

5 The Workplace Experience Program 8

6 The University of Wollongong Code of Practice – Student Professional Experience

9

7 Student Responsibilities regarding Workplace Experience 9 8 Registered Nurse Standards for Practice 10 9 Workplace Experience Assessment Tool 10

10 Models of Supervision for Undertaking Workplace Experience 13 11 Scope of Practice 18 12 Eligibility for Placement 18 13 Uniform 20 14 Professional Behaviours 22 15 Workplace Experience Administration 23 16 What to do if unable to attend placement 26 17 Student Support Services 28 18 Accommodation and Transport 28 19 Facility/Health Service Transport 28 20 Clinical Incident Reporting 28 21 UOW Critical Incident Guidelines 30 22 Work Commitments 31 23 School Commendations 31 24 Scholarships 32

P a g e | 3

1. School of Nursing Framework Our way of working in the School of Nursing involves person-centred practice as the overarching philosophy. What we see this to mean is “treating people as individuals; respecting their rights as a person; building mutual trust and understanding, and developing therapeutic relationships” (McCormack & McCance, 2010). Our curriculum is underpinned by a constructivist approach to teaching and learning. This involves actively engaging learners in constructing new knowledge (Brandon & All, 2010). Knowledge development is self-directed with the assistance of a facilitator that helps learners to gain new understanding (Kantar, 2014). Constructivist approaches to learning promote collaboration, critical thinking and problem solving all essential for the registered nurse (Duane & Satre, 2014).

Brandon, A. F., & All, A. C. (2010). Constructivism theory analysis and application to curricula. Nursing Education Perspectives, 31 (2), 89-92. Duane, B. T., & Satre, M. E. (2014). Utilizing constructivism learning theory in collaborative testing as a creative strategy to promote essential nursing skills. Nurse Education Today, 34(1), 31-34. Kantar, L. (2014). Incorporation of constructivist assumptions into problem-based instruction: A literature review. Nurse education in practice, 14(3), 233-241. McCormack, B & McCance, T 2010, Person-centred nursing: Theory and practice, 1st edn, Blackwell Pub, Chichester.

P a g e | 4

2. Introduction

Welcome to the workplace experience (WPE) component of your degree here at the School of Nursing, University of Wollongong. This document has been designed to introduce and explain the expectations of WPE experience to all those involved in supporting this part of the Bachelor of Nursing Program. The target audience for this document includes students, academic staff, clinical supervisors and health service provider staff. The Handbook has important information regarding WPE and explains the various roles in the School of Nursing and the SMAH Student Placement Team (SPT). The Handbook also explains the staff supporting students whilst on placement and the assessment documentation required for WPE placement. The information in this Handbook will help negotiate the many guidelines, policies, rules and regulations that surround entry into and participation within the clinical environment. It is intended to be a definitive guide to all practical matters related to WPE. The Handbook is supported by other resources that are available on SONIA Online – the university student placement system. The School of Nursing Clinical Team (SNCT), SMAH SPT and subject coordinators operate on the assumption that students access and engage with the resources provided to them. Regular communication with students, staff and healthcare providers will be undertaken using a variety of methods to keep everyone informed of what is happening within the WPE process. It is essential that students check their University email, SOLSmail and SONIA Online frequently and respond promptly to the information in these messages. An important reminder is that all communication from students with SNCT, SMAH SPT and subject coordinators is to be undertaken in a polite and respectful way. In turn, students have the right to expect the same in the communication to them. Any concerns regarding communication should be forwarded to the SNCT. Students are required to communicate through their UOW student email accounts. Above all, it is important to remember that students should enjoy the opportunity to experience the richness of the health care sector and the privilege of interacting with people they provide care for during their WPE.

P a g e | 5

3. Contacts There are many reasons why staff may need to be contacted in regard to WPE. The following is a guide as to who to contact for particular matters: For information about:

Placement allocation, pattern allocation, placement preferences, verification status or follow-up,

unexpected absence from placement, and other administrative matters, contact: SMAH Student Placement Team (SPT)

Phone: (02) 4221 3338 Email: [email protected]

Requesting a change to placement, advance knowledge of inability to attend placement, requirements for placement such as learning outcomes, contact:

subject coordinator of the relevant subject - Refer to the Subject Outline for contact details

Support while out on placement, including after-hours support, contact:

Nursing WPE Support Line

Phone: 4221 3338

Verification questions, contact: Verification Officer

Phone: (02) 4221 3492 Email: [email protected]

Matters related to WPE that is not subject -specific, contact:

SN Clinical Team Email: [email protected] Phone: 0407 369 627 – Maria Mackay (Director of Clinical Learning) 0412 759 505 - Carley Jans (Deputy Director of Clinical Learning)

P a g e | 6

4. The Workplace Experience Calendar

P a g e | 7

P a g e | 8

5. The Workplace Experience Program The WPE program integrates the theoretical component with practice throughout the Bachelor of Nursing degree. Nursing is both an art and a science and it is important that students are able to transfer the knowledge learned in the classroom to the ‘real world’. It is also important however, to realise that what is taught at University is very much about the ‘real world’ and without that knowledge the student cannot expect to be a safe practitioner. A student has a professional responsibility to learn as much as possible to be able to provide safe and effective nursing care. The University’s expectations of a student’s professional development will involve an increase of knowledge and its application as they progress through the curriculum. Student learning will be incremental and will culminate in semester six where students will draw together learning from throughout the degree in preparation for transition to a Registered Nurse. By this time students should meet the Registered Nurse Standards for Practice (NMBA 2016). While WPEs are specific subjects each session, the knowledge and learning obtained from all the subjects offered per session provides an integrated and sound theoretical background, an essential component of WPE. Students must complete a minimum of 840 hours clinical practice within their program of study to be eligible to register as a nurse at the completion of the course. This clinical practice must also be in a variety of clinical areas: Aged Care, Mental Health Nursing, Primary and Community Nursing, Acute Care Nursing and High Acuity Nursing. To complement and enhance the clinical experience, students will learn and practice clinical skills within a safe simulated environment (the Simulated Nursing Tutorial). The Simulated Nursing Tutorial provides clinically focused and supported learning opportunities which will assist students to feel more confident in applying clinical skills and in embracing a culture that ensures safety is embedded into the delivery of all nursing care. Remember that at university we facilitate students to understand general principles for the skills they work through within their subjects and the application of these general principles is contextualised in the reality of the practice environment in a variety of ways. Students within the Bachelor of Nursing will be provided with a variety of WPE placements across their degree. Each student will undertake 840 hours of placement prior to the completion of their degree. This will be distributed across the three years of the degree as below:

1st year – 160 hours 2nd year – 320 hours 3rd year – 360 hours.

Whilst undertaking WPE, students must be supervised by a registered nurse. We will refer to these registered nurses as clinical supervisors within this document. Clinical supervisors may be employed by the University of Wollongong (Clinical Facilitators) and/or employed by the Host Facility (Preceptors). Clinical supervisors facilitate students during WPE and assess students practice against the criteria in the relevant WPE Assessment tool. During WPE, students will be exposed to unfamiliar sights, sounds, smells and experiences. Students must quickly develop the necessary professional behaviours and communication skills that will enable them to maintain professionalism and to ensure the dignity of the individual(s) in their care. Students must at all times exhibit professional behaviour in the workplace. This includes an appropriate manner of addressing patients, clients, staff and others in order to maintain professional standards. Further guidance on this can be found in the “Behavioural Cues” within the WPE Assessment tool.

P a g e | 9

6. The University of Wollongong Code of Practice – Student Professional Experience The Code of Practice – Student Professional Experience sets the current policies and practices relating to the WPE and other practical training requirements which comprise the whole or part of subjects offered at the University of Wollongong. The Code of Practice makes clear what is expected from students, the host organisation and the University to minimise difficulties caused by misunderstanding or poor communication The full Code can be found at: http://www.uow.edu.au/about/policy/UOW058662.html

7. Student Responsibilities Regarding Workplace Experience In addition to the responsibilities outlined in the University Of Wollongong Code Of Practice – Student Professional Experience, the School of Nursing (SN) has added the following student responsibilities: • Read and understand the current Student WPE Handbook and WPE Assessment. • Complete all documentation and requirements necessary to attend WPE. • Ensure you have read and understand the Code of Practice - Student Professional Practice policy

https://www.uow.edu.au/about/policy/UOW058662.html • Check details of WPE allocation regularly and on the day prior to placement commencing. • Ensure you have your WPE Assessment Tool (WPE Assessment Tool), UOW Student ID and name badge

with you at all times on placement. • Be familiar with all facility information e.g. location, dress code and any pre reading as required by the

facility. Check SONIA Online for individual facility information. • Participate in orientation of the facility and ward/unit e.g. fire procedures, emergency numbers, and unit

layout. • Always take the initiative to introduce yourself to the patients, ward/unit staff and Nurse Unit Manager • Inform the staff/RNs of Learning Objectives. • Seek out learning opportunities in consultation with the facility staff and/or your Clinical supervisor. • Reflect and document in your WPE Assessment Tool your learning as it relates to the RN Standards for

Practice (NMBA 2016). • Ensure the WPE Assessment is completed and submitted on time. Late or incomplete submissions may

result in you being unsuccessful in the subject.

P a g e | 10

8. Registered Nurse (RN) standards for practice Nurses in Australia are regulated and accountable to the community for providing high quality care through safe and effective work practice. The Nursing and Midwifery Board of Australia (NMBA) in collaboration with key stakeholders determine the national standards that provide a framework for professional nursing practice. Universities use the standards when developing nursing curricula, and to assess students and new graduate performance. These standards provide a framework for nursing students and clinical supervisors to assess competency. The Registered Nurse Standards for Practice (2016) are embedded in the WPE Assessment Tool that students are required to complete for each placement (see below). Please ensure you print a copy of the Registered Nurse Standards for Practice (2016) for your reference to keep. Full details of these Standards are available at: http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx

9. Workplace Experience Assessment Tool The WPE Assessment Tool is the document that is used to assess students’ performance during WPE placement. It is essential that both students and clinical supervisors have a demonstrated understanding of the WPE Assessment as well as this handbook in order to prepare for a meaningful and successful WPE. A PDF version is available on all WPE subject and the Clinical supervisor Moodle sites, for health service providers a PDF copy can be obtained by contacting the SNCT. The attendance and ANSAT Summative Assessment is an online component of the WPE Assessment Tool and is to be accessed and completed. The WPE Assessment Tool is designed to be a document that is completed collaboratively with the clinical supervisor and student. Students will work with a variety of registered nurses during their WPE. The ANSAT tool within the WPE assessment forms the pass / fail component of the documents. It is the responsibility of their clinical supervisor to complete their Formative and Summative ANSAT assessment within the Workplace Assessment. Students are responsible to complete their individual learning outcomes by for their WPE placement and to document their additional learning opportunities. The ANSAT summative assessment and attendance forms the online part of the WPE assessment Tool. Submission of the online assessment is completed automatically. A PDF copy of the tool can be printed where there is not access to the internet and the documentation is to be completed and signed by the student and their clinical supervision. Submission of the paper based WPE assessment will be via Moodle. The WPE Assessment Tool must be submitted even if the student is anticipating the need to undertake a makeup placement. 9.1 Formative and Summative ANSAT Assessment The aim of the ANSAT formative assessment is to give constructive feedback regarding the student’s progress during their clinical placement. Completion of the formative ANSAT Assessment is compulsory at the midpoint of the WPE placement. The formative assessment is to be completed to provide students with formative feedback; this feedback provides students an indication of their strengths and opportunities for improvement and is used to document agreed goals that aim to enable students to work with their clinical supervisor to assist them to be successful in meeting the requirements of this placement experience.

P a g e | 11

The Summative Assessment is mandatory and must be completed by the student and their clinical supervisor at the end of a WPE placement. This should be completed collaboratively with the student and clinical supervisor once all of the student’s individual learning outcomes have been documented as complete. Students must achieve a total of 3 (three) to be awarded a satisfactory grade. An unsatisfactory Summative ANSAT assessment will only be documented once there has been consultation with the subject coordinator and/or Director of Clinical Learning. Students and Clinical supervisors are encouraged to contact the subject coordinator as early as possible in the clinical placement to ensure that all appropriate strategies are put in place to support students who are experiencing difficulties during their clinical placement.

1st Year 2nd Year 3rd Year

Knowledge Remembering and understanding In the first year of the program,

the focus is on remembering and understanding

Developing subject knowledge, thinking skills and independent learning skills

Student understanding develops gradually

Students will be asked to identify, describe, list, combine and recall

Applying and analysing In the second of the year of

the program, the focus is on engaging cognitive process beyond habitual responses

Students learn to apply knowledge learned in first year and beginning analysis in simple problems

Developing knowledge underpinned by understanding

Students will be asked to compare/contrast, explain, analyse, relate and apply

Evaluating and creating

In the final year of the program, the role is to deepen a student’s understanding of the complex clinical environment

Functioning knowledge requires a solid foundation of declarative knowledge

Students will apply and integrate prior knowledge to enhance approaches to problems

Students will use reasoning and higher order thinking to evaluate and create new knowledge

Students will integrate elements to form a coherent whole; reorganise existing knowledge to form new knowledge

Students will be asked to theorise, generalise, generate, apply concepts, compose, connect, critique, defend, design, evaluate and critically reflect

Reflection What? Reflection in action: Knowledge is used for doing a

task Reflecting while carrying out a

task

So What? Reflection on action: Knowledge from doing

(looking back) Reflects on action, thoughts

and outcomes

Now What? Reflection for action: Knowledge gained is used for

planning ahead Reflects on what is known

(previous experience) and how to use the knowledge to plan and problem solve

P a g e | 12

9.2 Management of Concerns Regarding Student Performance Whilst on Workplace Experience The student, clinical supervisor, subject coordinator and the SNCT are involved in managing concerns regarding a student during the WPE. The following process must be followed:

1. Concerns regarding student performance in the clinical settings should be raised with the student and their subject coordinator as early as possible to provide the student with the best opportunity to be successful in their WPE placement.

2. Concerns received from staff working within a clinical facility regarding a student, will be investigated by the clinical supervisor in consultation with the buddy registered nurse and the student.

3. Validation of concerns needs to take into consideration the RN Standards for Practice (NMBA 2016), UOW Code of Practice – Student Professional Experience and the relevant code of conduct for the health service provider. Validated concerns will be discussed with the subject coordinator by the clinical supervisor.

4. The clinical supervisor (or SNCT), subject coordinator and the student will have a solution-focused discussion where the concern will be shared openly and honestly using gentle language. Students are provided with an opportunity to be active in developing agreed solutions that aim to improve their performance.

5. The solution focused conversation including agreed strategies for improvement will be documented at the time of the discussion on the additional formative feedback form that is in the WPE assessment Tool. A copy of the completed form will be sent to the subject coordinator by the Clinical supervisor via email within 24 hours.

6. Ongoing feedback will be provided and documented on the additional formative feedback form until the concern is considered resolved. The subject coordinator will be kept updated on the student’s progress every 48 hours.

7. All correspondence is to be forwarded to the SNCT for oversight and recording of information. 8. The SNCT in consultation with the Director of Clinical Learning will provide advice and support to both the

subject coordinator and student during the process of managing the concern where required.

Concern raised •with student

•with subject coordinator

Concern investigated by

clinical supervisor

Review of concern against Standards and

Codes

•RN Standards for Practice

•UOW Code of Practice - Student Professional Experience

•relevant code of conduct for health service provider

Solution focused discussion

•agreed strategies

•formative feedback

•ongoing feedback until resolved

P a g e | 13

9.2.1 Students being asked to leave a WPE placement by a health service provider A student may be asked at any time to leave a WPE placement at the discretion of the health provider. This is generally where the health provider perceives that the student’s performance is placing people in their care at serious risk of harm. If this occurs:

1. The clinical supervisor is to notify the subject coordinator immediately of the concerns raised and the rationale as to why the health service provider has requested the student to leave their WPE placement.

2. The SNCT must be made aware of this occurring immediately by the subject coordinator. 3. If requested by the health service provider to leave, the student must leave and it is the role of the subject

coordinator and SNCT to provide the student information and support during this process.

9.2.2 Management of concerns regarding a student’s performance that are perceived to be a serious risk

Where there has been considered a serious risk to a person’s safety from the care provided to them by a student, students must be notified of the issue immediately and provided with the opportunity to respond to any issues raised. These issues may include working outside of a student’s scope of practice where the possible outcome is harm to the person receiving care, behaviour that contributes to a serious risk either occurring or having high potential to occur. The decision that a concern is regarded as serious risk is made in consultation with the DCL. A student may be asked to leave their WPE placement while the concern is being investigated.

The Clinical Review Panel consists of the DCL (or their delegate), two other UOW SN academic staff members, and two health service provider representatives. The role of the Clinical Review Panel is to review and consider student performance that is considered to be a serious risk and make a recommendation to the subject coordinator who will make the final decision on the outcome of the concerns raised. Students must be notified if a concern about their performance is referred to the Clinical Review Panel. The SN Clinical Review Panel are to be provided with all of the evidence collected to date and the student and subject coordinator will be asked to submit a statement for consideration. The clinical review panel has 2 weeks from the time of referral to the notification of the decision to the subject coordinator. There are two outcomes that the SN Clinical Review Panel can recommend:

1. Incident is not deemed to be serious and the student is awarded a pass grade 2. The student is to be awarded an fail grade

Notification to the student of the outcome of the investigation will be undertaken by the subject coordinator in person and via a SOL’s mail message.

10. Models of Supervision during Workplace Experience 10.1 Clinical supervisor Responsibilities

• To facilitate a positive learning environment for the students. • Ensure all students attend facility orientation at the beginning of each WPE e.g. fire and emergency procedures. • To assist the facility staff in supporting the student’s learning experience. • Encourage student participation and learning; this does not include setting additional tasks or assessment for

students. • Provide and/or support appropriate evaluation of the nursing student’s clinical ability using the WPE

Assessment Tool. • Give each student progressive feedback regarding their clinical ability through the completion of the WPE

Assessment Tool, in liaison with the facility staff. • All documentation must be completed and discussed with the student. • Spend appropriate time with each student to ensure an optimal learning experience.

P a g e | 14

• Work with the student and facility staff to ensure that the student will gain the maximum benefit from the WPE. • Ensure the subject coordinator and/or SNCT, in consultation with the Director of Clinical Learning, is aware of

significant issues related to student performance. • Contact the SMAH Student Placement Team with any unresolved issues or concerns before, during and after

the WPE. 10.2 What to do if there is no Clinical supervisor If the clinical supervisor does not arrive on the first day and previous arrangements have not been agreed to:

• Inform the facility’s Nurse Educator or Nurse Unit Manager • Contact the WPE Placement Support Line (4221 3338)

10.3 Model of Clinical Supervision

The School of Nursing has several models of clinical supervision as students will undertake their WPE placements in a variety of settings that encompass the breadth of nursing practice both in Australia and overseas. Currently, nationally and internationally, there is no agreed term used to define the role or model of clinical supervision for students in clinical practice. The following table provides the terms and definitions that will be used in describing the registered nurses (RN) who support students during a WPE experience placement.

Term Definition Clinical Supervisor Internationally and within Australia there is no agreed model of clinical supervision for

students in clinical practice. UOW SN utilises the term Clinical Supervisors to define all registered nurses in clinical practice who take on the role of the supervision and assessment of students.

Clinical Facilitator Clinical Facilitators are registered nurses who are casual academics employed by UOW and have a role in the supervision and assessment of students in practice; they are allocated on a 1:8 ratio. Clinical Facilitators in this role are generally on a set shift of either day or afternoon shift, however this may include coverage across both shifts at times and this is called a through shift which covers 10am to 6.30pm. Where there are less than 8 students allocated the workload allocation is 5 hours per student per week.

Preceptor Preceptors are registered nurses who work for our host health provider organisations and they provide the overarching supervision of students in practice. Within the preceptor model, a designated preceptor is assigned to the student for the duration of their clinical placement and assessment is generally shared between the preceptor and buddy registered nurses who work with students at the point of care. It is expected that supervision of students is allocated to the preceptor with a workload of 5 hours per student per week. UOW SN remunerates host healthcare providers who elect to work with the preceptor model at an agreed rate for five hours per student per week. This model should not be more than 2 registered nurses in any placement period.

Clinical Liaison Facilitator

Clinical Liaison Facilitators are registered nurses who work for the university and provide overarching support of student placement in practice in partnership with the health service. Within this model the Clinical Liaison Facilitator provides support to the preceptor / registered nurses and students during a period of clinical placement. The host healthcare provider takes the responsibility for the assessment of the students’ performance. This model is on a 1:16 ratio and there is no remuneration for the host healthcare providers for the supervision of students.

Buddy Registered Nurse

The buddy registered nurse is the registered nurse who works at the bedside with the student in practice for a designated shift allocation. This registered nurse negotiates their role on a daily basis with the clinical supervisor and the student. This RN may change on a shift-to-shift basis and may include a role in the assessment of students in practice.

P a g e | 15

Within some settings, students may work with a Care Staff Employee (CSE), Enrolled Nurse (EN) or Endorsed Enrolled Nurse (EEN) however students must always be supervised and assessed by a Registered Nurse. Below is the model of supervision for students in practice, which places the student at the centre of the relationship. Significant in the relationship are the subject coordinator, clinical supervisor, buddy RN at the point of care, nurse educator and/or nurse unit manager. The key intentional relationship is between the student and clinical supervisor, and others within the relationship move in and out as required to provide support, advice and encouragement.

Most importantly within this model is the consideration of power. Respecting the power differential that exists between the student and others is imperative. Acknowledging this power imbalance helps to equalise this and empower the student to take the role of the expert in their supervision and assessment. Students’ preparation for practice is an essential part of this model and students have developed a module that is incorporated into their preparation to ensure that they have the knowledge and skills to be proactive in their supervision and assessment. To ensure we are true to the vision of respecting individuality and diversity and ensuring a positive learning experience there are three key philosophical models that underpin the model of supervision: they include the Person-Centred Nursing Framework (McCormack and McCance 2017), solution-focused nursing (McAllister 2003) and Facilitation on the Run (FoR) (Hardiman 2017). FoR (2017) should be used in developing the intentional relationship between the student and their clinical supervisor. Both of these have a responsibility to ensure the pre-requisites are considered and in place; they then both have a role in implementing strategies to achieve the person-centred outcomes within the model. The UOW SN has a 6-stage process for supporting students in practice. The application of this model needs to reflect the principles of our model for supervision, person-centredness, solution focused ways of working and FoR. These include: 10.3.1 Meet and Check in process There is no requirement for contact between the clinical supervisor and student prior to the commencement of the placement. Day 1 instructions are outlined in the facility information linked within SONIA for students and UOW Clinical Facilitators. The provision of orientation is the responsibility of the health provider. Clinical supervisors are responsible to ensure students receive orientation at the commencement of their clinical placement or as soon as possible on Day 1 of the placement. It is expected that the clinical supervisor will be present at the orientation process for students or to contact students Day 1 for placement of less than 8 students.

Student

Subject coordinato

r

Registered nurse at point of

care

Clinical supervisor

Nurse educator /

NUM

P a g e | 16

Within the check in process, it is expected that students and supervisor establish the pre-requisites of their facilitative relationship. Consider the establishment of critical allies (Hardiman 2017), mutual respect, shared values, preparedness and authentic presence as a minimum. Healthful relationships are to be explored in terms of shared decision making, and enabling safe spaces that address the equalisation of power in the relationship. Students should commence a conversation with their clinical supervisor where they will share their values, feelings and expectations as a way of establishing ways of working through students having a conversation using the student led conversation form. The initial conversation should include a strengths based approach to the self-assessment of where the student identifies their strengths and their opportunities for improvement are against the RN Standards for Practice (NMBA 2016). Following this conversation the setting of individual learning objectives for the student should consider both their strengths and opportunities for improvement. Students could identify a learning outcome they would like to address and document this on the formative feedback form which enables students to develop strategies to address this issue that are measurable and assist the student to meet their individual learning requirements. The health provider should provide students an orientation to the ward or service prior to them being allocated to care for people. 10.3.2 Daily interaction and supervision The daily interaction with students should include a conversation with the registered nurses they are working with and the student. Students should have the opportunity to identify their goals for the day with their clinical supervisor and buddy RN. Conversations should include critical questions and seeking examples of practice to explore. It takes courage to provide honest feedback and the conversations with both registered nurses and student’s needs to enable the opportunity to provide honest feedback and comments. Clinical supervisors should role model and articulate person-centred practice. Using gentle language with consideration of both tone and body language is encouraged. The focus of the strategies that clinical supervisors implement in daily interactions and supervision should be on achieving the outcomes of the FoR and person-centred frameworks. Consideration should be given to ensuring the pre-requisites of the critical allies and critical friends are still in place or if they need to be revisited. The strategies for the FoR (2017) model that best suit the relationship should be agreed to by the clinical supervisor and the student. Daily conversations should include a strengths based approach to the self-assessment of where the student identifies their strengths and their opportunities for improvement are against the RN Standards for Practice (NMBA 2016). Review of the student’s individual learning objectives should be included in the daily review of how the student is progressing. Any issues identified are to be raised with subject coordinator as soon as identified and the subject coordinator is to be seen as an internal stakeholder in supporting students to be successful within their placement Formal feedback is to occur using the ANSAT assessment documentation at the midpoint and end of each placement period. Person-centred feedback should be given using a strengths based approach. Issues must be raised prior to the formative or final assessment with the student in consultation with the subject coordinator if they are to be included within any assessment. 10.3.3 In the moment feedback In the moment feedback should be provided to students from their clinical supervisor on a daily basis in the clinical setting. It is important to provide feedback in strengths based ways that enables the student to lead the conversation and explore their strengths and opportunities for improvement. Examples of practice should be used to support feedback. Clinical supervisors should ensure they provide critical feedback that identifies where the student is performing well and their opportunities for improvement against the RN Standards for Practice (NMBA 2016).

P a g e | 17

This feedback should be given with gentle language that is hopeful; future focused and suggests any problems identified are temporary.

10.3.4 Critical Conversations Individual critical conversations should form part of the daily supervision and conversation between the clinical supervisor and student in a private location. The conversation should encourage the student to think out loud and identify strategies that will enable them to develop a deeper understanding of themselves, the nursing profession and the specialist area of practice they are currently experiencing. Clinical supervisors should use enabling questioning with students to explore the issues raised. Where it is helpful to the student, feedback is to be documented in consultation with the clinical supervisor using the Formative Feedback Form. This form should enable the student to identify their own strategies for improvement. Any concerning issues identified are to be raised with subject coordinator as soon as identified and the subject coordinator is to be seen as an internal stakeholder in supporting students to be successful within their placement. This feedback should be documented as above and in consultation with the subject coordinator using the Formative Feedback Form. 10.3.5 Group debriefing Group debriefing can only occur in placements where multiple students attend and should include a group of students meeting to explore practice issues and assist each other to develop solutions that are specific to the context of the care environment and that inform their future practice. These group debriefing sessions form an integral part of the facilitation of student learning in clinical practice. The timing of these sessions need to be negotiated with the wards / services and should be at least once a week. Students from a variety of years should be encouraged to attend. The process should use the enabling framework of clarifying, reflecting, challenge and probing, and action. Time should be spent creating a safe space for students to share their practice experiences, each student should identify a challenge they have faced within practice, as a group there should be an agreement as to which practice example will be explored. Students should lead the enabling framework being enacted. The observer should provide feedback and ensure that the conversation follows the enabling framework and that the student remains safe within the space. Once the conversation reaches a natural closure, a process check should be completed and the student who was responding should have the opportunity to provide feedback on how the experience was for them.

10.3.6 Check out and completion of placement Towards the end of the placement students should receive all of the paperwork required. Students are responsible to ensure all of their requirements have been met and all of their assessments are complete and signed. Clinical supervisors are responsible to complete all required sections of the online WPE Assessment and to communicate honestly with the student regarding the placement experience. Clinical supervisors are to have a conversation with students to conclude their placement. This should include both the student and Clinical supervisor having the opportunity to provide feedback on the overall placement, how it felt and what their experience was. This conversation should be in a safe place where both parties have the opportunity to be courageous and honest in sharing their experiences. The conversation should start with what worked well and then progress to any challenges and barriers. Any issues raised that are not able to be resolved by either party should be referred to the subject coordinator for consideration and support.

P a g e | 18

11. Scope of Practice Students are accountable for their own scope of practice. The scope of practice for students within the Bachelor of Nursing Program cannot be defined as a simple list of tasks or procedures. The health care setting is a dynamic environment that reflects the needs of individual services and clients and students must frequently incorporate new knowledge and skills into their practice. Therefore a list of approved activities would quickly become outdated. Decisions related to scope of practice and participation in clinical skills should be made in consultation with the nursing student, Clinical supervisor, subject coordinator and the ‘buddy’ registered nurse. In assessing the suitability of clinical skills, related to a students’ scope of practice, consideration should be given to the following:

Is it in the best interest of the person the student is caring for? Is it within the scope of practice for the profession (legislative, professional association guideline

documents)? Is it accepted practice within the profession? Is there organisational support (e.g. guidelines, within job description, management approval) Is it within their own scope of practice (Do they have education preparation and clinical practice?) Are they competent and confident to perform the task safely?

All issues and concerns relating to a students’ scope of practice should be raised with the subject coordinator in the first instance. 11.1 Accountability

Accountability refers to being answerable for one's own actions. Students are accountable to themselves, the patient/client, the supervising Registered Nurse, the profession, the University and employing institution of the clinical environment and to society. For example, if a student administers the wrong medication dosage, the student and the supervising Registered Nurse are accountable to the patient/client who received the medication, the physician who ordered it, the nursing profession that sets standards of expected performance and the community that demands professional excellence. Taking responsibility for patient/client care means that students are accountable for that care both legally and morally.

12. Eligibility for Placement There are two key requirements that must be met before a student is eligible to receive a placement, they are:

1. Mandatory Pre-Placement Checks, and 2. Ability to meet the Inherent Requirements of the Bachelor of Nursing.

Other requirements include: - student needs to be enrolled in the subject - student must attend all of the simulated learning tutorials - 1st year students must successfully pass their OSCA for SNUG101 - student must be verified in ClinConnect - student must purchase a UOW Uniform (shirt) - student must have completed all required forms - student must have access to SONIA Students can view their mandatory Check status via the Check tab in Sonia Online.

P a g e | 19

12.1 Verification Status

All students who undertake a WPE in a NSW Health Facility must be verified in ClinConnect as compliant with the requirements of the NSW Health Policy to enter a facility before they can be allocated a WPE. The verification must be completed by NSW Health staff. The University facilitates the process of verification by providing information on the requirements and organising Verification Sessions that are staffed by NSW Health staff. All students must be either fully or temporarily verified at least 6 weeks prior to commencement of placement for the first placement (1st year’s) only. For second year, and all subsequent placements, students are no longer able to be temporarily verified, and must be fully verified at least 6 weeks prior to commencement of second and subsequent placements. Students must remain either fully or temporarily verified at all times whilst on placement. If a student’s verification is due to expire within 120 days from the commencement of or during their WPE placement they will not be allocated a placement. Students are to contact the Verification Team as a matter of urgency to ensure they address any outstanding issues. Students who do not meet this requirement will have the details of their placement allocation withheld. The verification process must be completed during the first session of study and once fully verified. Note that the National Police Check (NPC) carries an expiry date of 5 years from the date of issue and so students must ensure that they re-apply for a new National Police Check if it expires during their studies. Upon expiry of the National Police Check a student’s verification status will automatically revert to ‘unverified’ and participation in further WPE will not be possible until a new NPC is provided. Also a DTPa injection expires 10 years after the date of administration. Contact the Verification Officer (email: [email protected]) for assistance regarding the NPC application process. Verification status is displayed on the Check tab in SONIA Online. Information on how to become verified is available at: https://www.uow.edu.au/health-placements/index.html

12.2 Change of Name

Students must be both enrolled at UOW and verified by NSW Health using their legal name. Students who need to change their legal name for any reason should consider the timing of making this change to avoid negative consequences for placement. A name change will result in a student becoming not verified, as the National Police Check automatically becomes invalid. This will prevent allocation of placement. It is recommended that students do not change their name with UOW until they have a new National Police Check showing their new name, and have at least 3 months before their next placement to allow time for updating of their verification status in ClinConnect, allocation of placement in the new name, and arrival of a new name badge. 12.3 Inherent Requirements for Bachelor of Nursing Programs

Inherent requirements are the essential components of a course or unit that demonstrate the abilities, knowledge and skills to achieve the core learning outcomes of the course or unit. The Inherent Requirements for Bachelor of Nursing programs are available at: http://smah.uow.edu.au/nursing/courses/inherent-requirements/index.html

P a g e | 20

The Student Placement Acknowledgement Form requires students to declare they are able to meet these Inherent Requirements. Any concerns or questions regarding this should be directed to the SN Clinical Team (see Contacts on p.3).

12.4 Fit for Practice

A student must remain fit for practice at all times while on placement. This means that a student can demonstrate that they meet all of the criteria on the Job Demands Checklist (available on the Home tab of Sonia Online). In submitting the student Placement Acknowledgement Form, students have declared that they are fit for practice. If a student’s health status changes in a way that might affect their ability to undertake WPE, they must discuss this with the subject coordinator. Depending on the details of the situation, a student may be required to demonstrate that they are fit for practice by submitting the Job Demands Checklist and declaration with the declaration completed by a medical practitioner. Pregnancy does not exclude students from practice. If any student wishes to undertake placement after 36 weeks a medical clearance from a health professional will be required.

13. Uniform

UOW Uniform requirements are consistent with NSW Health policy PD2012_057 Uniform Policy. In addition to this, there are facility-specific requirements that need to be adhered to. Information regarding required dress is included in the facility information accessible via SONIA Online and must be checked prior to WPE.

Students are required to wear the full University of Wollongong student uniform while on WPE, unless otherwise stipulated in writing.

The Uniforms Specialists contact details are:

Uniform Specialists 323a Keira Street Wollongong NSW 2500 Phone: (02) 4229 6370

Email: [email protected] Website: www.uniformspecialists.com.au

All uniform orders are to be placed online. Details are to follow and will be placed on the Health Placement Website, on the discipline requirements page for nursing, https://www.uow.edu.au/health-placements/discipline-requirements/UOW225811.html . Each campus will have uniforms for students to try on for sizing and sizing information is also available on the online site.

Delivery takes six weeks once complete payment is received; therefore students must order early to ensure the uniform is received when required. Students who do not meet the required standard may not be able to attend WPE.

Students must be bare below the elbows whilst undertaking any activities in clinical practice. Therefore if for any reason students are not able to adhere to the UOW uniform requirement and be bare below the elbows the ability to meet the inherent requirements of the program needs to be considered. A freshly laundered uniform must be worn each day in keeping with infection control protocols.

UOW Student Uniform – Female • Approved UOW Blouse

P a g e | 21

• UOW student name badge • Navy pants or skirt (knee length). Shorts, cargo pants or NSW Health scrubs are not to be worn • Navy or Black leather/vinyl covered-in shoes

UOW Student Uniform – Male • Approved UOW Shirt • UOW student name badge • Navy pants. Shorts, cargo pants or NSW Health scrubs are not to be worn • Navy or Black leather/vinyl covered-in shoes

13.1 Shoes

Protective closed-in shoes are to be worn at all times on WPE. They are to cover the whole foot and be a material that is non-absorptive and able to be cleaned. Black or Navy shoes are to be worn with the official uniform. Shoes must be one colour and not have coloured logos. High heeled shoes are not safe and therefore not permitted; heels are to be less than 5cm.

13.2 Smart Casual Attire

Some facilities request that students do not wear uniform but instead wear smart casual attire. This will be included in the Facility Information. Smart casual means: blouse or shirt with collar and sleeves, tailored slacks, knee length skirt or dress, protective shoes. The abdomen, cleavage and shoulders should be covered. 13.3 Hair

Hair should be clean and tidy at all times. Hair is required to be tied back if it is at or below collar length. 13.4 Nails

Nail polish must not be worn by healthcare professionals providing direct patient care. Chipped nail polish supports the growth of larger numbers of organisms on the fingernails. Artificial nails must not be worn by healthcare professionals providing direct patient care. A growing body of evidence suggests that wearing artificial nails may contribute to the transmission of certain healthcare associated microorganisms. Natural nail tips must be less than 0.6 centimetres (1/4 inch) long. Whether the length of the nail is a substantial risk is unknown, however, long sharp fingernails can puncture gloves. Nail art and technology must not be worn. There is limited information about nail art and technology but they may be a potential reservoir of microorganisms. 13.5 Body art/tattoos

Body art/tattoos should be covered if possible. Where they cannot be covered tattoos are not to be offensive in nature. Any concerns regarding this should be directed to the SN Clinical Team. 13.6 Jewellery

Several studies have shown that skin underneath rings is more heavily colonised than comparable areas of skin on fingers without rings. Wearing of rings in clinical areas must be limited to a plain band on the finger and this should be moved about on the finger during hand hygiene. Other hand, wrist or forearm jewellery must not be worn by healthcare professionals providing direct patient care unless required for patient care (e.g. watch) or medically essential (e.g. medical alert bracelet). These must be removable and able to be cleaned.

P a g e | 22

To allow for adequate antiseptic scrubbing of hands and forearms prior to a high risk aseptic or surgical procedure, all hand, wrist and forearm jewellery must be removed. Facial jewellery is not accepted.

13.7 UOW Student Name Badge

NSW Health Uniform Policy PD 2012_057 requires health care practitioners to wear a badge including their first name and family name. In accordance with this, students must identify themselves and gain the patient/client’s permission before proceeding with nursing care. The UOW student name badge must be worn at all times at chest height. There are specific exemptions to this in certain facilities and wards. Students are permitted to follow the guideline of the service, ward or unit they are attending their WPE if they have an approved risk assessment that allows staff in that area to cover their last name. An ID badge will be provided to students free of charge in the first session of enrolment. Students will be notified when the badges are available for collection. A UOW student ID card must be presented and the name badge must be signed for at the time of collection. Each student must collect their own badge prior to attending their first placement. Name badges will be ordered according to the full name you are enrolled under at UOW as recorded on SOLS. If a name badge is lost students must apply and pay for a replacement name badge via the online facility at: https://uow.onestopsecure.com/OneStopWeb/uow/menu The current cost for a replacement badge is $15.00. Replacement name badges are ordered twice per year, once at the start of each Session. Students should submit their request for a replacement badge as soon as the need to do so becomes apparent. Students will be notified when their badge is available for collection. If the request is received after the order has been placed with the supplier but the name badge is required for placement, a blank badge will have a name sticker applied as a temporary badge. The temporary badge must be exchanged for the replacement badge once it becomes available for collection. 13.8 Mobile Phones

It is not acceptable to carry mobile phones whilst on WPE. Mobile phones should be stored with other valuable items and only accessed during designated break times. Mobile phones do not replace calculators or MIMs; these are supplied in the clinical areas.

14. Professional Behaviours Professional behaviour is expected during WPE and is referenced against the professional standards. Students are representatives of:

• Tertiary educated nurses; • The University of Wollongong; and • The nursing profession.

P a g e | 23

It is important that students conduct themselves in a professional manner whenever they are on clinical practicum. Students will be judged by their knowledge, skills, manner, attitude and dress. Respect should not be automatically assumed, the individual must earn it. Students are required to adhere to the following professional behaviours. 14.1 Confidentiality

Any information regarding a patient/clients' condition or progress must be regarded as confidential. Discussion of this information must not occur outside of the clinical environment. For example; discussion in such places as the facility’s dining room, on the bus, at home or on social networks, such as Facebook, is inappropriate and unacceptable. Information regarding staff must also be treated with the same degree of confidentiality and respect. It is advisable to read widely regarding the issue of confidentiality including the ‘Code of Conduct’ for the health facility where your WPE is located. 14.2 Responsibility

This refers to the execution of duties associated with a particular role assumed by the nursing student. For example, as a student when administering a medication under the supervision of a RN, the student is responsible for assessing a person’s need for the medication, giving it safely and correctly and evaluating the response to it. A responsible student is competent in the knowledge and skills that are considered appropriate for their level of education. 14.4 Values

Values are standards that influence behaviour. They vary from person to person, developing and changing as a person matures. Students must remember that they have to take into account their personal values, the nursing profession values and the values held by the person they are caring for, students and clinical supervisors………on page 24??? in order to provide appropriate and effective nursing care. 14.5 Punctuality

In the clinical area punctuality is essential. If a student arrives unreasonably late they may be requested to leave and an absence will be recorded. The student will then need to follow the procedures for being absent from placement. It is courteous, and professional to notify the clinical supervisor of lateness.

15. Workplace Experience Administration

15.1 Simulated Nursing Tutorial Requirements

Successful completion of all pre-placement Simulated Nursing tutorial sessions, 100% attendance and a pass grade for Objective Structured Clinical Assessments (OSCA’s) are pre-requisites for WPE Students will not be permitted to attend placement if this is not met. Make-up placement cannot be granted on grounds of non-attendance of a simulated nursing tutorial and simulation sessions alone as this does not meet the criteria for academic consideration.

P a g e | 24

Students should contact the appropriate subject coordinator in the event they are unable to attend a simulated nursing tutorial for unforeseen reasons.

15.2 On-line Information regarding Workplace Experience

Information regarding WPE is located on the UOW Health Placement Website, https://www.uow.edu.au/health-placements/index.html. For regarding WPE, facility information, starting times and contact phone numbers are located on SONIA Online. Access to SONIA Online is via https://studentplacement.uow.edu.au/SoniaOnline. It is the students’ responsibility to regularly check their placements as they are subject to change. Students must also read the Facility Information associated with their placement in SONIA Online. Some facilities require students to make contact directly with them prior to their WPE, or require students to undertake mandatory online training, application for security clearance or other requirements that are unique to that Facility. 15.3 Workplace Experience Allocations

Students will be notified of their WPE allocation timeframe six weeks prior to the commencement of the placement period. For first year, it will be dependent on students achieving the required pre-placement requirements with NSW Health. 15.4 Workplace Experience Settings

To ensure students have exposure to the reality of nursing practice and a variety of areas of clinical practice, their placement allocations will be mapped within SONIA (the electronic placement system used by UOW). This mapping will ensure all students complete the requirements of a WPE placement in a range of settings. These settings may include aged care, mental health nursing, primary and community nursing, acute care nursing and high acuity nursing. WPE placements will be offered across a range of settings, including public health, private and not for profit organisations. Placement locations include metropolitan, regional and rural settings. Students will have the ability in SONIA to indicate their placement preference, which will allow for individual needs of students to be considered. Given the high number of students who are enrolled in the Bachelor of Nursing, there is an expectation that at some point during their three-year program, students will need to travel for the WPE component of their degree. Students will have the opportunity to express an interest in some unique placement opportunities. These include Broken Hill Hospital and the surrounding communities such as Derwent, Bourke and Brewarrina, Justice Health, forensic health and Cambodia, providing students with an opportunity to broaden their understanding of the breadth of nursing practice. Every effort is made to secure adequate numbers of placements across all settings, located as close as possible to each of the campus locations, to attempt to minimise the travel time or need for accommodation associated with placement. However, availability of placements local to students is limited and students will be required to travel significant distances or secure accommodation during placement. With this in mind, it is strongly recommended that students give thought to planning well ahead for coping with this situation e.g. set up a regular savings amount dedicated to placement costs, seek information about subsidised accommodation near placement sites or available scholarships, investigate carpooling options with other students attending the same facility as soon as placement allocation is released. . Where students have a disability or other extenuating circumstances which may affect their ability to meet the Inherent Requirements of the Bachelor of Nursing, students are advised to seek appropriate support and advice.

P a g e | 25

Students may request to attend rural and remote placements. This option requires an Expression of Interest (EOI) to be submitted. Students will be sent advance notification of when EOI are open. UOW SN utilises a number of facilities for placement. These facilities are considered standard placements. A list of Standard placements can be accessed through SONIA. Any student who would like to attend a non-standard placement; that is a facility that does not appear on the list of standard placements, can complete and submit a Non-Standard EOI through SONIA. All requests for a non-standard placement will be considered.

15.5 Allocation and Notification of Workplace Experience Placements

The process of placing students for each session begins many months before the actual placement date. Autumn Session placements are requested in August of the year before and Spring Session placements are requested in February of the same year. Allocation of students to these placements normally starts at least 10 weeks prior to placement dates. The deadlines are driven by both the external requirements of the NSW Health ClinConnect system as well as the need provide reasonable notice to students and facilitators regarding the details of their placement. Students must be enrolled in a WPE Subject in order to be allocated to a placement. There is an overnight feed of enrolment information from SOLS to SONIA and this is the only way a student will appear in SONIA. It is recommended that students enrol as early as possible to ensure they are eligible to be allocated a WPE placement; it recommended that a 1st year student enrol at enrolment for Autumn and Spring session. For all other years enrolment is recommended at the end of the year for the progressing year for both Autumn and Spring sessions. All students who are enrolled in subjects that include placement and are verified in ClinConnect at the time that placement allocations are made will be given a placement. Students who are not enrolled or not verified at the time that placement allocation occurs are not able to be allocated a placement. There are several other reasons why a student may be allocated to a placement but the details of the allocation will be withheld. Where placements are not allocated or the details are withheld, the reason will be displayed in SONIA on the Placement tab, and where necessary details on what a student must do to address the issue will be included. It is the student’s responsibility to ensure that they are verified and remain so for the duration of the degree. All student placement allocations, including make-up, are released in SONIA Online. A SONIA Online notification will be sent to students when placements are released. The placement allocation for each placement period is normally available by the Friday of the week that is 6 weeks prior to the start of placement. Where delays in release beyond Friday of the sixth week out from placement are anticipated, students will be notified by SONIA Online notification of the revised release date.

15.6 Local Placement Allocation

Reasonable Adjustments (RA) for WPE are limited to the allocation of local placements within 1 hour from a student’s session address. If any other adjustments are required consult with the Disability Officer and the SNCT. Consideration for adjustments will be assessed according to the needs of the student and the requirements for ensuring a duty of care and safety to the people health professionals provide care for. Students who have a RA in place that relates to WPE must provide their RA to the relevant subject coordinator(s) as early as possible to allow the requirement adjustments to be made during allocation. The SMAH SPT consults with Subject Coordinators prior to placement allocation regarding students who require an adjustment. Note that allocation and release of AB Pattern placements is prior to the start of session so students intending to seek an RA for any upcoming session must do so as early as possible prior to the start of each session.

P a g e | 26

Breastfeeding mothers will be considered for local placements. If consideration is required, please contact the subject coordinator at the earliest possible time prior to placement allocation to discuss this. Changes to allocated WPE placements cannot be accommodated after the allocation has been completed; all contact regarding individual needs must be prior to the allocation of placements within SONIA. 15.7 Attendance Requirements

In accordance with accreditation requirements, to be eligible for registration as a registered nurse at the end of the course each student must attend all allocated WPEs and therefore attendance is 100% compulsory. Students are not required to attend placement on gazetted Public Holidays, unless expressly directed to do so by Facility Staff or the SNCT

15.8 New Graduate Interviews during Placement

The only exception to the 100% compulsory attendance rule is for final session students who are permitted one (1) day only, in Spring Session, to attend interviews for employment that fall on a placement day providing the interview will impact on a student’s ability to attend their placement. Students are required to demonstrate how the interview will prevent them from attending placement for that day. Application for academic consideration is not required in these circumstances. A copy of the interview appointment letter must be provided to the SMAH SPT as soon as it is received. The letter must be shown to the Clinical supervisor prior to the day of interview, or if on the first day as soon as practical. If the interview requires more than one day’s absence from placement, for instance the interview location requires significant travel; this must be discussed and approved in advance by the Subject Coordinator. Any further days absent from WPE for New Graduate interviews will require an academic consideration.

16. What to do if Unable to Attend Placement 16.1 Prior to Commencement of Placement

If a student knows prior to commencement of placement that they will be unable to attend, the student MUST discuss this with the subject coordinator at the earliest possible time. Placement is an assessment task and therefore students will need to meet grounds for academic consideration if unable to attend during the designated placement dates. Please review the Academic Consideration Policy for information on what constitutes grounds for academic consideration and whether you can demonstrate you meet the criteria prior to contacting your Subject Coordinator. Once The SMAH SPT has released placement allocation details, there is a one week period from the date of release during which students can send an email directly to the SMAH SPT to raise any issues with their allocated placement. This is an informal administrative process designed to resolve as many difficulties as possible faced by students, without requiring formal academic consideration. The SMAH SPT will attempt to resolve any difficulties raised by students within that one week period. Students will be notified of the outcome of their request by return email at the end of the one week. If an issue for a student is

P a g e | 27

unable to be resolved by the SMAH SPT, the student will then be required to submit a formal Academic Consideration and contact the Subject Coordinator. If the subject coordinator approves a change to a student’s allocated placement they will advise the SMAH SPT directly via email. 16.2 Once placement has commenced

If a student is absent from placement once placement has commenced, the student MUST:

• Contact the University on the Nursing WPE Support Line (02 4221 3338) • As soon as possible discuss the situation with the subject coordinator and submit an Academic Consideration based on the discussion with the Subject Coordinator; and • Document the grounds for academic consideration in accordance with the Student Academic Consideration Policy

Note that approval to undertake make-up placement is not automatic. Students must demonstrate that the grounds of academic consideration have been met in order to be eligible for a make-up placement. Failure of a student to attend placement without notifying anybody is a cause of serious concern for staff both at the University and at the facility that is expecting the student. Repeated attempts will be made to contact the student to confirm their well-being. If we are unable to contact the student after three (3) attempts, the ‘emergency contact person’ will then be contacted. 16.3 Significant Events

Occasionally there are situations during placement periods, such as severe weather events, that may interfere with the ability of students to attend their placement. If there is a significant event that the School of Nursing judges to be sufficient to direct students not to attend placement on a given day, this advice will be issued via SOLSmail from the SSNCT In the absence of a SOLSmail announcement from the SNCT students are still required to attend placement. 16.4 Make-up Workplace Experience Placement

Any absences during the WPE placement must be made up.

Make-up placement will only be provided on the basis of an approved academic consideration or as stipulated by the outcome of an academic grievance. The Student Academic Consideration Policy and the process for application is found at http://www.uow.edu.au/about/policy/UOW058721.html Make-up placement is part of the SN WPE Calendar and is only able to be allocated in weekly blocks. Individual days of makeup cannot be allocated. It is important that students do not make commitments to holidays or other activities during the advertised make-up placement period of each session until they are sure that they have met all requirements for placement. It is not unusual for students to become unwell or have other extenuating circumstances once placement has commenced that means they are unable to continue with that placement. Students must be available to attend a make-up placement if this becomes necessary. The subject coordinator will notify the student of the outcome of the Academic Consideration for a make-up WPE placement.

P a g e | 28

17. Student Support Services WPE is a demanding physical and emotional activity that may be particularly challenging for some students in certain circumstances. For students to be able to participate effectively in the workplace environment it is essential that they maintain their health and well-being. There are two key sources of support that can help students if they become overwhelmed and feel that their WPE and studies may be affected. Student Support Advisers (SSAs) provide confidential guidance and support to all students in general welfare matters and can arrange for help and support on campus or in the community. They can also assist International students to access groups and strategies to continue their English language development as well as provide assistance with cultural adjustment issues. Full information about SSA services is available at: http://www.uow.edu.au/student/services/SSA/index.html Disability Liaison Officers (DLOs) are available to help students experiencing temporary or permanent disability that impacts on their ability to study. This includes students who have significant carer’s responsibilities of close dependents. DLOs are able to provide a Reasonable Adjustment to eligible students that will put in place appropriate measures designed to assist them to meet the requirements of their degree. Full information about Disability Services is available at: http://www.uow.edu.au/student/services/swd/ra/index.html 18. Accommodation and Transport All arrangements and expenses for such things as accommodation and transport associated with WPEs are the students’ responsibility. Information regarding accommodation at a particular Facility, if it is available, is provided on SONIA Online as part of the placement information. The placement information also contains a link “Get Directions” which brings up Google Maps information that may assist students to determine the best mode of transport for getting to placement. UOW operates a free carpool matching service at Carpoolworld that may assist students in sharing the costs of driving to placement https://www.carpoolworld.com/uow.html. 19. Facility/Health Service Transport Whilst on WPE a student may be required to travel in facility-owned or Health Service transport for example, in the community nurse car while on a community placement. This is acceptable however, a student must not drive the vehicle as the student will not be covered by the Facility, Health Service or University’s insurance. Unless approved by the SNCT, students are not permitted to accompany patients via air or ambulance transport. 20. Clinical Incident Reporting If a student is involved in an incident or suffers an injury whilst on WPE, he/she is required to follow the incident reporting protocol and procedures of the Facility/Health Service. Further, the Clinical supervisor and the subject coordinator must also be informed. The student is then required to enter the incident into the UOW SafetyNet system. The Head of School, Tracey Moroney, is to be nominated as the supervisor for all WPEs when completing the form. Any follow up will be undertaken by the subject coordinator and/or the SNCT. Further information for students on how to enter a Hazard and Incident Report is available via the following link:

P a g e | 29

https://safetynet.uow.edu.au/uowauth/login

Screen 2:

Once in this screen, you can click on the ?Help icon which will open up the ‘SafetyNet User Guide’.

Note that any treatment received in a health facility is NOT covered by Workcover and should not be documented as a Workcover service as you are a student undertaking WPE not an employee. Students must elect to be treated as a public/private patient and cover any associated costs. These costs may be reimbursed by the University under the provisions of UOW insurance. Students will need to contact the SMAH SPT for advice on how to apply for reimbursement. There is a $250 excess fee that applies to all claims. Please see further information and a link to claim forms on https://www.uow.edu.au/services/finance/studentplacement/index.html . If a student sustains an injury whilst on placement the Job Demands Checklist and Declaration must be completed by a medical practitioner and submitted to the subject coordinator before return to placement. The Jobs Demand Checklist is located on the SONIA homepage.

P a g e | 30

21. UOW Critical Incident Guidelines The University of Wollongong has a Critical Incident Guidelines for incidents, the policy can be found on the following link https://www.uow.edu.au/about/policy/UOW058610.html. This guideline must be considered in the management of all critical incidents. Please see below for guidance on the management of critical incidents that occur involving a student whilst on WPE. Management of Critical Incident involving a Student Whilst on Workplace Experience A critical incident within the clinical environment is defined as any incident that occurs that poses a risk to the safety of the student; this risk can be in the form of harm in a physical, emotional and psychological actual or perceived threat to a person’s safety. The student, Clinical supervisor, Subject Coordinator, Student Support Officer, Year Coordinator and the SNCT, in consultation with the DCL, form the people who will be involved in managing critical incidents with students during their WPE placement. Please note: The definition of a critical incident for students whilst on WPE differs from the UOW Critical Incident Guidelines adding to the overall definition which is inclusive of both guidelines. For all critical incidents please follow the following steps for notification. 21.1 Notifications:

1. Students or a clinical supervisors will report a critical incidents to the subject coordinator via the WPE Support Line (02 4221 3338) as close to the incident occurring as possible.

2. The subject coordinator will report a critical incidents to the SNCT as soon as possible, 3. The SNCT reports the incident to the DCL 4. The DCL or a member of the SNCT will notify the Year Coordinator (if appropriate) and the Head of School

of the critical incident and the proposed management plan.

21.2 Initial Response The initial response to the incident aims to ensure that the student and their Clinical supervisor are safe and appropriately managed by the School and University. Outside of business hours, emergency counselling support services for students and staff can be accessed. During business hours, the subject coordinator will contact the Student Support Officer at the designated campus who will provide appropriate support. A list of Student Support Officers for each campus is detailed in this handbook. The SNCT will contact the facility / Service involved and will provide support and advice if required. 21.3 Ongoing Response The ongoing support required for individual students will be reviewed and documented in consultation with the student and overseen by the subject coordinator and / or Year Coordinator and the Student Support Officer. Students will be provided with information on the supports available enabling them to make the choice of support that best suits their needs. It is expected that the student and Subject/Year Coordinator will have regular conversations to ensure the student is receiving support for any ongoing issues. 21.4 Student Statements If students are required to make any statements regarding the critical incident this is to be completed with the DCL (or delegate) present to provide students support through the process. All requests for additional information and statements from the facility / service, Police or the Coroner are to be directed to [email protected] or in case of an urgent need to Maria Mackay, Director of Clinical Learning 0407 369 627. The School of Nursing will contact the student and organise when and where the statement can be provided.

P a g e | 31

22. Work Commitments WPE covers forty hours per week, usually eight hours per day, from Monday to Friday. The shift times are dependent on the clinical environment but can range from 0600 hours to 2300 hours. For example a typical shift time for an early (am) shift is 0700 – 1530 hours with 30 minutes for lunch. Students must be in attendance for the full hours allocated to their shift and plan travel arrangements accordingly. Some facilities request that students undertake a seven day rotating roster. These rosters are indicative of a typical nursing roster. If this is applicable you can expect to receive your roster at least two weeks prior to the commencement of placement and all rosters must meet the NSW Nurses Association requirements for staff in public health facilities. For example time from completion of one to shift to the commencement of the next shift must be a minimum of 10 hours. For learning, health and patient safety purposes it is important for the student to be fit for practice; this includes having adequate rest between shifts. It is therefore not advisable to work while attending WPE. The need for paid employment is understandable, but students have sufficient notice of WPE dates to make alternate paid employment arrangements. Students must be available for all WPE weeks including make-up. Work commitments are not an acceptable reason for absence from WPE. 22.1 Workplace Experience at a Students’ Place of Work

Students cannot be placed in wards or in facilities in which they are employed. Students working as a health care worker will be asked to declare their place of work at the beginning of the each session at the time of submitting Placement Preferences to allow the SMAH SPT to avoid placing students in their place of employment. Where it becomes known during placement that a student is an employee of that facility and they have failed to declare this, the student may be removed from placement and make-up placement may be required. 22.2 Jury Duty or Court Attendance by Students

If students are called for jury duty for a specific date which will affect a WPE, a letter can be organised requesting permission to be released from the duty due to study reasons. To obtain information regarding the procedure for organising this letter contact Student Central. If a student has been called to attend court for other reasons and are not permitted to defer, the student may be eligible for clinical make-up in the make-up period. Please note the student is still required to apply through the Academic Consideration process for permission to do make-up. 22.3 Referees

In accordance with the requirements for students applying for new graduate positions, students may ask their most recent Clinical supervisor for a reference. Please be mindful that there is no obligation for the clinical facilitator to be a referee. In all other circumstances, Clinical supervisors cannot provide a reference as a representative of the University. 23. Head of School Commendations Commendations may be awarded based on exceptional practice in three or more of the RN Standards for Practice competencies (NMBA 2016). Clinical supervisors are asked to recommend students for commendations by notifying the SMAH SPT and completing documentation. If a student is recommended for a commendation the student will be appropriately assessed and a letter of commendation from the Head of School will be sent to the student by mail and a copy placed in their file.

P a g e | 32

The commendation form is located on the clinical supervisor Moodle site and can be forwarded to health care providers by contacting the SN Clinical Team on [email protected]

24. Scholarships NSW Ministry of Health Scholarships: A range of grants/scholarships are provided by the NSW Ministry of Health for undergraduate nursing and midwifery students in NSW. Two are of particular interest for students in the Bachelor of Nursing course. NSW Government Undergraduate WPE Clinical Placement Grants: These are provided to assist Bachelor of Nursing students with travel and accommodation costs directly associated with WPE undertaken in a public health facility. These are open for application twice a year, once per session. Students can download their Travel Grant Letters from Sonia – Instructions can also be found on SONIA. (No need to contact SPT unless you experience problems.) Further information can be found at: http://www.health.nsw.gov.au/nursing/scholarship/Pages/undergrad_clinical.aspx The SMAH Student Placement Team will provide a letter confirming your placement. Please send your request to: [email protected] Letters generally take a minimum of two weeks. Rural Undergraduate Scholarships: These are awarded to first year students from a rural location undertaking a Bachelor of Nursing or Bachelor of Midwifery degree. More information on these and other sources of financial assistance available to students enrolled in a Bachelor of Nursing course is available at: http://www.health.nsw.gov.au/nursing/scholarship/Pages/default.aspx

Student identifed as excelling in 3

Standards for practice • Clincial supervisor completes

commendation

Clincial supervisor sends form to subject

coordinator

Review of commendation form and if endorsed sent

to SMAH SPT

•SMAH SPT to process form

HoS to approve and sign the commdation

letter

•Comendation letter sent to student via UOW email

P a g e | 33

References

Hardiman, M., (2017) “Using two models of work-place facilitation to create the conditions for development of a person-centred culture: A PAR Study” PhD Thesis(unpublished) Queen Margaret University Edinburgh McCormack, B & McCance, T (eds) (2017), Person-Centred Practice in Nursing and Health Care: Theory and Practice. United States: John Wiley & Sons. Nursing and Midwifery Board of Australia (2016). Registered Nurse Standards for Practice, Nursing and Midwifery Board of Australia, retrieved from <http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards/registered-nurse-standards-for-practice.aspx>.