Assessment of Practice: NursingDiploma, Diploma with Advanced Studies and Degree programmes
NMC Proficiencies
Nursing programme
Assessment of practiceName
University ID number
Group/intake
Academic tutor
Telephone
Programme DiplomaDiploma with
Advanced StudiesDegree
ConfidentialityEntries made in the portfolio must ensure the service users’ right to confidentiality is respected at all times.
ContentsWelcome to your assessment of practice documentation 1
Guidance for students 2
Guidance for mentors 8
Guidance for students and mentors 11
Incidents in practice 12
Academic integrity 12
Demonstrating achievement 20
Trouble shooting 23
Student nurse/midwife practice induction 24
Year 1: Common Foundation Programme
Framework for assessment 27
Practice experience 1 36Checklist of responsibilities to be completed by mentor 36
Mentor signature sheet 37
Record of additional activities and visits 38
Absence record 39
Professional development: self assessment by student at commencement of practice experience 40
Initial interview 41
Proficiency achievement 42
Interim interview 51
Professional development: self assessment by student at formative assessment point 53
Final interview 54
Suggested action plan for proficiency achievement at level 1 55
Practice experience 2 56Checklist of responsibilities to be completed by mentor 56
Mentor signature sheet 57
Record of additional activities and visits 58
Absence record 59
Professional development: self assessment by student at commencement of practice experience 60
Initial interview 61
Interim interview 62
Professional development: self assessment by student at summative assessment point 64
Summary of practice experience used in Principles of Nursing Practice assignment 65
Final interview 66
Suggested action plan for proficiency / skills development 67
Retrieval documentation 69
Year 2 Branch programme 71
Framework for assessment 72
Practice experience 3 81Checklist of responsibilities to be completed by mentor 81
Mentor signature sheet 82
Record of additional activities and visits 83
Absence record 84
Professional development: self assessment by student at commencement of practice experience 85
Initial interview 86
Proficiency achievement 87
Interim interview 96
Professional development: self assessment by student at formative assessment point 98
Final interview 99
Suggested action plan for proficiency achievement at level 2 100
Practice experience 4 101Checklist of responsibilities to be completed by mentor 101
Mentor signature sheet 102
Record of additional activities and visits 103
Absence record 104
Professional development: self assessment by student at commencement of practice experience 105
Initial interview 106
Interim interview 107
Service user / carer involvement 109
Summary of practice experience used in Contemporary Nursing Practice assignment 110
Professional development: self assessment by student at summative assessment point 111
Suggested action plan for proficiency / skills development 112
Final interview 113
Retrieval documentation 115
Year 3 Branch programme 117
Practice experience 5 117Checklist of responsibilities to be completed by mentor 117
Mentor signature sheet 118
Record of additional activities and visits 119
Absence record 120
Professional development: self assessment by student at commencement of practice experience 121
Initial interview 122
Proficiency achievement 123
Interim interview 132
Professional development: self assessment by student at formative assessment point 134
Final interview 135
Suggested action plan for proficiency achievement at level 1 136
Practice experience 6 137Checklist of responsibilities to be completed by mentor 137
Mentor signature sheet 138
Record of additional activities and visits 139
Absence record 140
Professional development: self assessment by student at commencement of practice experience 141
Initial interview 142
Interim interview 143
Service user / carer involvement 145
Summary of practice experience used in Leadership and Management assignment 146
Professional development: self assessment by student at summative assessment point 147
Final interview 148
Retrieval documentation 151
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Welcome to your Assessment of Practice Documentation
This guide has been developed to help students and mentors to complete the documentation for the Assessment of Practice (AOP)
The introductory pages have been divided into three sections:
Section 1: Guidance for students – page 2
Section 2: Guidance for mentors – page 8
Section 3: Guidance for students and mentors – page 11
Please read and become familiar with these pages. We recommend they are read in conjunction with the student handbook. Questions arising should be discussed with the academic tutor or University link.
Assessment of practice represents 50% of the pre-registration nursing programme assessment requirements. In keeping with NMC requirements, your Assessment of Practice document acts as your proforma to enter the register at the end of training.
The assessment of the NMC Proficiencies will be tested in the following units:Year 1: Principles of Nursing Practice
Year 2: Contemporary Nursing Practice
Year 3: Leadership & Management
The mentor’s assessment of your practice is fundamental to maintaining professional standards in nursing so please remind your mentor to read these pages.
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Section 1: Guidance for StudentsRemember, this is YOUR assessment and you must accept responsibility to ensure accurate completion:
• priortothestartofthefirstpracticeexperience,completetherecommendedinitialactivities including a Professional Development Plan
• priortothestartofeachpracticeexperiencemakeaninitialidentificationofyourlearningneeds
• activelyparticipateininitial,interimandfinalinterviewswithmentor
• identifyandaffirmlearningneedswithmentor
• agreeanactionplanwithyourmentorforeverypracticeexperience
• takeadvantageofeveryopportunitytoworkwithmentor/supervisingpractitioner
• takeadvantageofallthelearningopportunitiesavailable
• maintainyourassessmentofpracticedocument
• providementorwithexamplesandevidencefrompracticetodemonstratehowtheoutcomes / proficiencies have been achieved.
• co-operatewithmentortoensuretheassessmentiscompletedbythedate(s)specified
• maketheassessmentofpracticedocumentavailabletomentorsoracademicstaffonrequest
• submittheassessmentofpracticedocumentationtoregistrybythedatespecified This applies to practice experiences 2, 4 and 6 only
• completetheon-lineevaluationofeachpracticeexperience
Nursing proficiencies – guiding principles• Fitnessforpractice
• Fitnessforpurpose
• Fitnessforaward
• Fitnessforprofessionalstanding
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These guiding principles establish the philosophy and values underpinning the NMC’s requirements for programmes leading to entry to the register as a nurse. These principles provide the foundation for the outcomes and proficiencies for entry to the branch programmes and to the register and are reflected in all pre-registration nursing programmes. The guiding principles relate to professional proficiency and fitness for practice. As practice takes place in the real world of health care delivery, it is inextricably linked to other aspects of fitness: fitness for purpose, professional academic awards and professional standing.
Practice ProficiencyAs a student you are deemed to be proficient when you have successfully met the NMC standards for nursing at the end of an NMC approved programme. Practice proficiency may only be signed off by a mentor who has met the NMC additional criteria (NMC 2006)
Graduate Key Skills and employability are the generic, transferable skills which all students develop during the course of their academic studies.
They include oral and written communication, study skills and wider areas such as self-awareness and reflection on learning.
Employers are increasingly seeking evidence of skills development within graduate degree programmes. Mapping these skills in the assessment of practice document enables you to develop and demonstrate transferable skills that are useful not only in improving your studies but which can also help you to make the transition to employment after University. These skills include:
• Managingyourownlearning
• Informationtechnology
• Workingwithothers
• Communicationskills
• Numeracy
• Problemsolving
The assessment of practice document has two key areas:1) NMC proficiencies
2) Essential Skills Clusters.
Part one of the document: NMC ProficienciesThis part of the document has been developed around the NMC Outcomes for Branch Entry Common Foundation Programme and Proficiencies for Entry to the Register (Branch). These statements are divided into four domains,
This part of the document contains the proficiencies that are essential and need to be achieved in every practice experience.
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• Professional&EthicalPractice,
• CareDelivery,
• CareManagement
• PersonalandProfessionalDevelopment.
Part twoPart two contains the Essential Skills Clusters (ESC) which shape the skills log and which must be completed by the end of the Common Foundation Programme (CFP) and Branch programmes.
You must work towards both parts of your assessment of practice document during each practice experience.
The following stages have been designed to meet the requirements for progression during the programme.
Stage 1 = CFP: Participate (beginning to understand the role of the nurse and participate in service user care under the supervision of your mentor)
Stage 2 = First year of branch: Initiate (able to deliver care to service user & family/carer, non-complex cases)
Stage 3 = Second/ final year of branch Manage (able to plan, deliver, evaluate and alter as appropriate care to group of service users & families/carers for complex cases, case load manage, lead care teams, work in multi-disciplinary teams)
Assessment of ProficiencyThe programme is designed around three sequential levels of Outcome and Proficiency that you have to achieve at different stages of the programme. The levels and criteria for judging achievement are:
Proficiency Level 1 Participates• Participates,orassistsinskillandcaredeliveryunderthedirectsupervisionofasupervising
practitioner
• Actsappropriatelywhenassistingsupervisingpractitioners
• Hasaknowledgebaseandanunderstandingoftheemotionalneedsoftheserviceuser(s)that accompanies the delivery of ‘hands on’ skills
• Needssupervisionwhenperformingskillsorcaredelivery
• Alwaysensuresthesafetyandwellbeingoftheserviceuser(s)
• Managesandprioritisesanappropriatepersonalworkload,seekinghelpwhennecessary
• Neverundertakesanythingbeyondownstageofproficiencywithoutinstructionfrom,orreferring to a supervising practitioner
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Proficiency Level 2 Initiates• Isabletomakeanassessmentofserviceuser(s)needsandinitiatecaredelivery
• Hasasoundknowledgebaseandanabilitytomeettheemotionalneedsoftheserviceuser(s) that accompanies the delivery of ‘hands on’ skills
• Afterinstructionandsupervisedpracticecanbetrustedtopracticesafelyinsimilar,uncomplicated situations
• Needsguidanceandsupporttoperformskillsanddelivercareinunfamiliarorcomplexsituations
• Alwaysensuresthesafetyandwellbeingoftheserviceuser(s)
• Managesandprioritisespersonalworkloadseffectively
• Neverundertakesanythingbeyondownstageofproficiencywithoutinstructionfrom,orconsulting, a supervising practitioner
• Takesresponsibilityfor,andcanjustify,ownactions
Proficiency Level 3 Manages• PracticesinaccordancewiththeNMCCodeofProfessionalConduct[2004]
• Hastheskillsandabilitytopracticesafelyandeffectivelywithouttheneedfordirectsupervision
• Managescareinordertoensurethesafetyandwellbeingofserviceuser(s)atalltimes
• Abletoplan,deliver,evaluateandalterasappropriatecaretogroupofserviceusers&families/carers for complex cases.
• Leadcareteams,workinmulti-disciplinaryteams
Howareyouassessedinpractice?The assessment process involves you and your named mentor agreeing an action plan at the initial interview outlining the learning experiences available in your area, which will meet some, or all of the proficiencies required to be completed in that practice experience. This will then be outlined in the action plan agreed with your mentor for that part of the programme.
The interim interview provides an opportunity for you and your mentor to agree the items which have been successfully completed, and action plan to complete those remaining.
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Distinguishing Between Summative and Formative AssessmentWe believe that assessment should be more than merely a test of how you perform at given points; rather, it should be an integral part of your learning and growing as a nurse. Assessment should not merely be done to you; rather, it should also be done with you, to guide and enhance your learning. You therefore have summative assessment at key progression points. At all other stages you will be given feedback that will enable you to enhance your learning through the progressive stages
Formative assessment evaluates your progress and provides feedback on your development of knowledge, skills and abilities without passing any formal and final judgement. In practice experiences 1, 3, and 5 the final interview is a formative point at which your mentor assesses if you are successfully completing all of the proficiencies and skills required to pass the stage of your programme. An action plan for future development on your next practice experience will be agreed which you will take to the initial interview at your next practice experience.
Summative assessment is the process of evaluating your learning at key progression points in the programme. This will be undertaken at the final interview in practice experiences 2, 4 and 6 when your mentor will assess and make judgements regarding your ability to practice at the required level to progress to the next year of your programme or to enter the register.
Safeguarding children and young people.Nurses and midwives have a statutory duty to safeguard and promote the welfare of children and young people. This includes an awareness of how to recognise, and respond to, concerns about children who are at risk of, or suffering from, significant harm. This duty is reflected in The Nursing and Midwifery Council code of professional conduct: standards for conduct, performance and ethics (NMC, 2004) that recognises the need to act to protect service users and others from significant harm. The code specifically states that:
5.4: Where there is an issue of child protection, you must act at all times in accordance with national and local policies.
WithinthecountyofHampshireandtheIsleofWighttherearefour‘LocalSafeguardingChildren Boards’ collectively known as the 4LSCB. They have responsibility for the development of procedures/protocols in relation to safeguarding children.
All practice experiences for students should have access to these procedures as well as local policiesandprotocolsdependentuponthesetting.ForexampleinHampshirePartnershipNHSTrustallstaffshouldbeawareofthe4LSCBprocedures,andinadditionhaveaninternalprotocol of child protection arrangements as well as specific policies for Child and Adolescence MentalHealthteamsorAdultPsychiatricInpatientservices.
It is important to be aware that safeguarding children procedures are available in all areas that come into contact with children and families, not only those providing direct care for children. See useful websites below
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www.nspcc.org.uk www.childrenssociety.org.uk www.everychildmatters.gov.uk
Safeguarding vulnerable adults.Section1.2NMCCodeofConduct(2002)requiresthatallNurses,MidwivesandHealthVisitors act to protect and support the health of individual service users and to support the health of the wider community. Some service users may be considered especially vulnerable. A vulnerable adult is defined as a person “who is or may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation”. (WhoDecides?,LordChancellor’sOffice1997)
In effect all nurses in all practice settings could be required to act to protect any adult but should pay particular attention to the protection of the vulnerable adult. Nurses. Midwives andHealthVisitorsarerequiredtofollowlocallyagreedmulti-agencyproceduresinordertoachievethis(NoSecrets,DepartmentofHealth&HomeOffice2000)
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Section 2: Guidance for mentors
Introduction:Students will normally acquire knowledge, initially in discrete areas (Participates) then, with guidance, start to make connections between these areas (Initiates) to finally be able to draw on knowledge gained from a variety of sources and apply to the situation at hand (Manages). Use of reflection helps guide the student in linking theory and practice. It also helps the student to identify areas where their knowledge is lacking and further research/reading is required.
Skill development is fostered through observation in the first instance, as you guide the student through the stages of skill acquisition, highlighting the knowledge underpinning the skill. The student will then practice with your direct supervision. Once you and the student agree they understand what is required, the student should then be offered the opportunity to undertake the skill under indirect supervision, but that you check the completed work. Once confident that the student can perform the skill competently and demonstrates the required knowledge, which underpins the skill, the student is deemed competent. Further practice will facilitate proficiency in that skill.
All team members, mentors, and associate mentors may be involved in facilitating the student’s learning.Howeveritisyouthementorwhoisaccountableforthefinalassessmentandcompletion of the assessment documentation.
A fundamental role of every registered nurse is to support and facilitate students in meeting their learning needs during practice experiences. In some cases, students will require clear guidance and support in developing those aspects of their practice that have been identified to them as being below the required standard. Involvement of the University link at an early stage will ensure appropriate support is available for the student and mentor to facilitate the student in improving their practice to achieve the proficiencies. An action plan will be agreed which clearly identifies areas for improvement. The mentor should inform the student and the University link of the student’s progress in meeting the requirements of the action plan so that failing to achieve proficiencies is not an unexpected event for any of the parties involved.
You must remember that as the registered practitioner you are responsible for the assessment process and you need to have confidence in your judgement. Please be certain that the student has achieved a proficiency level, before awarding a pass. If you are concerned that the student may not be able to achieve the required level, you must alert the University link so that appropriate support can be offered to both the student and you. It is important that the student is not given ‘the benefit of the doubt’ when assessing proficiency.
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What is meant by ‘supernumerary’ and how importantisattendanceandhours?The NMC states the required number of hours within a nursing programme that must be worked in practice. Each programme will ensure that opportunities to meet these requirements hours are given. It is vital that the student’s attendance is monitored and recorded accurately to ensure these hours are completed. The NMC requires that students are “supernumerary” which means they cannot be counted as part of the workforce. This ensures the student is free to utilise all learning opportunities (e.g. accompany a service user to theatre or to an out patient appointment).
TomeettherequirementsofboththeNMCandDHcriteriaforproficiencythestudentmustexperience care provision throughout the 24 hour cycle which means they must be available to work shifts, night duty and weekends.
When making your decision regarding the student’s level of proficiency, you should reflect on the student’s performance, consider feedback from colleagues and University links and think of any further evidence you have to inform your decision. Refer to the student’s self-assessment of their performance and the evidence they are presenting to meet the assignment linked to the practice experience. Please refer to the framework for assessment and review the details of the initial and interim reviews, and the achievement of any goals / developments in the student’s practice already identified. Remember it is important that the student is given feedback at regular intervals and opportunities to discuss progress throughout the practice experience. Failure to achieve the required proficiency level must never be an unexpected event for any of the parties involved.
Questions that you may want to consider when making an assessment:• Hasyourstudentmettheperformancecriteriaforachievingapass?
• Canthestudentdiscusstheevidencetheyhaveprovidedfortheirlinkedassignmentanddemonstratetheirunderstandingofthisevidence?
• Doestheirevidence/selfassessmentaccuratelyreflecttheirperformancewhendeliveringcaretoserviceusers?
A Framework of assessment has been developed to help you understand what is required of the student at each stage of the programme – page 27 for the Common Foundation Programme and page 71 for the branch programme
The following diagram has also been developed to help in your decision making
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Practice assessment decision
Criteria
PASSThe student has consistently demonstrated achievement of all the performance criteria relating to each of the NMC proficiencies and ESC’s as set out in the framework for assessment
REFER
The student has failed to consistently demonstrate achievement of all the performance criteria relating to each of the NMC proficiencies and ESC’s as set out in the framework for assessment
To pass the related academic unit and practice experience, the student must:• Satisfactorilypassalltheunitlearningoutcomes• Completesatisfactorilyallpracticeassessmentdocumentationincludingrecording
assessment dates, performance evidence and signatures for each practice experience• Submittheircompletedassessmentofpracticedocumentandassignmentonorbefore
the required submission dates.
* Students who fail to achieve the required standard to pass one or more of the proficiencies or ESC’s will be given a second assessment opportunity to achieve these following the first four weeks of their next practice experience. A subsequent referral will mean the student will be subject to withdrawal from the programme.
Achieving and maintaining proficiency and skillsStudents must achieve and maintain each stage of proficiency and skill in order to:
• ensurestandardsofserviceusercarearemaintained
• progressfromCFPtoBranch–endofyear1
• preparefortheresponsibilitiesofregistration–endofyear2
• entertheregister–endofyear3
Proficiency - removing ‘achieved status’Once a proficiency or skill has been achieved it does not have to be formally re-assessed. However, if the proficiency or skill is not maintained ‘achieved’ status must be removed. This can be done by any mentor or the link lecturer.
If this happens:
• thestandardofproficiencymustbere-achievedbeforethenextsummativeassessmentpoint and before progression is ratified
• If proficiencies and/or skills are not re-achieved, the student will be referred in the assessment of practice.
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Section 3: Guidance for students and mentors
Demonstrating achievementFormative assessment of practice on completion of experiences- 1, 3 and 5At the formative assessment you should be able to demonstrate that satisfactory progress is being made in relation to achieving the proficiencies and essential skills that must be achieved by the end of the year. This decision would be based on the:
i. proficiencies and skills achieved
ii. documented reasons for non-achievement in any area
iii. the mentor’s evaluation of the student’s progress stated in the final formative written report
iv. recommendations of the mentor, University link and / or academic tutor
v. record of hours of practice completed and verified by the mentor
Summative assessment of practice on completion of experiences- 2, 4 and 6At the summative assessment you should be able to demonstrate achievement of the proficiencies and essential skills required by the end of year progression point. This decision would be based on the following criteria:
i. all the proficiencies/skills are achieved at the minimum level required
ii. you have presented evidence from practice to demonstrate to your mentor that all proficiencies have been achieved
iii. you have completed the appropriate Essential Skills Log by the end of the year
iv. you have submitted and passed the related theoretical assessments
v. your final written reports are satisfactory
vi. the required number of hours of practice have been completed and verified by mentors
vii. the Portfolio of learning is submitted to Registry by the date(s) specified
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Incidents in PracticeTo be read in conjunction with the University of Southampton guidelines for reporting concerns for students safety.
(www.soton.ac.uk/studentservices/wellbeing/studentwellbeing.html)
andtheUniversityofSouthamptonHealthandSafetyPolicy
(www.resource1.soton.ac.uk/hr/healthandsafety/policy/index.html)
Whilst engaged in practice experiences, students may become involved in incidents or accidents. Should this happen, it is important that personnel at the School of Nursing and Midwifery are informed, not only to enable the monitoring of health and safety issues but also to offer support and guidance should this be required. The link lecturer or academic teacher must be contacted by the student or their mentor and they will advise the student and mentor of the appropriate action to take.
Definitions of what constitutes an “accident” and an “incident” or a “near miss” are available in the student handbook.
If there is uncertainty regarding appropriate action to take, Derek Boden, who is the health and safety officer at the School of Nursing and Midwifery can be consulted by e mailing [email protected].
In the event of such an occurrence, a form S24 should be completed by the student with help from their link lecturer or academic teacher, and guidelines for completion are included in the document. The form should be returned to Derek Boden.
Form S24 can be found at: www.socscinet.soton.ac.uk/safety/S24Form20040317.doc
Whenever students are involved in an accident or incident or a near miss and a practice organization “Incident Form” is completed, the student or mentor must contact the link lecturer or academic teacher and report this, even if they have only witnessed but were not directly involved in the situation. The link lecturer or academic teacher will then inform the award leader, the Locality Liaison Lead and the Learning Environment Facilitator. Follow up action will be agreed and a record will be made in the student’s file. Ideally a copy of the incident form will be forwarded to the award leader or academic teacher who will ensure safe storage in the student file.
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Academic integrityAll members of the University are expected to maintain high standards of academic conduct and professional relationships based on courtesy, honesty, and mutual respect.
Breaches of academic integrityIf you work with academic integrity there are a number of practices you must avoid which are explained in the academic integrity statement for students within your pre-registration student handbook.
You are responsible for your own work and conduct, and for ensuring you neither fall accidentally into poor academic practice in your written work nor engage in practices which breach academic integrity.
Falsification or incorrect completion of any elements of this document – in connection with programmes leading to a professional qualification, falsely claiming to have completed non-academic requirements such as hours of practice or achievement of professional competencies or falsification of signatures are seen to be a breach of academic integrity and will result in disciplinary action.
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Undertaking and completing a practice experienceStudent commences practice experience and is allocated a mentor
Within 2 days of commencing practice experience• Completionofpracticeinduction• Completionofinitialinterview• Reviewofstudentselfassessmentof
professional development• Reviewofactionplanfromprevious
practice experience (except practice experience 1)
• Identificationoflearningneeds/actionplan
Review of progress practice experience interim formative point• Reviewofprogressandlearningneeds
undertaken by student and mentor• Reviewofproficiencyachievementusing
assessment framework• Learningneedshavebeenre-explored• Actionplanhasbeenre-negotiated/
developed• Ifonsplitexperiencetakesthistonext
practice experience• Academictutor/Universitylinkhas
been contacted if required• Proposeddateforfinalreviewisagreed
Final formative review of progress end of PI, P3 and P5• Reviewofprogressandlearningneeds
undertaken by student and mentor• Studentcompletesselfassessmentof
professional development• Allproficienciesarecompletedatthe
required level• Actionplanagreedtotakeintonext
practice experience• Allpaperworkiscompletedandsigned• Academic/linktutorcontactedifrequired
Summative assessment – progression point end of P2, P4 and P6• Reviewofprogressandlearningneeds
undertaken by student and mentor• Studentcompletesselfassessmentof
professional development• Allproficienciesarecompletedatthe
required level• Actionplanagreedtotakeintonext
practice experience• Allpaperworkiscompleted• Mentorsignsstudentasfittoenterbranch
programme / year 3 or to enter register• Studentsignsstatementofacademic
integrity • Academic/Universitylinkcontactedif
required
Student receives refer for any part of portfolio at end of 2nd or 4th or 6th practice experience
Within 2 days of commencing the next practice experience 3• CompletionofPracticeInduction• Reviewofstudentselfassessmentof
professional development• ReviewofActionplanfromprevious
practice experience• Identificationoflearningneeds/action
plan agreed with Academic tutor / University link
Following the first four weeks in practice a further summative assessment occurs of those proficiencies / skills not achieved on previous practice experience
• Ifproficienciesareachievedattherequired level the student progresses to the next practice experience
• Asubsequentreferralwillmeanthestudent will be subject to withdrawal from the programme
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Completion of AOP documentation for Common Foundation Programme – Green Pages
Commence Practice Experience 1
Initial Interview - Within first two days of commencing experience induction to practice completed
You complete your self assessment of professional development and discuss this with your mentor and complete an action plan based on your identified learning needs
Interim interview – of proficiency achievement and documentation for interim review of progress and re-negotiation of action plan undertaken
Final Interview – You complete a self assessment of your professional development and with your mentor complete the achievements for the practice experience and complete an action plan for proficiency achievement by summative assessment point at end of practice experience 2
Learning group attendance
Discuss domain achievement in relation to nursing practice assignment with your mentor
Achievement of skills log is initiated (ivory sheets)
Record of practice hours completed
Meeting with academic tutor where your AOP and progress is reviewed
Page 24
Page 41
Page 51
Page 54
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Commence Practice Experience 2
Initial Interview – Within first two days of commencing experience induction to practice completed
You complete your self assessment of professional development and discuss this with your mentor and complete an action plan base on your identified learning needs
Interim interview – of proficiency achievement and documentation for interim review of progress and re-negotiation of action plan undertaken
Final Summative Interview – You complete a self assessment of your professional development and with your mentor complete the achievements for the next practice experience and complete an action plan
If required additional 4 week retrieval experience is arranged
Learning group attendance
Discuss and complete summary of domain achievement in relation to nursing practice assignment with your mentor (Page 72)
Achievement of skills log completed (ivory sheets)
Record of practice hours completed
Mentor signs statement of proficiency completion for CFP if all proficiencies and skills met
Meeting with academic tutor where your AOP is verified and progress is reviewed
Page 24
Page 61
Page 62
Page 66
Page 67
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Evidence – criteria for assembling and presenting evidence of practiceUnderstanding and application of the proficiencies and skills will be demonstrated at the level that is congruent with the current programme that the student is undertaking and will be demonstrated through successful completion of the following units and their assignments:
Year 1 - Principles of Nursing Practice
Year 2 - Contemporary Nursing Practice
Year 3 – Leadership and Management
The learning outcomes for these assignments are directly linked to the assessment of practice document and the student will demonstrate through the achievement of these learning outcomes that they have explored the underlying theory of the NMC Proficiencies as indicated in the following tables:
Evidence – reasons why it must be collected and presentedAs a student you are required to present evidence to demonstrate that proficiencies and skills have been achieved. The reason for doing this is to help you develop the knowledge and skills needed to justify your practice.
The purpose of collecting evidence is to demonstrate,
• theproficienciesandskillsarebeingachievedattheminimumlevelrequired
• anunderstandingof,andability,toadheretoprinciplesoftheNMCCodeofProfessionalConduct
• thedevelopmentoftheskillsneededtobeabletosupportone’sownpractice
Student evidence: the role of the mentorYour mentor is not expected to make a formal assessment of your academic assignment as it isgradedandmarkedasacademicwork.However,youmustbeabletojustifywhy,anddiscusshow each outcome has been achieved in practice.
Your mentor can expect you to provide a concise outline of how you will meet the proficiencies in the linked unit assignment.
Year 1 - Principles of Nursing Practice – page 20
Year 2 - Contemporary Nursing Practice – page 21
Year 3 – Leadership and Management – page 22
Use of a model of reflection is essential – see Southampton model on following page 18
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Model of Enquiry Based Learning using principles adapted from Reflective and Problem-Solving cycles (Gibbs 1988:39, Woods 1994:22), the nursing process and processes that link theory and practice (Eraut et al 1995)
IMPLEMENT EVALUATE
PLAN ASSESS
DescriptionWhathappened?
FeelingsWhat were you
thinkingandfeeling?
Prioritise learning, set goals, allocate tasks, timeframes,
expectations and resources
Action planIf it arose again, what
wouldyoudo?
Identify what you do not know and need to know
Identify what new learning has been achieved and what
remains to be achieved
ConclusionWhat else could you
havedone?
AnalysisWhat sense can you makeofthesituation?
Explore the scenario, identify what is
happening EvaluationWhatwasgoodandbad?
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Discussing the linked academic assignments and reflectionThe purpose of the linked assignments is to help you improve your practice by exploring the theory, knowledge, skills, beliefs and values in relation to your practice. Reflection will help you to identify situations which illustrate achievement of the outcomes of the assignment and the NMC Proficiencies. There are many suggestions about how this is done, but reflection generally includes the consideration of:
• yourroleinanactivityorevent
• whatotherhealthcareprofessionalsweredoingatthetime
• theneedsof,andtheresponsesoftheserviceuser(s)
• whyactionwastakeninthewayitwas
• possiblealternativeactions
• whathasbeenlearnedaboutselfandnursingpractice
• shouldasimilarsituationoccuragain,howwoulditbehandled
Examples of what is selected as a subject for reflection can be:
• ‘everyday’fornurses,probablynotfortheserviceuser,forexampleadmittingaserviceuser,and considering ‘did I help the service user, relatives or parents feel confident in the care theyreceived?’
• ‘dramatic’,ifaserviceuserhasacardiacarrestwhilstinthebath
• ‘self-questioning’,afterobservingpoorcommunicationskillsinacolleagueasking,‘howgoodamIatcommunicatingwithserviceusers?’
• ‘self-evaluating’,askinghowwelldidIhandleasituationthatwasnewtome?
• ‘personalinsightandanalysis”,toconsideringreaterdepthone’sunderstandingandattitudes. For example, exploring own attitude towards termination of pregnancy or electroconvulsive therapy
« 20 »
Demonstrating achievementTo help you ensure that the proficiencies have been achieved the assignment learning outcomes and where they link to the proficiencies is given in the following tables:
Year1PrinciplesofNursingPractice-LevelHE1Learning outcomes NMC Domains (Please refer to the
Framework for Assessment for NMC proficiencies)
1 Demonstrate a basic understanding and application of the nurses role in the administration of medicines and therapeutic products
N.B. This Outcome is not met within the linked assignment. It is assessed within ESC Medicines Management in the CFP skills log
2 Apply a basic understanding of how the nurse may promote a service user’s wellbeing
Domain 1 – Professional and ethical practice: P1.1 P1.2 P1.3
Domain 2 – Care delivery: P2.2 P2.3 P2.4 P2.8
Domain 3 – Care management: P3.1 P3.2
3 Discuss how health policies influence care delivery
Domain 1 – Professional and ethical practice: P1.3
Domain 3 – Care management: P3.1 P3.2
4 Demonstrate an understanding of the evidence base which underpins nursing and service user care
Domain 2 – Care delivery: P2.3 P2.4 P2.7
5 Use the principles of reflection to explore nursing practice
Domain 1 – Professional and ethical practice: P1.3
Domain 2 – Care delivery: P2.1 P2.5 P2.7 P2.8
Domain 4 – Personal and professional development: P4.1 P4.2
6 Develop an awareness of how the principles of holistic care underpin nursing practice
Domain 1 – Professional and ethical practice: P1.5
Domain 2 – Care delivery: P2.1 P2.2 P2.3 P2.4 P2.5 P2.6 P2.7 P2.8
« 21 »
Year2ContemporaryNursingPractice-LevelHE2
Learning outcomes NMC Domains (Please refer to the Framework for assessment for NMC proficiencies)
1 Demonstrate an understanding of the significance of ethical and legal principles in the delivery of health care.
Domain 1 – Professional and ethical practice: P1.1 P1.2 P1.3
Domain 2 – Care delivery: P2.1 P2.2 P2.8
2 Examine evidence based practice and how it informs care delivery.
Domain 1 – Professional and ethical practice: P1.1
Domain 2 – Care delivery: P2.2 P2.4 P2.5 P2.6 P2.8
Domain 3 – Care management: P3.1Domain 4 – Personal and professional
development: P4.
3 Explore how health policy, social policy and the principles of clinical governance impact on the management of care.
Domain 1 – Professional and ethical practice: P1.1 P1.2
Domain 2 – Care delivery: P2.5 P2.7 P2.8Domain 3 – Care management: P3.1
4 Examine the knowledge and skills required for effective professionalism and leadership in clinical practice.
Domain 1 – Professional and ethical practice: P1.1 P1.3
Domain 2 – Care delivery: P2.4 P2.5 P2.7Domain 3 – Care management: P3.2 P3.3Domain 4 – Personal and professional
development: P4.1 P4.2
5 Explore the development of nursing roles in relation to the modernisation agenda.
Domain 1 – Professional and ethical practice: P1.1
Domain 2 – Care delivery: P2.8Domain 3 – Care management: P3.2 P3.3Domain 4 – Personal and professional
development: P4.1 P4.2
6 Develop and enhance clinical skills and therapeutic interventions to support contemporary nursing practice.
Domain 2 – Care delivery: P2.1 P2.2 P2.4 P2.5 P2.7
Domain 3 – Care management: P3.2 P3.3Domain 4 – Personal and professional
development : P4.1
« 22 »
Year3LeadershipandManagement-LevelHE2(Diplomaprogramme)Learning outcomes NMC Domains (Please refer to the
Framework for assessment for NMC proficiencies)
1 Demonstrate an understanding of the wider health and social care context influencing leadership and management
Domain 1 – Professional and ethical practice: P1.1 P1.2
Domain 2 – Care delivery: P2.6 P2.8Domain 3 – Care management: P3.1 P3.2
2 Describe and discuss the relevant underpinning theories of leadership and management that may influence or direct their role as a qualified practitioner
Domain 1 – Professional and ethical practice: P1.3
Domain 2 – Care delivery: P2.3 P2.5 P2.7Domain 3 – Care management: P3.2 P3.3
3 Evaluate the range of qualities required to effectively lead and manage people within a health and social care setting
Domain 2 – Care delivery: P2.2 P2.4Domain 3 – Care management: P3.2Domain 3 – Personal and professional
development: P4.2:
4 Discuss their role in supporting innovative strategies for service development to enhance service user care
Domain 2 – Care delivery: P2.1 P2.3 P2.5 P2.8
Domain 4 – Personal and professional development: P4.1 P4.2
Year3LeadershipandManagement-LevelHE3AdDiploma/BN(Hons)Learning outcomes NMC Domains (Please refer to the
Framework for assessment for NMC proficiencies)
1 Demonstrate a comprehensive understanding of the wider context influencing leadership and management within the health and social care environment
Domain 1 – Professional and ethical practice: P1.1 P1.2
Domain 2 – Care delivery: P2.6 P2.8Domain 3 – Care management: P3.1 P3.2
2 Critically appraise the relevant underpinning theories of leadership and management that may influence or direct their role as a qualified practitioner
Domain 1 – Professional and ethical practice: P1.3
Domain 2 – Care delivery: P2.3 P2.5 P2.7Domain 3 – Care management: P3.2 P3.3
3 Critically evaluate the range of qualities required to effectively influence, lead and manage people and services within a health and social care setting
Domain 2 – Care delivery: P2.2 P2.4Domain 3 – Care management: P3.2Domain 3 – Personal and professional
development: P4.2:
4 Critically discuss their role in supporting innovative strategies for service development to enhance service user care
Domain 2 – Care delivery: P2.1 P2.3 P2.5 P2.8
Domain 4 – Personal and professional development: P4.1 P4.2
« 23 »
Trouble shootingDifficulties – what action should be takenIf you are experiencing difficulties in fulfilling the requirements of the assessment of practice, please address your concerns promptly.
In the first instance queries should be addressed to the mentor or nurse in charge. If this does not resolve concerns contact the University link (first point of call), academic tutor, award leader or locality liaison lead.
Mentors who have concerns about fulfilling the requirements for the assessment of practice, or the adequacy of the student’s progress should address their concerns to the student in the first instance and then if necessary another experienced colleague, and/or the University link. If this does not resolve concerns, contact the student’s academic tutor (first point of call), the duty tutor, the award leader or locality liaison lead.
(Please refer to the “Managing Student Issues in Practice” Poster which should be displayed in your practice area)
Experience not availableThe outcomes /proficiencies and the skills log have been designed for use in all practice settings. (Please contact your University link if difficulty in achieving proficiencies or skills occurs)
Referred:whathappensnext?If you do not complete all aspects of the summative assessment of practice at the first attempt you will be referred. Students are normally allowed a further attempt to complete their assessment of practice. The proficiencies and/or skills not achieved at the required level at the progression point will need to be achieved following the first 4 weeks of your next practice experience.
Students who do not achieve the requirements of the assessment of practice at the second attempt are awarded a fail and are subject to discontinuation from the programme.
« 24 »
Student Nurse/Midwife Practice InductionDesignedinpartnershipwithlocalitieswithinHampshireandtheIsleofWight
Induction Programme for ALL Pre-Registration Nursing & Midwifery Students
Topics to be covered(Mentor initials and date when completed)
Practice experience
1 2 3 4 5 6
Personal issues: Discuss any adjustments re health or learning needs e.g. latex free gloves, dyslexia
Introduction to staff Include all staff working within the practice area
Orientation to practice area
Include:• Stafftoilets• Staffrestroom/canteen• Wheretokeeppersonalbelongings• Mealbreaks• Relevantlinkareasandwhotocontactfor
visits• InformationofUniversitylink–nameand
contact details
Professional Conduct and Appearance
Discuss• Dresscode• Professionalconductspecifictothepractice
e.g. working guidelines, etiquette in service users homes, use of mobile phones
ID Badge Explain policy for ID badges
Confidentiality Discuss importance of maintaining confidentiality and data protection
Fire Policy/Procedure Discuss• localpolicy&emergencynumbers• Locationoffirepoints,exits,fire
extinguishers, fire blankets & Fire Policy• Explainprocedureforevacuation&alarm
tones• Awarenessofrisksassociatedwithpractice
areas
Moving&Handling Discuss local policy and relation to practice areaLocation of local moving & handling equipment
« 25 »
Topics to be covered(Mentor initials and date when completed)
Practice experience
1 2 3 4 5 6
Organisational Policy Folders
Student should be aware of the following policies/procedures• Health&Safety• InfectionControl• ProfessionalBehaviour• HumanResourcese.g.Harassment,Equal
Opportunities, Complaints etc• OccupationalHealth• Otherpoliciesspecifictopracticearea• Smoking• Security
Accident & Clinical Incidents
Explain• Procedureforreportingaccidents/near
misses• Procedureforreportingadverseincidents/
near misses• Policyfornotbeingabletogainaccesstoa
service users home (Community)
Resuscitation Explain• Procedureineventofanemergencye.g.
cardiac arrest• Emergencycontactnumbers
Duty Rota Discuss• Location,distanceandif/whenloneworking,
any travel issues• Requests• Mentors• Numberofstudentsonshifts• Finishingattheendoftheday• Nights/weekends/evenings(unsocialhours)• Followingcurrentguidancefromthe
University of Southampton School of Nursing and Midwifery
Sickness & Absence Explain policy for reporting in the event of sickness or absence including notification to Allocations department (School of Nursing & Midwifery)
Transport Issues Discuss issues related to car parking, hospital transport across sites, public transport
« 26 »
Topics to be covered(Mentor initials and date when completed)
Practice experience
1 2 3 4 5 6
Telephone Discuss• ContactdetailsforSeniornurseonduty,
team members mobiles• Studentcontactdetails• Bleep/pagersystem
Equipment Explain• Basicfunctionofappropriateequipment
and where and how to access
Infection Control The student should be made aware of policies with specific reference to:• Needlestickinjury• MRSA• Handwashing
« 27 »
Year 1 Common Foundation Programme
Nursing professional regulationsIn order to enter the register, the NMC requires students to demonstrate achievement of specific outcomes by the end of their period of training. The practice learning outcomes in the Common Foundation Programmes (CFP) of the Diploma, Diploma with Advanced Studies andtheDegree(BNHons)programmesaredirectlyrelatedtotheNMCproficienciestobe achieved for entry to the branch programme in year 2. To guide students, mentors and academic tutors, the NMC standards have been coded and mapped to practice learning outcomes including the KSF. The CFP has therefore been assimilated to Agenda for Change usingagenericJobDescriptionforBand3usingNationalOccupationalStandardsforHealthand Social Care in the following Framework for Assessment. The corresponding proficiency code numbers are found against each learning outcome in the CFP practice assessment documentation.
For a more substantive list of linked skills please go to: www.skillsforhealth.org.uk
Framework for assessmentAs a first year student you should be assessed using the Framework on the following pages:This chart indicates the expectations of a Year 1 student nurse in relation to the proficiencies set by the NMC. These have been mapped against suggested activities and KSF outlines related to professional practice behaviours and related essential skills.
« 28 »
NM
C p
rofic
ienc
ies
(200
4) t
o be
ach
ieve
d fo
r en
try
to t
he b
ranc
h pr
ogra
mm
eG
uida
nce
for
appl
icat
ion
of t
heor
y to
pra
ctic
e
Do
mai
n 1
: Pro
fess
ion
al a
nd
et
hic
al p
ract
ice
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
1 4
Org
anisa
tiona
l Asp
ects
of C
are
11 1
2 15
Med
icin
es M
anag
emen
t 34
P1.
1 M
anag
e on
esel
f, on
e’s
prac
tice,
and
that
of o
ther
s, in
acc
orda
nce
with
The
NM
C co
de o
f pro
fess
iona
l con
duct
: sta
ndar
ds fo
r con
duct
, per
form
ance
and
eth
ics,
reco
gnisi
ng o
ne’s
own
abilit
ies
and
limita
tions
Dis
cuss
in a
n in
form
ed m
ann
er t
he
imp
licat
ion
s o
f p
rofe
ssio
nal
reg
ula
tio
n fo
r nu
rsin
g p
ract
ice
•D
emon
stra
tea
bas
ick
now
ledg
eof
pro
fess
iona
lreg
ulat
ion
and
self-
regu
latio
n
•R
ecog
nise
and
ack
now
ledg
eth
elim
itatio
nso
fone
’sow
nab
ilitie
s
•R
ecog
nise
situ
atio
nst
hat
requ
irer
efer
ralt
oa
regi
ster
ed
prac
titio
ner.
KS
F: C
ore
Dim
ensi
on
2: P
erso
nal a
nd P
eopl
e de
velo
pmen
t L
evel
2 a
, b, c
, & d
•H
asv
isite
dth
eN
MC
web
site
ww
w.n
mc-
uk.o
rga
ndc
and
iscus
spu
rpos
eof
the
NM
C
and
the
reas
on fo
r th
e pr
ofes
siona
l reg
ulat
ion
of n
ursin
g.•
Mai
ntai
nsc
onfid
entia
lity
•Fo
llow
sth
eco
rrec
tpr
oced
ure
for
sickn
ess
and
abse
nce
•M
aint
ains
pun
ctua
lity
•A
ppea
ranc
eis
prof
essio
nal
•Pr
actic
ede
mon
stra
tes
ackn
owle
dgm
ent
oft
heli
mita
tions
ofo
ne’s
own
abili
ties
•Fo
llow
sin
stru
ctio
ns•
Mai
ntai
nss
afet
y•
Seek
sas
sista
nce
whe
nre
quire
d
•A
ckno
wle
dges
the
impo
rtan
ceo
fsee
king
sup
ervi
sion
tod
evel
ops
afe
and
effe
ctiv
enu
rsin
g pr
actic
e•
Ask
squ
estio
nst
ocl
arify
situ
atio
ns•
Rec
ogni
ses
whe
nin
form
atio
nne
eds
tob
esh
ared
with
ar
egist
ered
pra
ctiti
oner
usin
gbo
th v
erba
l and
writ
ten
repo
rts
•A
lway
sgi
ves
info
rmat
ion
tos
enio
rst
aff
« 29 »
Do
mai
n 1
: Pro
fess
ion
al a
nd
et
hic
al p
ract
ice
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
1 2
3 4
7 8
Org
anisa
tiona
l Asp
ects
of C
are
11
12
15 1
7 19
Infe
ctio
n Pr
even
tion
and
Con
trol
21
26
Med
icin
es M
anag
emen
t
34 3
7 39
P1.
1 M
anag
e on
esel
f, on
e’s
prac
tice,
and
that
of o
ther
s, in
acc
orda
nce
with
The
NM
C co
de o
f pro
fess
iona
l con
duct
: sta
ndar
ds fo
r con
duct
, per
form
ance
and
eth
ics,
reco
gnisi
ng o
ne’s
own
abilit
ies
and
limita
tions
Dem
on
stra
te a
n a
war
enes
s o
f th
e N
MC
co
de
of
pro
fess
ion
al c
on
du
ct: s
tan
dar
ds
for
con
du
ct,
per
form
ance
an
d e
thic
s
•C
omm
itto
the
prin
cipl
eth
att
hep
rimar
ypu
rpos
eof
the
re
gist
ered
nur
se is
to
prot
ect
and
serv
e so
ciet
y
•A
ccep
tre
spon
sibili
tyfo
ron
e’s
own
actio
nsa
ndd
ecisi
ons.
KS
F: C
ore
Dim
ensi
on
6: E
qu
alit
y an
d D
iver
sity
- L
evel
2: a
& b
D
imen
sio
n H
WB
3: A
ssis
t in
th
e as
sess
men
t o
f p
eop
le’s
hea
lth
an
d
wel
lbei
ng
nee
ds
– H
WB
2 L
evel
1: e
•M
aint
ains
con
fiden
tialit
y•
Dem
onst
rate
sre
spec
tan
ddi
gnity
for
all
•D
iscus
set
hica
liss
ues
ind
ayt
oda
ypr
actic
e
•Is
able
to
iden
tify
area
sfo
rde
velo
pmen
t•
Res
pond
sto
feed
back
•Kn
ows
limita
tions
inp
ract
ice
•D
emon
stra
tes
know
ledg
ein
rel
atio
nto
pra
ctic
eun
dert
aken
•O
btai
nsc
onse
ntfo
rca
ret
obe
und
erta
ken
P1.
2 Pr
actis
e in
acc
orda
nce
with
an
ethi
cal a
nd le
gal f
ram
ewor
k w
hich
ens
ures
the
prim
acy
of s
ervic
e us
er in
tere
st a
nd w
ell-b
eing
and
resp
ects
con
fiden
tialit
y
Dem
on
stra
te a
n a
war
enes
s o
f, an
d a
pp
ly e
thic
al
pri
nci
ple
s to
, nu
rsin
g p
ract
ice
•D
emon
stra
ter
espe
ctfo
rse
rvic
eus
erc
onfid
entia
lity
•Id
entif
yet
hica
liss
ues
ind
ayt
oda
ypr
actic
e.
KS
F: C
ore
Dim
ensi
on
6: E
qu
alit
y an
d D
iver
sity
- L
evel
2: c
, d &
e
Dim
ensi
on
HW
B5:
Pro
visi
on
of
care
to
mee
t h
ealt
h a
nd
wel
lbei
ng
nee
ds
HW
B5
Lev
el 1
: a &
e
•M
aint
ains
con
fiden
tialit
y
•A
sks
ratio
nale
for
actio
ns•
Res
pect
sot
hers
vie
ws
•R
eflec
tsa
ndd
iscus
ses
ane
thic
ald
ilem
ma
rela
ting
ton
ursin
gpr
actic
edu
ring
the
prac
tice
e.g.
•W
ithdr
awal
oft
reat
men
t•
Cov
ert
adm
inist
ratio
nof
med
icin
es•
Obt
ains
con
sent
for
care
to
beu
nder
take
n
« 30 »
Do
mai
n 1
: Pro
fess
ion
al a
nd
et
hic
al p
ract
ice
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
1 3
4 7
8
Org
anisa
tiona
l Asp
ects
of C
are
12
15
17 1
9 21
Infe
ctio
n Pr
even
tion
and
Con
trol
20 M
edic
ines
Man
agem
ent
35
37
39
P1.
2 Pr
actis
e in
acc
orda
nce
with
an
ethi
cal a
nd le
gal f
ram
ewor
k w
hich
ens
ures
the
prim
acy
of s
ervic
e us
er in
tere
st a
nd w
ell-b
eing
and
resp
ects
con
fiden
tialit
y
Dem
on
stra
te a
n a
war
enes
s o
f le
gisl
atio
n r
elev
ant
to
nurs
ing
pra
ctic
e
•Id
entif
yke
yiss
ues
inr
elev
ant
legi
slatio
nre
latin
gto
men
tal
heal
th, c
hild
ren,
dat
a pr
otec
tion,
man
ual h
andl
ing,
and
heal
th
and
safe
ty, e
tc.
KS
F: C
ore
Dim
ensi
on
6: E
qu
alit
y an
d D
iver
sity
leve
l 2 c
, d &
e
Dim
ensi
on
HW
B5:
Pro
visi
on
of
care
to
mee
t h
ealt
h a
nd
wel
lbei
ng
nee
ds
Lev
el 2
: e
•A
dher
eto
all
trus
tpo
licie
san
dpr
oced
ures
rel
atin
gto
Infe
ctio
nco
ntro
l/risk
as
sess
men
t m
anua
l han
dlin
g/sa
fegu
ardi
ng c
hild
ren
and
vuln
erab
le a
dults
as
appr
opria
te t
o pr
actic
e se
ttin
g•
Ensu
res
the
safe
tya
nds
ecur
ityo
fser
vice
use
rsa
ndt
heir
belo
ngin
gsa
tal
ltim
es•
Follo
ws
proc
edur
esfo
rdo
cum
entin
gan
dre
port
ing
toc
linic
als
taff
any
unto
war
din
cide
nt /
acci
dent
or
com
plai
nt•
Esse
ntia
lfirs
tai
dan
dre
susc
itatio
n•
Adm
inist
ratio
nof
med
icin
es,
•Ph
ysic
ala
nde
mot
iona
lcar
e
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n 1
3 4
7 8
Org
anisa
tiona
l Asp
ects
of C
are
11
15
18 1
9
Infe
ctio
n Pr
even
tion
and
Con
trol
22
23
27
Nut
ritio
n an
d Fl
uid
Man
agem
ent
28 2
9 30
31
32
Med
icin
es M
anag
emen
t
40
P1.
3 Pr
actis
e in
a fa
ir an
d an
ti-di
scrim
inat
ory
way
, ack
now
ledg
ing
the
diffe
renc
es in
bel
iefs
and
cul
tura
l pra
ctice
s of
indi
vidua
ls or
gro
ups
Dem
on
stra
te t
he
imp
ort
ance
of
pro
mo
tin
g eq
uit
y in
se
rvic
e u
ser
care
by
con
trib
uti
ng
to n
urs
ing
care
in a
fa
ir a
nd
an
ti-d
iscr
imin
ato
ry w
ay
•D
emon
stra
tefa
irnes
san
dse
nsiti
vity
whe
nre
spon
ding
to
serv
ice
user
s an
d gr
oups
from
div
erse
circ
umst
ance
s
•R
ecog
nise
the
nee
dso
fser
vice
use
rs,w
hose
live
sar
eaf
fect
ed b
y di
sabi
lity,
how
ever
man
ifest
.
KS
F: C
ore
Dim
ensi
on
6: E
qu
alit
y an
d D
iver
sity
Lev
el 2
: c, d
& e
•
Refl
ect
ona
ttitu
des,
valu
esa
ndb
ehav
iour
san
dth
inks
thr
ough
exp
erie
nces
insig
htfu
lly•
Isbe
ginn
ing
tod
evel
opin
sight
into
the
way
the
yth
ink
and
beha
vet
owar
dso
ther
pe
ople
and
que
stio
ns w
heth
er s
uch
view
s an
d be
havi
ours
are
fair
•C
anp
rovi
dek
now
ledg
e/su
ppor
ting
evid
ence
for
care
giv
en/o
ffere
d•
Rec
ogni
ses
the
nurs
esr
ole
asa
ser
vice
use
rad
voca
te
Do
mai
n 2
: Car
e d
eliv
ery
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
1 2
3 5
6 7
8
Org
anisa
tiona
l Asp
ects
of C
are
9
12
Nut
ritio
n an
d Fl
uid
Man
agem
ent
28
29
Med
icin
es M
anag
emen
t
40
P2.
1 En
gage
in, d
evel
op a
nd d
iseng
age
from
ther
apeu
tic re
latio
nshi
ps th
roug
h th
e us
e of
app
ropr
iate
com
mun
icatio
n an
d in
terp
erso
nal s
kills
Dis
cuss
met
hods
of,
barr
iers
to,
and
the
bou
ndar
ies
of,
effe
ctiv
e co
mm
unic
atio
n an
d in
terp
erso
nal r
elat
ions
hips
D
emo
nst
rate
sen
siti
vity
wh
en in
tera
ctin
g w
ith
an
d
pro
vid
ing
info
rmat
ion
to
ser
vice
use
rs.
•R
ecog
nise
the
effe
cto
fone
’sow
nva
lues
on
inte
ract
ions
w
ith s
ervi
ce u
sers
and
the
ir ca
rers
, fam
ilies
and
frie
nds
•U
tilise
app
ropr
iate
com
mun
icat
ion
skill
sw
iths
ervi
ceu
sers
•A
ckno
wle
dge
the
boun
darie
sof
ap
rofe
ssio
nalc
arin
gre
latio
nshi
p.
KS
F: C
ore
Dim
ensi
on
1: C
om
mu
nic
atio
n -
Lev
el 2
: c &
f D
imen
sio
n H
WB
5:
Pro
visi
on
of
care
to
mee
t h
ealt
h a
nd
wel
lbei
ng
nee
ds
Lev
el 2
: a,
c &
g
•U
nder
take
sre
flect
ive
prac
tice
with
reg
ard
tot
heir
inpu
tw
iths
ervi
ceu
sers
and
car
ers
•R
espe
cts
othe
rsv
iew
s
•C
omm
unic
ates
ver
bally
and
cle
arly
to
all
•C
ompl
etes
bas
ico
bser
vatio
nsw
iths
uper
visio
n•
Iden
tifies
som
eno
n-ve
rbal
ski
lls•
List
ens
too
ther
s
•Kn
ows
limita
tions
inp
ract
ice
•En
gage
san
ddi
seng
ages
app
ropr
iate
lyw
iths
ervi
ceu
sers
and
car
ers
« 31 »
Do
mai
n 2
: Car
e d
eliv
ery
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
2 6
Org
anisa
tiona
l Asp
ects
of C
are
9
14 1
6 17
Infe
ctio
n Pr
even
tion
and
Con
trol
21 N
utrit
ion
and
Flui
d M
anag
emen
t
28 2
9
Med
icin
es M
anag
emen
t
35
P2.
2 Cr
eate
and
util
ise o
ppor
tuni
ties
to p
rom
ote
the
heal
th a
nd w
ell-b
eing
of s
ervic
e us
ers
and
grou
ps
Co
ntr
ibu
te t
o e
nh
anci
ng
the
hea
lth
an
d s
oci
al w
ell-
bei
ng
of
serv
ice
use
rs b
y u
nd
erst
and
ing
how
, un
der
th
e su
per
visi
on
of
a re
gist
ered
pra
ctit
ion
er, t
o:
•C
ontr
ibut
eto
the
ass
essm
ent
ofh
ealth
nee
d
•Id
entif
yop
port
uniti
esfo
rhe
alth
pro
mot
ion
•Id
entif
yne
twor
kso
fhea
ltha
nds
ocia
lcar
ese
rvic
es
KS
F: D
imen
sio
n H
WB
5: P
rovi
sio
n o
f ca
re t
o m
eet
hea
lth
an
d w
ellb
ein
g n
eed
s –
HW
B5
Lev
el 1
: b,
d &
e
KS
F: C
ore
Dim
ensi
on
1: C
om
mu
nic
atio
n -
Lev
el 2
: d
•R
ecog
nise
sth
ese
rvic
eus
er’s
phys
ical
,psy
chol
ogic
al,e
mot
iona
l,soc
iala
nds
pirit
ual
need
s•
Res
pect
sse
rvic
eus
ers
right
to
part
icip
ate
ind
ecisi
ons
abou
tth
eir
care
•U
nder
stan
dsa
ndr
ecog
nise
sth
elim
itso
fas
ervi
ceu
sers
cap
abili
tyt
oco
-ope
rate
and
re
spon
d ac
cord
ingl
y•
Res
pons
ive
tot
hec
hang
ing
need
sof
the
ser
vice
use
rs•
Isaw
are
and
asa
ppro
pria
ter
efer
to
othe
rar
eas
ofe
xper
tise
•Is
flexi
ble
inm
eetin
gth
ede
man
dso
fCar
ede
liver
y
•D
emon
stra
tes
ana
war
enes
sof
hea
lthp
rom
otio
nre
sour
ces
and
how
to
obta
int
hem
•Pr
ovid
esa
ppro
pria
tein
form
atio
nto
ser
vice
use
rsa
ndc
arer
sin
am
anne
rw
hich
fa
cilit
ates
the
ir un
ders
tand
ing
and
ackn
owle
dges
cho
ice
and
indi
vidu
al p
refe
renc
e
•Es
tabl
ishes
and
mai
ntai
nsc
olla
bora
tive
wor
king
rel
atio
nshi
psw
ithm
embe
rso
fthe
he
alth
and
war
d/co
mm
unity
tea
ms
•R
ecog
nise
san
dw
orks
with
inr
ole
asp
art
oft
hem
ultid
iscip
linar
yte
am•
Isaw
are
oft
het
eam
sw
ayo
fwor
king
•Kn
ows
how
the
tea
mfu
nctio
ns
Do
mai
n 2
: Car
e d
eliv
ery
Link
s w
ith E
SC:
Org
anisa
tiona
l Asp
ects
of C
are
9
10 1
6 19
Infe
ctio
n Pr
even
tion
and
Con
trol
25 N
utrit
ion
and
Flui
d M
anag
emen
t
28 2
9 30
31
Med
icin
es M
anag
emen
t
38
P2.
3 U
nder
take
and
doc
umen
t a c
ompr
ehen
sive,
syst
emat
ic an
d ac
cura
te n
ursin
g as
sess
men
t of t
he p
hysic
al, p
sych
olog
ical, s
ocia
l and
spi
ritua
l nee
ds o
f ser
vice
user
s an
d co
mm
uniti
es
Con
trib
ute
to t
he d
evel
opm
ent
and
docu
men
tati
on o
f nu
rsin
g as
sess
men
ts b
y pa
rtic
ipat
ing
in c
ompr
ehen
sive
an
d sy
stem
atic
nur
sing
ass
essm
ent
of t
he p
hysi
cal,
psyc
holo
gica
l, so
cial
and
spi
ritu
al n
eeds
of s
ervi
ce u
sers
•Be
aw
are
ofa
sses
smen
tst
rate
gies
to
guid
eth
eco
llect
ion
of d
ata
for
asse
ssin
g se
rvic
e us
ers
and
use
asse
ssm
ent
tool
s un
der
guid
ance
disc
uss
the
prio
ritisa
tion
of c
are
need
s
•Be
aw
are
oft
hen
eed
tor
eass
ess
serv
ice
user
sas
to
thei
rne
eds
for
nurs
ing
care
.
KS
F: D
imen
sio
n H
WB
5: P
rovi
sio
n o
f ca
re t
o m
eet
hea
lth
an
d w
ellb
ein
g n
eed
s –
HW
B5
Lev
el 1
: a,
b &
c
KS
F: C
ore
Dim
ensi
on
1: C
om
mu
nic
atio
n L
evel
3: e
& f
•U
nder
stan
dsp
rinci
ples
ofn
ursin
gpr
actic
e•
Can
dem
onst
rate
kno
wle
dge
rela
ted
tot
hep
ract
ice
unde
rtak
en•
Con
trib
utes
to
aw
ritte
npl
ano
fcar
ein
col
labo
ratio
nw
itht
hes
ervi
ceu
ser,
care
ran
dth
e m
ultid
iscip
linar
y te
am a
s ap
prop
riate
to
the
need
s of
the
indi
vidu
al s
ervi
ce u
ser,
base
d on
ass
essm
ent
and
curr
ent
nurs
ing
know
ledg
e
•Im
plem
ent
and
eval
uate
sth
ew
ritte
npl
ana
ndfr
omt
hein
form
atio
nga
ther
edm
akes
de
cisio
ns a
bout
futu
re c
are
« 32 »
P2.
4 Fo
rmul
ate
and
docu
men
t a p
lan
of n
ursin
g ca
re, w
here
pos
sible
, in p
artn
ersh
ip w
ith s
ervic
e us
ers,
thei
r car
ers
and
fam
ily a
nd fr
iend
s, w
ithin
a fr
amew
ork
of
info
rmed
con
sent
Co
ntr
ibu
te t
o t
he
pla
nn
ing
of
nurs
ing
care
, inv
olv
ing
serv
ice
use
rs a
nd
, wh
ere
po
ssib
le, t
hei
r ca
rers
; d
emo
nst
rati
ng
an u
nd
erst
and
ing
of
hel
pin
g se
rvic
e u
sers
to
mak
e in
form
ed d
ecis
ion
s
•Id
entif
yca
ren
eeds
bas
edo
nth
eas
sess
men
tof
as
ervi
ce
user
•Pa
rtic
ipat
ein
the
nego
tiatio
nan
dag
reem
ento
fthe
car
epl
an
with
the
serv
ice
user
and
with
thei
r ca
rer, f
amily
or
frien
ds,
as a
ppro
pria
te, u
nder
the
supe
rvisi
on o
f a r
egist
ered
nur
se
info
rm s
ervi
ce u
sers
abo
ut in
tend
ed n
ursin
g ac
tions
, res
pect
ing
thei
r rig
ht to
par
ticip
ate
in d
ecisi
ons
abou
t the
ir ca
re
KS
F: D
imen
sio
n H
WB
5: P
rovi
sio
n o
f ca
re t
o m
eet
hea
lth
an
d w
ellb
ein
g n
eed
s –
HW
B5
Lev
el 1
: a,
b &
d
•U
ses
asse
ssm
ent
met
hods
and
pro
cess
eso
frea
soni
ngt
hat
are
base
don
ava
ilabl
eev
iden
ce a
nd a
re a
ppro
pria
te fo
r th
e pe
ople
con
cern
ed•
Obt
ains
suf
ficie
ntin
form
atio
nfo
rin
form
edd
ecisi
onm
akin
g
•D
evel
ops
and
reco
rds
care
pla
nst
hat
are
appr
opria
tet
oth
epe
ople
con
cern
eda
nd
are
cons
isten
t w
ith t
he o
utco
mes
of a
sses
sing
thei
r he
alth
and
wel
lbei
ng n
eeds
•Id
entifi
est
her
isks
that
nee
dto
be
man
aged
•C
ontr
ibut
est
oth
efo
rmul
atio
nof
car
epl
ans
that
hav
ecl
ear
goal
s•
Invo
lves
oth
erp
ract
ition
ers
and
agen
cies
whe
nth
isis
nece
ssar
yto
mee
tpe
ople
’she
alth
and
wel
lbei
ng n
eeds
Do
mai
n 2
: Car
e d
eliv
ery
Link
s w
ith E
SC:
Org
anisa
tiona
l Asp
ects
of C
are
9
10
P2.
5 Ba
sed
on th
e be
st a
vaila
ble
evid
ence
, app
ly kn
owle
dge
and
an a
ppro
pria
te re
pert
oire
of s
kills
indi
cativ
e of
saf
e an
d ef
fect
ive n
ursin
g pr
actic
e
Co
ntr
ibu
te t
o t
he
imp
lem
enta
tio
n o
f a
pro
gram
me
of
nurs
ing
care
, des
ign
ed a
nd
su
per
vise
d b
y re
gist
ered
pra
ctit
ion
ers
•U
nder
take
act
iviti
est
hat
are
cons
isten
tw
itht
hec
are
plan
an
d w
ithin
the
lim
its o
f one
’s ow
n ab
ilitie
s.
KS
F: D
imen
sio
n H
WB
5: P
rovi
sio
n o
f ca
re t
o m
eet
hea
lth
an
d w
ellb
ein
g n
eed
s -
Lev
el 1
a, b
& d
•C
orre
ctly
und
erta
kes
thos
eas
pect
sof
the
car
em
anag
emen
tof
the
ser
vice
use
rth
at
has
been
del
egat
ed t
o th
em fo
r th
e sp
ecifi
c pe
ople
con
cern
ed a
nd a
s ag
reed
by
the
care
tea
m
Dem
on
stra
te e
vid
ence
of
a d
evel
op
ing
know
led
ge
bas
e w
hic
h u
nd
erp
ins
safe
an
d e
ffec
tive
nu
rsin
g p
ract
ice
•A
cces
san
ddi
scus
sre
sear
cha
ndo
ther
evi
denc
ein
nur
sing
and
rela
ted
disc
iplin
es
•Id
entif
yex
ampl
eso
fthe
use
ofe
vide
nce
inp
lann
edn
ursin
gin
terv
entio
ns.
KS
F: C
ore
Dim
ensi
on
5 :
Co
ntr
ibu
te t
o im
pro
vin
g q
ual
ity
Lev
el 2
: aK
SF
: D
imen
sio
n H
WB
5: P
rovi
sio
n o
f ca
re t
o m
eet
hea
lth
an
d w
ellb
ein
g n
eed
s -
Lev
el 1
b &
d
•D
evel
opa
naw
aren
ess
oft
heor
etic
alm
odel
san
dpo
licie
s•
Dev
elop
sne
wk
now
ledg
ean
dsk
ills
requ
ired
with
inp
ract
ice
area
•M
akes
effe
ctiv
eus
eof
lear
ning
opp
ortu
nitie
sw
ithin
and
out
side
oft
hep
ract
ice,
ev
alua
ting
thei
r ef
fect
iven
ess
and
feed
ing
back
rel
evan
t in
form
atio
n
•Is
awar
eof
whe
ret
ofin
din
form
atio
nan
dre
sour
ces
•C
and
iscus
siss
ues
with
oth
ers
and
sugg
ests
sol
utio
ns•
Refl
ects
on
and
eval
uate
sho
ww
ells
/he
isap
plyi
ngk
now
ledg
ean
dsk
ills
tom
eet
curr
ent
and
futu
re p
ract
ice
requ
irem
ents
Dem
on
stra
te a
ran
ge o
f es
sen
tial
nu
rsin
g sk
ills,
u
nd
er t
he
sup
ervi
sio
n o
f a
regi
ster
ed n
urs
e, t
o m
eet
ind
ivid
ual
s’ n
eed
s.
•Re
fert
osk
illslo
g
« 33 »
Do
mai
n 2
: Car
e d
eliv
ery
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
2 4
5 6
7 8
Org
anisa
tiona
l Asp
ects
of C
are
9
10 1
3 14
18
Nut
ritio
n an
d Fl
uid
Man
agem
ent
27
28
29
Med
icin
es M
anag
emen
t
38 2
9 C
are
Com
pass
ion
and
Com
mun
icat
ion
1
2 5
8 9
10
Nut
ritio
n an
d Fl
uid
Man
agem
ent
31
P2.
7 Ev
alua
te a
nd d
ocum
ent t
he o
utco
mes
of n
ursin
g an
d ot
her i
nter
vent
ions
Co
ntr
ibu
te t
o t
he
eval
uat
ion
of
the
app
rop
riat
enes
s o
f nu
rsin
g ca
re d
eliv
ered
•D
emon
stra
tea
naw
aren
ess
oft
hen
eed
toa
sses
sre
gula
rly
a se
rvic
e us
ers
resp
onse
to
nurs
ing
inte
rven
tions
•Pr
ovid
efo
ra
supe
rvisi
ngr
egist
ered
pra
ctiti
oner
,eva
luat
ive
com
men
tary
and
info
rmat
ion
on n
ursin
g ca
re b
ased
on
pers
onal
obs
erva
tions
and
act
ions
•C
ontr
ibut
eto
the
doc
umen
tatio
nof
the
out
com
eso
fnu
rsin
g in
terv
entio
ns
KS
F: D
imen
sio
n H
WB
4: E
nab
lem
ent
to a
ddre
ss h
ealt
h a
nd
wel
lbei
ng
nee
ds
- L
evel
1: c
, f &
g
•U
ses
Obs
erva
tiona
l/refl
ectiv
epr
oces
ses
toe
valu
ate
apa
rtic
ular
nur
sing
inte
rven
tion
•G
ives
ver
balf
eedb
ack
too
ther
hea
lthc
are
prof
essio
nals
•A
ccur
atel
yre
cord
sin
form
atio
nw
ithin
the
app
ropr
iate
set
ting
•R
ecor
ded
info
rmat
ion
isle
gibl
ean
dun
ders
tand
able
by
othe
rs
P2.
8 D
emon
stra
te s
ound
clin
ical j
udge
men
t acr
oss
a ra
nge
of d
iffer
ing
prof
essio
nal a
nd c
are
deliv
ery
cont
exts
Rec
ogn
ise
situ
atio
ns
in w
hic
h a
gree
d p
lan
s o
f nu
rsin
g ca
re n
o lo
nge
r ap
pea
r ap
pro
pri
ate
and
ref
er t
hes
e to
an
ap
pro
pri
ate
acco
un
tabl
e p
ract
itio
ner
•D
emon
stra
tet
hea
bilit
yto
disc
uss
and
acce
ptc
are
deci
sions
•A
ccur
atel
yre
cord
obs
erva
tions
mad
ean
dco
mm
unic
ate
thes
e to
the
rel
evan
t m
embe
rs o
f the
hea
lth a
nd s
ocia
l car
e te
am.
KS
F: D
imen
sio
n H
WB
4: E
nab
lem
ent
to a
ddre
ss h
ealt
h a
nd
wel
lbei
ng
nee
ds
- L
evel
1: f
& g
KS
F: C
ore
Dim
ensi
on
1: C
om
mu
nic
atio
n -
Lev
el 2
: d, e
& f
•Id
entifi
esw
hen
the
exist
ing
nurs
ing
care
pla
nis
nolo
nger
rel
evan
tan
dre
port
sth
isto
an
acc
ount
able
pra
ctiti
oner
•R
eflec
tso
nan
dev
alua
tes
how
wel
ls/h
eis
appl
ying
kno
wle
dge
and
skill
sto
mee
tcu
rren
t an
d em
ergi
ng w
ork
dem
ands
•M
aint
ains
acc
urat
ere
cord
sof
obs
erva
tions
mad
e•
Rec
ogni
ses
whe
nin
form
atio
nne
eds
tob
esh
ared
with
ar
egist
ered
pra
ctiti
oner
usin
gbo
th v
erba
l and
writ
ten
repo
rts
•A
lway
sgi
ves
info
rmat
ion
tos
enio
rst
aff
Do
mai
n 3
: Car
e m
anag
emen
t
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n 4
6 7
8
Org
anisa
tiona
l Asp
ects
of C
are
9.11
15
17 1
8 19
20
Med
icin
es M
anag
emen
t 33
34
P3.
1 Co
ntrib
ute
to p
ublic
pro
tect
ion
by c
reat
ing
and
mai
ntai
ning
a s
afe
envir
onm
ent o
f car
e th
roug
h th
e us
e of
qua
lity
assu
ranc
e an
d ris
k m
anag
emen
t stra
tegi
es
P3.
1 C
on
trib
ute
to
th
e id
enti
fica
tio
n o
f ac
tual
an
d
po
ten
tial
ris
ks t
o s
ervi
ce u
sers
an
d t
hei
r ca
rers
, to
o
nes
elf
and
to
oth
ers,
an
d p
arti
cip
ate
in m
easu
res
to
pro
mo
te a
nd
en
sure
hea
lth
an
d s
afet
y
•U
nder
stan
dan
dim
plem
ent
heal
tha
nds
afet
ypr
inci
ples
and
po
licie
s
•R
ecog
nise
and
rep
ort
situa
tions
tha
tar
epo
tent
ially
uns
afe
for
serv
ice
user
s, on
esel
f and
oth
ers.
KS
F: D
imen
sio
n H
WB
3: P
rote
ctio
n o
f h
ealt
h a
nd
wel
lbei
ng
nee
ds:
Lev
el 1
: a,
b, &
c
Co
re D
imen
sio
n 2
: Hea
lth
, Saf
ety
and
Sec
uri
ty L
evel
3: a
, b, c
, d, &
e
•In
duct
ion
has
incl
uded
an
intr
oduc
tion
toh
ealth
and
saf
ety
inp
ract
ice
area
•M
onito
rsw
ork
area
san
dpr
actic
esa
nde
nsur
est
hey:
•ar
esa
fea
ndfr
eefr
omh
azar
ds•
conf
orm
toh
ealth
,saf
ety
and
secu
rity
legi
slatio
n,p
olic
ies,
proc
edur
esa
ndg
uide
lines
•Id
entifi
esp
oten
tialr
isks
toe
ach
oft
heb
elow
:•
Serv
ice
user
s•
Self
•O
ther
hea
lthw
orke
rs
« 34 »
Do
mai
n 3
: C
are
Man
agem
ent
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
1 7
9
Org
anisa
tiona
l Asp
ects
of C
are
12
13
14 1
5 16
17
Infe
ctio
n Pr
even
tion
and
Con
trol
22
Med
icin
es M
anag
emen
t
41
P3.
2 D
emon
stra
te k
now
ledg
e of
effe
ctive
inte
r-pro
fess
iona
l wor
king
pra
ctice
s w
hich
resp
ect a
nd u
tilise
the
cont
ribut
ions
of m
embe
rs o
f the
hea
lth a
nd s
ocia
l car
e te
am
Dem
on
stra
te a
n u
nd
erst
and
ing
of
the
role
of
oth
ers
by p
arti
cip
atin
g in
inte
r-p
rofe
ssio
nal
wo
rkin
g p
ract
ice
•Id
entif
yth
ero
les
oft
hem
embe
rso
fthe
hea
ltha
nds
ocia
lca
re t
eam
•W
ork
with
int
heh
ealth
and
soc
ialc
are
team
to
mai
ntai
nan
d en
hanc
e in
tegr
ate
care
.
KS
F: D
imen
sio
n H
WB
5: P
rovi
sio
n o
f ca
re t
o m
eet
hea
lth
an
d w
ellb
ein
g n
eed
s -
Lev
el 1
: b &
d
•Es
tabl
ishes
and
mai
ntai
nsc
olla
bora
tive
wor
king
rel
atio
nshi
psw
ithm
embe
rso
fthe
he
alth
and
pra
ctic
e ca
re t
eam
•R
ecog
nise
san
dw
orks
with
inr
ole
asp
art
oft
hem
ultid
iscip
linar
yte
am
•R
ecog
nise
sw
here
ass
istan
ceh
asb
een
requ
ired
from
oth
erh
ealth
pro
fess
iona
ls•
Take
sre
spon
sibili
tyfo
rqu
ality
ofc
are
bein
gde
liver
edb
yse
lfan
dot
hers
•D
emon
stra
tes
aw
illin
gnes
sto
sha
rea
ndd
iscus
spr
actic
ew
ithp
eers
and
col
leag
ues
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
7 Org
anisa
tiona
l Asp
ects
of C
are
9
10
Med
icin
es M
anag
emen
t
27 2
8 29
31
32 3
3 37
38
40 4
1 42
P3.
4 D
emon
stra
te k
ey s
kills
Dem
on
stra
te li
tera
cy, n
um
erac
y an
d c
om
pu
ter
skill
s n
eed
ed t
o r
eco
rd, e
nte
r, st
ore
, ret
riev
e an
d o
rgan
ise
dat
a es
sen
tial
for
Car
e d
eliv
ery
KS
F: C
ore
Dim
ensi
on
1: C
om
mu
nic
atio
n -
Lev
el 2
: b &
e
•Li
tera
cy -
han
d w
ritte
n no
tes
are
legi
ble
•C
anc
ontr
ibut
eap
prop
riate
lyt
oca
rep
lans
,cas
eno
tes
etc
•N
umer
acy
– de
mon
stra
tes
com
pete
ncy
in d
rug
calc
ulat
ions
•Co
mpu
ter s
kills
- ac
cess
es a
com
pute
r to
obt
ain
and
ente
r in
form
atio
n th
at w
ill
enha
nce
care
del
iver
y
« 35 »
Do
mai
n 4
: P
erso
nal
an
d
Pro
fess
ion
al d
evel
op
men
t
Link
s w
ith E
SC:
Org
anisa
tiona
l Asp
ects
of C
are
11
12
14 1
6 17
18
P4.
1 D
emon
stra
te a
com
mitm
ent t
o th
e ne
ed fo
r con
tinui
ng p
rofe
ssio
nal d
evel
opm
ent a
nd p
erso
nal s
uper
visio
n ac
tiviti
es in
ord
er to
enh
ance
kno
wle
dge,
skills
, va
lues
and
atti
tude
s ne
eded
for s
afe
and
effe
ctive
nur
sing
prac
tice
Dem
on
stra
te r
esp
on
sib
ility
for
on
e’s
own
lear
nin
g th
rou
gh t
he
dev
elo
pm
ent
of
a p
ort
folio
of
pra
ctic
e an
d r
ecog
nis
e w
hen
fu
rth
er le
arn
ing
is r
equ
ired
•Id
entif
ysp
ecifi
cle
arni
ngn
eeds
and
obj
ectiv
esb
egin
to
enga
ge w
ith, a
nd in
terp
ret,
the
evid
ence
bas
e w
hich
un
derp
ins
nurs
ing
prac
tice
KS
F: C
ore
Dim
ensi
on
2: D
evel
op
ow
n k
now
led
ge a
nd
ski
lls a
nd
pro
vid
e in
form
atio
n t
o o
ther
s to
hel
p d
evel
op
men
t.L
evel
2: a
, b, c
, d &
e
•A
sks
ques
tions
•G
ets
invo
lved
•U
ses
oppo
rtun
ities
•Is
will
ing
top
artic
ipat
e•
Isaw
are
ofle
arni
ngn
eeds
•Is
inte
rest
edin
wha
tis
happ
enin
g•
Req
uest
sha
nd-o
npr
actic
e•
Has
und
erta
ken
prep
arat
ory
read
ing
and
can
disc
uss
the
theo
retic
alu
nder
pinn
ing
of
inte
rven
tions
•U
nder
take
sse
lfdi
rect
eds
tudy
to
expa
ndk
now
ledg
eba
sea
nde
nhan
cele
arni
ng
expe
rienc
e
Ack
now
led
ge t
he
imp
ort
ance
of
seek
ing
sup
ervi
sio
n
to d
evel
op
saf
e an
d e
ffec
tive
nu
rsin
g p
ract
ice
KS
F: C
ore
Dim
ensi
on
2: D
evel
op
ow
n k
now
led
ge a
nd
ski
lls a
nd
pro
vid
e in
form
atio
n t
o o
ther
s to
hel
p d
evel
op
men
t.L
evel
2:c
& d
•Is
open
to
feed
back
•A
cts
onfe
edba
ck•
Wor
ksw
iths
uper
visio
n•
Seek
sad
vice
bef
ore
impl
emen
ting
nurs
ing
care
.•
Req
uest
she
lpa
ppro
pria
tely
•Kn
ows
limita
tions
inp
ract
ice
•R
ecog
nise
sar
eas
tod
evel
op•
Isaw
are
ofw
here
to
find
info
rmat
ion
« 36 »
Before commencing practice experience in year 1 the student must have obtained CRB and Occupational Health clearance verified by their academic tutor
Academic Tutor signature
Print name Date
Practice Experience 1Checklist of responsibilities to be completed by mentor: Practice Experience 1
Read the framework for assessment (page 27) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sign mentor signature sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign initial interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign practice induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign interim review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review skills log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sign practice hours’ record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Formulate action plan with student (and tutor if student is referred) . . . . . . . . . . . . . .
« 37 »
Mentor signature sheet: practice experience 1All health care professionals signing student documentation should insert their details below, as indicated.
Name of Mentor (please print)
Work telephone number and email
Name of practice area
Signature Initials
Completing this grid is a requirement for any Mentor who is signing your portfolio
« 38 »
Record of additional activities and visits undertaken to support practice experience 1Dates Number
of hours completed
Type of experience / service user group visited
Name of Facilitator / practice contact
Signature of Facilitator / practice contact
Contact details (inc. phone no / email)
From To
« 39 »
Absence record Practice Experience 1Dates Number of
hours missed from practice
Type of absence (e.g. sickness, compassionate leave, medical/dental appointments, absence without authorisation)
Mentor signature
From To
Record of absences made upDates Number of hours
made up during this practice experience
Mentor signature
From To
Outstanding hours carried forward
Academic tutor signature
« 40 »
Professional Development: self assessment by student at commencement of practice experience 1
Self assessment based on previous practice experience(In first experience you may draw on life experience prior to commencing the course)
Strengths Weaknesses
Concerns Expectations
Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience
« 41 »
Initial interview of progress - to be completed within two days of the start of practice experience 1
Completion of practice induction Review of student self assessment
Identification of learning needs/action plan
This is done by the student in conjunction with the mentor, and is based upon the self assessment.
Learning needs Action plan
Mentor’s signature: Date:
Student’s signature: Date:
Proposed date for review of progress
« 42 »
Co
mm
on
Fo
un
dat
ion
P
rogr
amm
e Ye
ar 1
Pra
ctic
e E
xper
ien
ce 1
Pra
ctic
e E
xper
ien
ce 2
NM
C D
om
ain
1: P
rofe
ssio
nal
an
d e
thic
al p
ract
ice:
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
P1.1
Man
age
ones
elf,
one’
s pr
actic
e,
and
that
of o
ther
s, in
acc
orda
nce
with
the
NM
C c
ode
of p
rofe
ssio
nal
cond
uct:
stan
dard
s fo
r co
nduc
t, pe
rform
ance
and
eth
ics,
reco
gnisi
ng
one’
s ow
n ab
ilitie
s an
d lim
itatio
ns
P1.2
Pra
ctic
e in
acc
orda
nce
with
an
ethi
cal a
nd le
gal f
ram
ewor
k w
hich
en
sure
s th
e pr
ivac
y of
ser
vice
use
r an
d se
rvic
e us
er in
tere
st a
nd w
ell-
bein
g an
d re
spec
ts c
onfid
entia
lity
P1.3
Pra
ctic
e in
a fa
ir an
d an
ti-di
scrim
inat
ory
way
, ack
now
ledg
ing
the
diffe
renc
es in
bel
iefs
and
cul
tura
l pr
actic
es o
f ind
ivid
uals
or g
roup
s
« 43 »
NMC Domain 1: Professional and ethical practiceProficiencies met at Level 1 at end of Practice Experience 1
P1.1 Yes No P1.2 Yes No P1.3 Yes No
Mentor’s comments on evidence presented for NMC Domain 1 Professional and Ethical Practice:
Mentor signature Date
Proficiencies met at Level 1 at end of Practice Experience 2
P1.1 Yes No P1.2 Yes No P1.3 Yes No
Mentor’s comments on evidence presented for NMC Domain 1 Professional and Ethical Practice:
Mentor signature Date
« 44 »
Co
mm
on
Fo
un
dat
ion
P
rogr
amm
e Ye
ar 1
Pra
ctic
e E
xper
ien
ce 1
Pra
ctic
e E
xper
ien
ce 2
NM
C D
om
ain
2:
Car
e d
eliv
ery:
Fo
rmat
ive
asse
ssm
ent
po
int
Mid
-poi
nt o
r en
d of
firs
t pa
rt o
f sp
lit p
ract
ice
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
P2.1
Eng
age
in, d
evel
op a
nd
dise
ngag
e fr
om t
hera
peut
ic
rela
tions
hips
thr
ough
the
use
of
appr
opria
te c
omm
unic
atio
n an
d in
terp
erso
nal s
kills
P2.2
Cre
ate
and
utili
se o
ppor
tuni
ties
to p
rom
ote
the
heal
th a
nd w
ell-
bein
g of
ser
vice
use
rs a
nd g
roup
s
P2.3
Und
erta
ke a
nd d
ocum
ent
a co
mpr
ehen
sive,
sys
tem
atic
and
ac
cura
te n
ursin
g as
sess
men
t of
the
ph
ysic
al, p
sych
olog
ical
, soc
ial a
nd
spiri
tual
nee
ds o
f ser
vice
use
rs a
nd
com
mun
ities
P2.4
For
mul
ate
and
docu
men
t a
plan
of n
ursin
g ca
re, w
here
pos
sible
, in
par
tner
ship
with
ser
vice
use
rs,
thei
r ca
rers
and
fam
ily a
nd fr
iend
s, w
ithin
a fr
amew
ork
of in
form
ed
cons
ent
« 45 »
Co
mm
on
Fo
un
dat
ion
P
rogr
amm
e Ye
ar 1
Pra
ctic
e E
xper
ien
ce 1
Pra
ctic
e E
xper
ien
ce 2
NM
C D
om
ain
2:
Car
e d
eliv
ery:
Fo
rmat
ive
asse
ssm
ent
po
int
Mid
-poi
nt o
r en
d of
firs
t pa
rt o
f sp
lit p
ract
ice
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
P2.5
Bas
ed o
n th
e be
st a
vaila
ble
evid
ence
, app
ly k
now
ledg
e an
d an
app
ropr
iate
rep
erto
ire o
f ski
lls
indi
cativ
e of
saf
e an
d ef
fect
ive
nurs
ing
prac
tice
P2.6
Pro
vide
a r
atio
nale
for
the
nurs
ing
care
del
iver
ed w
hich
tak
es
acco
unt
of s
ocia
l, cul
tura
l, spi
ritua
l, le
gal, p
oliti
cal a
nd e
cono
mic
in
fluen
ces
Not
req
uire
d in
Com
mon
foun
datio
n pr
ogra
mm
e
P2.7
Eva
luat
e an
d do
cum
ent
the
outc
omes
of n
ursin
g an
d ot
her
inte
rven
tions
P2.8
Dem
onst
rate
sou
nd c
linic
al
judg
emen
t ac
ross
a r
ange
of
diffe
ring
prof
essio
nal a
nd c
are
deliv
ery
cont
exts
« 46 »
NMC Domain 2: Care deliveryProficiencies met at Level 1 at end of Practice Experience 1
P2.1 Yes No P2.2 Yes No P2.3 Yes No
P2.4 Yes No P2.5 Yes No P2.6 n/a n/a
P2.7 Yes No P2.8 Yes No
Mentor’s comments on evidence presented for NMC Domain 2: Care Delivery:
Mentor signature Date
Proficiencies met at Level 1 at end of Practice Experience 2
P2.1 Yes No P2.2 Yes No P2.3 Yes No
P2.4 Yes No P2.5 Yes No P2.6 n/a n/a
P2.7 Yes No P2.8 Yes No
Mentor’s comments on evidence presented for NMC Domain 2: Care Delivery:
Mentor signature Date
« 47 »
Co
mm
on
Fo
un
dat
ion
P
rogr
amm
e Ye
ar 1
Pra
ctic
e E
xper
ien
ce 1
Pra
ctic
e E
xper
ien
ce 2
NM
C D
om
ain
3 :
Car
e m
anag
emen
t: Fo
rmat
ive
asse
ssm
ent
po
int
Mid
-poi
nt o
r en
d of
firs
t pa
rt o
f sp
lit p
ract
ice
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
P3.1
Con
trib
ute
to p
ublic
pro
tect
ion
by c
reat
ing
and
mai
ntai
ning
a s
afe
envi
ronm
ent
of c
are
thro
ugh
the
use
of q
ualit
y as
sura
nce
and
risk
man
agem
ent
stra
tegi
es
P3.2
Dem
onst
rate
kno
wle
dge
of
effe
ctiv
e in
ter-
prof
essio
nal w
orki
ng
prac
tices
whi
ch r
espe
ct a
nd u
tilise
th
e co
ntrib
utio
ns o
f mem
bers
of
the
heal
th a
nd s
ocia
l car
e te
am
P3.3
Del
egat
e du
ties
to o
ther
s, as
ap
prop
riate
, ens
urin
g th
at t
hey
are
supe
rvise
d an
d m
onito
red
Not
req
uire
d in
Com
mon
foun
datio
n pr
ogra
mm
e
P3.4
Dem
onst
rate
key
ski
lls
« 48 »
NMC Domain 3: Care ManagementProficiencies met at Level 1 at end of Practice Experience 1
P3.1 Yes No P3.2 Yes No
P3.3 n/a n/a P3.4 Yes No
Mentor’s comments on evidence presented for NMC Domain 3: Care Management
Mentor signature Date
Proficiencies met at Level 1 at end of Practice Experience 2
P3.1 Yes No P3.2 Yes No
P3.3 n/a n/a P3.4 Yes No
Mentor’s comments on evidence presented for NMC Domain 3: Care Management
Mentor signature Date
« 49 »
Co
mm
on
Fo
un
dat
ion
P
rogr
amm
e Ye
ar 1
Pra
ctic
e E
xper
ien
ce 1
Pra
ctic
e E
xper
ien
ce 2
NM
C D
om
ain
4 :
Per
son
al
and
pro
fess
ion
al d
evel
op
men
t Fo
rmat
ive
asse
ssm
ent
po
int
Mid
-poi
nt o
r en
d of
firs
t pa
rt o
f sp
lit p
ract
ice
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
Men
tor
Initi
als
Dat
eLe
vel 1
P4.1
Dem
onst
rate
a c
omm
itmen
t to
th
e ne
ed fo
r co
ntin
uing
pro
fess
iona
l de
velo
pmen
t an
d pe
rson
al
supe
rvisi
on a
ctiv
ities
in o
rder
to
enha
nce
know
ledg
e, s
kills
, val
ues
and
attit
udes
nee
ded
for
safe
and
ef
fect
ive
nurs
ing
prac
tice
P4.2
Enh
ance
the
pro
fess
iona
l de
velo
pmen
t an
d sa
fe p
ract
ice
of o
ther
s th
roug
h pe
er s
uppo
rt,
lead
ersh
ip, s
uper
visio
n an
d te
achi
ng
Not
req
uire
d in
Com
mon
foun
datio
n pr
ogra
mm
e
« 50 »
NMC Domain 4: Personal & Professional DevelopmentProficiencies met at Level 1 at end of Practice Experience 1
P4.1 Yes No P4.2 n/a n/a
Mentor’s comments on evidence presented for NMC Domain 4: Personal & Professional Development
Mentor signature Date
Proficiencies met at Level 1 at end of Practice Experience 2
P4.1 Yes No P4.2 n/a n/a
Mentor’s comments on evidence presented for NMC Domain 4: Personal & Professional Development:
Mentor signature Date
« 51 »
Interim interview Practice Experience 1To be completed half way through experience or after 1st half of a split experience.
Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.
Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance
Signature. Date
Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.
Signature. Date
« 52 »
Following this review of progress and learning needs:
Yes No
Learning needs have been re-explored
Action plan has been re-negotiated/developed
Academic tutor has been contacted
Learning need Action plan
Signature Date
Proposed date for final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . at level 1
« 53 »
Professional development: self assessment by student at formative assessment – on completion of practice experience 1
Self assessment of practice experienceKey achievements identified during this practice experience
Key areas for development identified as a result of this practice experience
Key areas for further development to achieve proficiency standard during next practice experience
What is to be achieved during next experience
Which activities and experiences should lead to achievement
Please discuss the key points from this assessment with your mentor prior to your final assessment
Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.
« 54 »
Final interview – practice experience 1
Student’s formative assessmentAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance
Signature Date
Mentor’s formative assessmentAfter discussion with your student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.
Signature Date
« 55 »
Form
ativ
e as
sess
men
t at
fina
l int
ervi
ew:
Act
ion
plan
for
profi
cien
cy a
chie
vem
ent
at L
evel
1A
sses
smen
t of
pro
gres
s an
d ar
eas
for
furt
her
deve
lopm
ent
to a
chie
ve/m
aint
ain
profi
cien
cy s
tand
ard
by S
umm
ativ
e as
sess
men
t po
int:
Wha
t is
to b
e ac
hiev
edW
hich
act
iviti
es a
nd e
xper
ienc
es s
houl
d le
ad t
o ac
hiev
emen
tW
hen
is pr
ogre
ss
to b
e re
view
edSu
mm
ary
of e
vide
nce
to d
emon
stra
te t
hat
profi
cien
cies
hav
e be
en a
chie
ved
Stud
ent
signa
ture
Dat
e
Men
tor
signa
ture
Dat
e
Link
or
acad
emic
tut
orD
ate
« 56 »
Practice Experience 2Checklist of responsibilities to be completed by mentor: Practice Experience 2
Read the framework for assessment (page 27) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sign mentor signature sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign initial interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign practice induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review record of previous practice experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign interim review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review skills log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sign practice hours’ record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Formulate action plan with student (and tutor if student is referred) . . . . . . . . . . . . . .
« 57 »
Mentor signature sheet: practice experience 2All health care professionals signing student documentation should insert their details below, as indicated.
Name of Mentor (please print)
Work telephone number and email
Name of practice area
Signature Initials
Completing this grid is a requirement for any Mentor who is signing your portfolio
« 58 »
Record of additional activities and visits undertaken to support practice experience 2Dates Number
of hours completed
Type of experience / service user group visited
Name of Facilitator / practice contact
Signature of Facilitator / practice contact
Contact details (inc. phone no / email)
From To
« 59 »
Absence record Practice Experience 2Outstanding hours brought forward
Dates Number of hours missed from practice
Type of absence (e.g. sickness, compassionate leave, medical/dental appointments, absence without authorisation)
Mentor signature
From To
Record of absences made upDates Number of hours
made up during this practice experience
Mentor signature
From To
Outstanding hours carried forward
Academic tutor signature
« 60 »
Professional Development: self assessment by student at commencement of practice experience 2
Self assessment based on previous practice experienceStrengths Weaknesses
Concerns Expectations
Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience
« 61 »
Initial interview of progress - to be completed within two days of the start of practice experience 2
Completion of practice induction Review of student self assessment
Review of previous practice assessment/learning contract
Identification of learning needs/action plan
This is done by the student in conjunction with the mentor, and is based upon the self assessment, previous practice experiences and feedback from other mentors.
Learning needs Action plan
Mentor’s signature: Date:
Student’s signature: Date:
Proposed date for review of progress
« 62 »
Interim interview Practice Experience 2To be completed half way through experience or after 1st half of a split experience
Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.
Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance
Signature. Date
Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.
Signature. Date
« 63 »
Following this review of progress and learning needs:
Yes No
Learning needs have been re-explored
Action plan has been re-negotiated/developed
Academic tutor has been contacted
Learning need Action plan
Signature Date
Proposed date for final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Please note that the student must have met proficiencies on pages 42-50 prior to this date
« 64 »
Professional Development: self assessment by student at end of practice experience 2
Self assessment of practice experienceKey achievements identified during this practice experience
Key areas for development identified as a result of this practice experience
Key areas for further development to achieve proficiency standard during next practice experience
What is to be achieved Which activities and experiences should lead to achievement
Please discuss the key points from this assessment with your mentor prior to your final assessment
« 65 »
Year 1: Summary of practice experience to be used in Principles of Nursing Practice assignment:(See 18 and student assignment guidelines)
To be completed by the student following discussion with mentor:
Brief outline of the experiences to be used within the assignment
To be completed by the student in conjunction with the mentor, using the assignment outcomes (page 20), previous practice experiences and feedback from other mentors:
Key points Action plan
Student signature: Date:
Mentor signature: Date:
Academic tutor signature: Date
Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.
« 66 »
Final InterviewStudent’s summative assessment: Practice Experience 2After discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance
Signature Date
Mentor’s summative assessment: Practice Experience 2After discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.
Signature Date
« 67 »
Summative assessment:Action plan for proficiency and skill developmentAssessment of progress and areas for further development on next practice experience
What is to be achieved Suggested activities and experiences should lead to achievement at level 2
Student signature: Date:
Mentor signature: Date:
Link or academic tutor Date
« 68 »
I confirm that there has been no falsification of evidence within this document.
(Before signing please read academic integrity statement for students in your pre-registration student handbook)
Student signature
Print name Date
I confirm that this student practises at the required level of skill and proficiency to pass the Common Foundation Programme
Yes No
Mentor signature
Print name Date
I confirm that the documentation and signatures have been checked and verified.
Academic Tutor signature
Print name Date
« 69 »
Learning agreementThis should only be completed if the student has referred up to 6 proficiencies and/or 6 skills at the final interview for CFP(more than 6 requires new document)
Please state which proficiencies / skills need to addressed
Which activities and experiences should lead to achievement
These proficiencies/ skills need to be obtained at level 1 pass during the first 4 weeks of next practice experience to achieve a pass of the Common Foundation Programme
Student signature Date
Mentor signature Date
Academic tutor signature Date
« 70 »
Retrieval documentation to be completed at the end of week four of the retrieval practice experience
Number of proficiency to be achieved
Achieved Number of proficiency to be achieved
Achieved
Yes No Yes No
Yes No Yes No
Yes No Yes No
Number of skill to be achieved
Achieved Number of skill to be achieved
Achieved
Yes No Yes No
Yes No Yes No
Yes No Yes No
I confirm that there has been no falsification of evidence within this document.(Before signing please read academic integrity statement for students in your pre-registration student handbook)
Student signature
Print name Date
I confirm that this student practises at the required level of skill and proficiency to pass the Common Foundation Programme
Mentor signature
Print name Date
I confirm that the documentation and signatures have been checked and verified.
Academic Tutor signature
Print name Date
I confirm that this student DOES NOT practise at the required level of skill and/or proficiency to pass the Common Foundation Programme
Mentor signature
Student signature
Academic Tutor signature
Print name Date
« 71 »
Year 2 Branch Programme
Nursing professional regulationsIn order to enter the register, the NMC requires students to demonstrate achievement of specific outcomes by the end of their period of training. The practice learning outcomes in the branch programmes of the Diploma, Diploma with Advanced Studies and the Degree (BN Hons)programmesaredirectlyrelatedtotheNMCproficienciestobeachievedforentrytothe registry. To guide students, mentors and academic tutors, the NMC outcomes have been coded and mapped to practice learning outcomes including the KSF. The branch programme has therefore been assimilated to Agenda for Change using a generic Job Description for Band5usingNationalOccupationalStandardsforHealthandSocialCareinthefollowingFramework for Assessment. The corresponding Proficiency code numbers are found against each learning outcome in the student’s practice assessment documentation.
For a more substantive list of linked skills please go to: www.skillsforhealth.org.uk
« 72 »
Fram
ewor
k fo
r as
sess
men
t D
urin
g th
e se
cond
and
thi
rd y
ear
the
stud
ent
shou
ld b
e as
sess
ed u
sing
the
Fram
ewor
k be
low
:N
MC
pro
fici
enci
es (
2004
) to
be
ach
ieve
d fo
r en
try
to t
he
regi
ster
: P
rofe
ssio
nal
an
d e
thic
al p
ract
ice
Gu
idan
ce fo
r ap
plic
atio
n o
f th
eory
to
pra
ctic
e
Do
mai
n 1
P
rofe
ssio
nal
an
d
eth
ical
pra
ctic
e
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
1 3
Org
anisa
tiona
l Asp
ects
of
Car
e
12 Infe
ctio
n Pr
even
tion
and
Con
trol
15 M
edic
ines
Man
agem
ent
26
P1.
1 M
anag
e on
esel
f, on
e’s
prac
tice,
and
tha
t of
oth
ers,
in a
ccor
danc
e w
ith T
he N
MC
cod
e of
pro
fess
iona
l con
duct
: sta
ndar
ds fo
r co
nduc
t, pe
rform
ance
and
eth
ics,
reco
gnis
ing
one’
s ow
n ab
ilitie
s an
d lim
itatio
ns
Dem
on
stra
te a
n a
war
enes
s o
f Th
e N
MC
co
de
of
pro
fess
ion
al c
on
du
ct: s
tan
dar
ds
for
con
du
ct, p
erfo
rman
ce a
nd
eth
ics
•Pr
actis
ein
acc
orda
nce
with
The
NM
Cc
ode
of p
rofe
ssio
nal c
ondu
ct: s
tand
ards
for
cond
uct,
perfo
rman
ce a
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thic
s
•U
sep
rofe
ssio
nals
tand
ards
ofp
ract
ice
tos
elf-
asse
ss p
erfo
rman
ce
KS
F: C
ore
Dim
ensi
on
2: P
erso
nal
an
d P
eop
le d
evel
op
men
t L
evel
3 a
, b, c
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Co
re d
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sio
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: Co
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5: M
ain
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rk L
evel
2 a
, b, c
, Lev
el 3
e, g
•H
asv
isite
dth
eN
MC
web
site
ww
w.n
mc-
uk.o
rga
ndc
and
iscus
spu
rpos
eof
the
NM
Ca
ndt
her
easo
nfo
rth
e pr
ofes
siona
l reg
ulat
ion
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ursin
g.
•R
eflec
tso
nan
dev
alua
tes
how
wel
ls/h
eis
appl
ying
kno
wle
dge
and
skill
sto
mee
tcu
rren
tan
dem
ergi
ng
wor
k de
man
ds•
Iden
tifies
ow
nde
velo
pmen
tne
eds
and
sets
ow
npe
rson
ald
evel
opm
ent
obje
ctiv
esw
ithh
is/he
rm
ento
r•
Take
sre
spon
sibili
tyfo
row
npr
ofes
siona
ldev
elop
men
tan
dm
aint
ains
por
tfolio
to
the
requ
ired
stan
dard
•M
akes
effe
ctiv
eus
eof
lear
ning
opp
ortu
nitie
sw
ithin
and
out
side
the
wor
kpla
cee
valu
atin
gth
eir
effe
ctiv
enes
s an
d fe
edin
g ba
ck r
elev
ant
info
rmat
ion
Do
mai
n 1
P
rofe
ssio
nal
an
d
eth
ical
pra
ctic
e
Dem
on
stra
te a
n a
war
enes
s o
f th
e N
MC
co
de
of
pro
fess
ion
al c
on
du
ct: s
tan
dar
ds
for
con
du
ct, p
erfo
rman
ce a
nd
eth
ics
•co
nsul
tw
itha
reg
ister
edn
urse
whe
nnu
rsin
gca
re
requ
ires
expe
rtise
bey
ond
one’
s ow
n cu
rren
t sc
ope
of c
ompe
tenc
e
•co
nsul
tot
her
heal
thc
are
prof
essio
nals
whe
nin
divi
dual
or
grou
p ne
eds
fall
outs
ide
the
scop
e of
nu
rsin
g pr
actic
e
•id
entif
yun
safe
pra
ctic
ean
dre
spon
dap
prop
riate
ly
to e
nsur
e a
safe
out
com
e
•m
anag
eth
ede
liver
yof
car
ese
rvic
esw
ithin
the
sp
here
of o
ne’s
own
acco
unta
bilit
y.
•A
ckno
wle
dges
the
impo
rtan
ceo
fsee
king
sup
ervi
sion
tod
evel
ops
afe
and
effe
ctiv
enu
rsin
gpr
actic
e•
Rec
ogni
ses
whe
nin
form
atio
nne
eds
tob
esh
ared
with
ar
egist
ered
pra
ctiti
oner
usin
gbo
thv
erba
land
w
ritte
n re
port
s•
Com
plie
sw
ithle
gisla
tion,
pol
icie
san
dpr
oced
ures
and
oth
erq
ualit
yap
proa
ches
rel
evan
tto
the
wor
kbe
ing
unde
rtak
en•
Wor
ksw
ithin
the
lim
itso
fow
nco
mpe
tenc
ean
dre
spon
sibili
tya
ndr
efer
siss
ues
beyo
ndt
hese
lim
itst
ore
leva
nt p
eopl
e
•A
cts
resp
onsib
lya
sa
team
mem
ber
and
seek
she
lpif
nec
essa
ry•
Iden
tifies
and
rep
orts
any
sig
nific
ant
chan
ges
that
mig
hta
ffect
peo
ple’
she
alth
and
wel
lbei
ng
•Ev
alua
tes
the
qual
ityo
fow
nan
dot
hers
’wor
kan
dra
ises
qual
ityis
sues
and
rel
ated
risk
sw
itht
her
elev
ant
peop
le•
Take
sap
prop
riate
act
ion
whe
nth
ere
are
pers
isten
tqu
ality
pro
blem
s
•Pr
epar
esa
ppro
pria
tely
for
care
act
iviti
esa
sde
lega
ted
and
cons
isten
tw
ithle
gisla
tion,
pol
icie
san
dpr
oced
ures
•M
akes
con
stru
ctiv
esu
gges
tions
as
toh
ows
ervi
ces
can
beim
prov
edfo
rus
ers
and
the
publ
ic
« 73 »
Do
mai
n 1
: P
rofe
ssio
nal
an
d
eth
ical
pra
ctic
e
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
3 7
8
Org
anisa
tiona
l Asp
ects
of
Car
e
9 11
14
15
Infe
ctio
n Pr
even
tion
and
Con
trol
16
17
Nut
ritio
n an
d Fl
uid
Man
agem
ent
23 M
edic
ines
Man
agem
ent
26
29
33
P1.
2 Pr
actis
e in
acc
orda
nce
with
an
ethi
cal a
nd le
gal f
ram
ewor
k w
hich
ens
ures
the
priv
acy
of s
ervi
ce u
ser
inte
rest
and
wel
l-bei
ng a
nd r
espe
cts
confi
dent
ialit
y
Dem
on
stra
te a
n a
war
enes
s o
f le
gisl
atio
n
rele
van
t to
nu
rsin
g p
ract
ice
•D
emon
stra
tek
now
ledg
eof
legi
slatio
nan
dhe
alth
an
d so
cial
pol
icy
rele
vant
to
nurs
ing
prac
tice.
•En
sure
the
con
fiden
tialit
yan
dse
curit
yof
writ
ten
and
verb
al in
form
atio
n ac
quire
d in
a p
rofe
ssio
nal
capa
city
Dem
on
stra
te k
now
led
ge o
f co
nte
mp
ora
ry
eth
ical
issu
es a
nd
th
eir
imp
act
on
nu
rsin
g an
d h
ealt
h c
are
•M
anag
eth
eco
mpl
exiti
esa
risin
gfr
ome
thic
ala
nd
lega
l dile
mm
as
•A
cta
ppro
pria
tely
whe
nse
ekin
gac
cess
to
carin
gfo
r se
rvic
e us
ers
in t
heir
own
hom
es.
KS
F: C
ore
Dim
ensi
on
6: E
qu
alit
y an
d D
iver
sity
Lev
el 3
: a, c
Lev
el 4
: d, e
Dim
ensi
on
HW
B5:
Pro
visi
on
of
care
to
mee
t h
ealt
h a
nd
wel
lbei
ng
nee
ds
Lev
el 3
: d•
inte
rpre
tse
qual
ity,d
iver
sity
and
right
sin
acc
orda
nce
with
legi
slatio
n,p
olic
ies,
proc
edur
esa
ndr
elev
ant
stan
dard
s•
follo
ws
stan
dard
san
dgu
idel
ines
des
igne
dto
pro
mot
equ
ality
•un
dert
akes
and
rec
ords
car
eac
tiviti
esa
sde
lega
ted
and
cons
isten
tw
ithle
gisla
tion,
pol
icie
san
dpr
oced
ures
•C
omm
unic
ates
info
rmat
ion
only
to
thos
epe
ople
who
hav
eth
erig
hta
ndn
eed
tok
now
con
siste
ntw
ith
legi
slatio
n, p
olic
ies
and
proc
edur
es•
Iden
tifies
pat
tern
sof
disc
rimin
atio
nan
dta
kes
actio
nto
ove
rcom
edi
scrim
inat
ion
and
prom
ote
dive
rsity
an
d eq
ualit
y of
opp
ortu
nity
•Su
ppor
tsp
eopl
ew
hom
ight
nee
das
sista
nce
mig
htr
elat
eto
:Adv
ocac
y;•
Enab
ling
peop
let
om
ake
best
use
oft
heir
abili
ties;
•In
terv
enin
gw
hen
som
eone
else
isd
iscrim
inat
ing
agai
nst
som
eone
on
aon
e-of
fbas
isor
rou
tinel
y;•
Rep
rese
ntin
gpe
ople
’svi
ews
•Su
ppor
tst
hose
who
ser
ight
sha
veb
een
com
prom
ised
ina
man
ner
that
isc
onsis
tent
with
legi
slatio
n,
polic
ies
and
proc
edur
es a
nd g
ood
and
best
pra
ctic
e•
Res
pect
spe
ople
’sdi
gnity
and
bel
iefs
;invo
lves
the
min
sha
red
deci
sion
mak
ing
•O
btai
nst
heir
cons
ent
whe
nen
terin
gth
eir
hom
e
Do
mai
n 1
: P
rofe
ssio
nal
an
d
eth
ical
pra
ctic
e
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
1 2
3 4
5
Infe
ctio
n Pr
even
tion
and
Con
trol
15 N
utrit
ion
and
Flui
d M
anag
emen
t
28 2
9 30
31
32
Med
icin
es M
anag
emen
t
39 4
1
P1.
3 Pr
actis
e in
a fa
ir an
d an
ti-di
scrim
inat
ory
way
, ack
now
ledg
ing
the
diffe
renc
es in
bel
iefs
and
cul
tura
l pra
ctic
es o
f in
divi
dual
s or
gro
ups
Dem
on
stra
te t
he
imp
ort
ance
of
pro
mo
tin
g eq
uit
y in
ser
vice
use
r ca
re b
y co
ntr
ibu
tin
g to
nu
rsin
g ca
re in
a f
air
and
an
ti-
dis
crim
inat
ory
way
•M
aint
ain,
sup
port
and
ack
now
ledg
eth
erig
hts
of
indi
vidu
als
or g
roup
s in
the
hea
lth c
are
sett
ing
•A
ctt
oen
sure
tha
tth
erig
hts
ofin
divi
dual
san
dgr
oups
are
not
com
prom
ised
•R
espe
ctt
hev
alue
s,cu
stom
san
dbe
liefs
of
indi
vidu
als
and
grou
ps
•Pr
ovid
eca
rew
hich
dem
onst
rate
sse
nsiti
vity
to
the
dive
rsity
of s
ervi
ce u
sers
.
KS
F: C
ore
Dim
ensi
on
6: E
qu
alit
y an
d D
iver
sity
Lev
el 3
: c, d
& e
•Su
ppor
ting
peop
lew
hom
ight
nee
das
sista
nce
mig
htr
elat
eto
:•
Adv
ocac
y•
Enab
ling
peop
let
om
ake
best
use
oft
heir
abili
ties
•In
terv
enin
gw
hen
som
eone
else
isd
iscrim
inat
ing
agai
nst
som
eone
on
aon
e-of
fbas
isor
rou
tinel
y•
Mak
ing
arra
ngem
ents
for
supp
ort
(e.g
.as
part
ofa
ser
vice
use
rsr
evie
wp
roce
ss)
•R
epre
sent
ing
peop
le’s
view
s
•Id
entifi
esp
atte
rns
ofd
iscrim
inat
ion
and
take
sac
tion
too
verc
ome
disc
rimin
atio
nan
dpr
omot
edi
vers
ity
and
a no
ndisc
rimin
ator
y cu
lture
•In
terp
rets
legi
slatio
nto
info
rmin
divi
dual
srig
hts
and
resp
onsib
ilitie
s
•Id
entifi
est
heim
pact
ofs
tigm
aon
hea
lths
ervi
ceu
sers
,the
irfa
mili
esa
ndc
arer
san
dth
em
otiv
atio
nalb
asis
of p
reju
dice
•A
ssist
sse
rvic
eus
ers
and
thei
rca
rers
inm
akin
gin
form
edc
hoic
esa
bout
the
irca
ret
hrou
ght
hep
rovi
sion
of c
ultu
rally
app
ropr
iate
form
s of
car
e•
Wor
ksin
av
arie
tyo
fhea
ltha
nds
ocia
lcar
ese
ttin
gsin
an
ondi
scrim
inat
ory
way
« 74 »
Do
mai
n 2
: C
are
del
iver
y
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
1 2
3 5
6 7
8
Org
anisa
tiona
l Asp
ects
of
Car
e
9 12
Med
icin
es M
anag
emen
t
26 2
7 32
P2.
1 En
gage
in, d
evel
op a
nd d
isen
gage
fro
m t
hera
peut
ic r
elat
ions
hips
thr
ough
the
use
of
appr
opria
te c
omm
unic
atio
n an
d in
terp
erso
nal s
kills
Dem
on
stra
te s
ensi
tivi
ty w
hen
inte
ract
ing
wit
h a
nd
pro
vid
ing
info
rmat
ion
to
ser
vice
u
sers
.
•U
tilise
ar
ange
ofe
ffect
ive
and
appr
opria
te
com
mun
icat
ion
and
enga
gem
ent
skill
s
•M
aint
ain
and,
whe
rea
ppro
pria
te,d
iseng
age
from
pro
fess
iona
l car
ing
rela
tions
hips
tha
t fo
cus
on m
eetin
g th
e se
rvic
e us
er’s
need
s w
ithin
pr
ofes
siona
l the
rape
utic
bou
ndar
ies.
KS
F: C
ore
Dim
ensi
on
1: C
om
mu
nic
atio
n -
Lev
el 3
: c &
fD
imen
sio
n H
WB
2: A
sses
smen
t an
d p
lan
nin
g to
mee
t h
ealt
h a
nd
wel
lbei
ng
nee
ds
HW
B2
: L
evel
3 b
, e &
f
•Po
sses
ses
Com
mun
icat
ion,
soc
iala
ndm
anag
emen
tsk
ills
•Es
tabl
ishin
gco
ntac
t•
Dem
onst
ratin
gaw
aren
ess
ofa
ndr
espo
ndin
gto
bod
yla
ngua
ge,p
erso
nals
pace
,allo
win
gsil
ence
and
lis
teni
ng t
o ot
hers
•G
ener
ala
war
enes
s,ob
serv
atio
nan
dno
ticin
g•
Dem
onst
ratin
gem
path
y•
Ada
pts
com
mun
icat
ion
tot
hen
eeds
ofp
eopl
ew
iths
peci
ficp
robl
ems
e.g.
hear
ing
loss
,deg
ree
of
conf
usio
n, fi
rst/
pref
erre
d la
ngua
ge o
r le
vel o
f kno
wle
dge
and
skill
s
•Kn
ows
limita
tions
inp
ract
ice
•En
gage
san
ddi
seng
ages
app
ropr
iate
lyw
iths
ervi
ceu
sers
and
car
ers
Do
mai
n 2
: C
are
del
iver
y
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
2 6
8 9
Org
anisa
tiona
l Asp
ects
of
Car
e
10 1
1
Infe
ctio
n Pr
even
tion
and
Con
trol
15
17
Nut
ritio
n an
d Fl
uid
Man
agem
ent
18
20
Med
icin
es M
anag
emen
t
32
P2.
2 C
reat
e an
d ut
ilise
opp
ortu
nitie
s to
pro
mot
e th
e he
alth
and
wel
l-bei
ng o
f se
rvic
e us
ers
and
grou
ps
Co
ntr
ibu
te t
o e
nh
anci
ng
the
hea
lth
an
d s
oci
al w
ell-
bei
ng
of
serv
ice
use
rs b
y u
nd
erst
and
ing
how
, un
der
th
e su
per
visi
on
of
a re
gist
ered
pra
ctit
ion
er, t
o:
•co
nsul
tw
iths
ervi
ceu
sers
and
gro
ups
toid
entif
yth
eir
need
and
des
ire fo
r he
alth
pro
mot
ion
advi
ce
•Pr
ovid
ere
leva
nta
ndc
urre
nth
ealth
info
rmat
ion
to s
ervi
ce u
sers
and
gro
ups
in a
form
whi
ch
faci
litat
es t
heir
unde
rsta
ndin
g an
d ac
know
ledg
es
choi
ce/in
divi
dual
pre
fere
nce
•Pr
ovid
esu
ppor
tan
ded
ucat
ion
int
he
deve
lopm
ent
and/
or m
aint
enan
ce o
f ind
epen
dent
liv
ing
skill
s
•Se
eks
peci
alist
/exp
ert
advi
cea
sap
prop
riate
.
KS
F: D
imen
sio
n H
WB
2: A
sses
smen
t an
d p
lan
nin
g to
mee
t h
ealt
h a
nd
wel
lbei
ng
nee
ds
– H
WB
2 L
evel
4 :
b, d
, e &
fK
SF
: Co
re D
imen
sio
n 1
: Co
mm
un
icat
ion
- L
evel
3 :
d
•M
eet
the
need
sof
the
ser
vice
use
r’sp
hysic
al,p
sych
olog
ical
,em
otio
nal,s
ocia
land
spi
ritua
lnee
ds•
Dem
onst
rate
san
aw
aren
ess
ofh
ealth
pro
mot
ion
reso
urce
san
dho
wt
oob
tain
the
m
•Pr
ovid
esa
ppro
pria
tein
form
atio
nto
ser
vice
use
rsa
ndc
arer
sin
am
anne
rw
hich
faci
litat
est
heir
unde
rsta
ndin
g an
d ac
know
ledg
es c
hoic
e an
d in
divi
dual
pre
fere
nce
•A
dvise
son
hea
lthp
rom
otin
gac
tiviti
est
opr
omot
ein
depe
nden
tliv
ing
skill
s•
Adv
ises
onh
ealth
pro
mot
ing
reso
urce
sto
sup
port
inde
pend
ent
livin
g•
Teac
hing
as
kill
•Es
tabl
ishes
and
mai
ntai
nsc
olla
bora
tive
wor
king
rel
atio
nshi
psw
ithm
embe
rso
fthe
hea
ltha
ndw
ard/
com
mun
ity t
eam
s•
Rec
ogni
ses
and
wor
ksw
ithin
rol
eas
par
tof
the
mul
tidisc
iplin
ary
team
•Is
awar
eof
the
tea
ms
way
ofw
orki
ng•
Know
sho
wt
het
eam
func
tions
« 75 »
Do
mai
n 2
: C
are
del
iver
y
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
2 Org
anisa
tiona
l Asp
ects
of
Car
e
9 Infe
ctio
n Pr
even
tion
and
Con
trol
15 N
utrit
ion
and
Flui
d M
anag
emen
t
18 1
9 20
P2.
3 U
nder
take
and
doc
umen
t a
com
preh
ensi
ve, s
yste
mat
ic a
nd a
ccur
ate
nurs
ing
asse
ssm
ent
of t
he p
hysi
cal,
psyc
holo
gica
l, so
cial
and
spi
ritua
l nee
ds o
f se
rvic
e us
ers,
clie
nts
and
com
mun
ities
Co
ntr
ibu
te t
o t
he
dev
elo
pm
ent
and
d
ocu
men
tati
on
of
nurs
ing
asse
ssm
ents
by
par
tici
pat
ing
in c
om
pre
hen
sive
an
d
syst
emat
ic n
urs
ing
asse
ssm
ent
of
the
phy
sica
l, p
sych
olo
gica
l, so
cial
an
d s
pir
itu
al
nee
ds
of
serv
ice
use
rs
•Se
lect
val
ida
ndr
elia
ble
asse
ssm
ent
tool
sfo
rth
ere
quire
d pu
rpos
e
•Sy
stem
atic
ally
col
lect
dat
are
gard
ing
the
heal
th
and
func
tiona
l sta
tus
of in
divi
dual
s, se
rvic
e us
ers
and
com
mun
ities
thr
ough
app
ropr
iate
inte
ract
ion,
ob
serv
atio
n an
d m
easu
rem
ent
•A
naly
sea
ndin
terp
ret
data
acc
urat
ely
toin
form
nu
rsin
g ca
re a
nd t
ake
appr
opria
te a
ctio
n..
KS
F: D
imen
sio
n H
WB
2: A
sses
smen
t an
d c
are
pla
nn
ing
to m
eet
hea
lth
an
d w
ellb
ein
g n
eed
s –
HW
B2
Lev
el 3
: a,
b, c
, d, e
, f &
gK
SF
: Co
re D
imen
sio
n 1
: Co
mm
un
icat
ion
Lev
el 3
: e &
f•
Iden
tifies
with
the
peo
ple
conc
erne
d•
goal
sfo
rsp
ecifi
cac
tiviti
est
obe
und
erta
ken
with
int
hec
onte
xto
fthe
irov
eral
lcar
epl
ana
ndt
heir
heal
th a
nd w
ellb
eing
nee
ds•
the
natu
reo
fdiff
eren
tas
pect
sof
car
e•
the
invo
lvem
ent
ofo
ther
peo
ple
and/
ora
genc
ies
•re
leva
nte
vide
nced
-bas
edp
ract
ice
and/
orc
linic
alg
uide
lines
•D
emon
stra
tes
know
ledg
eof
var
iety
ofa
sses
smen
tto
ols
•C
ontr
ibut
est
oa
writ
ten
plan
ofc
are
inc
olla
bora
tion
with
the
ser
vice
use
rs,c
arer
and
the
m
ultid
iscip
linar
y te
am a
s ap
prop
riate
to
the
need
s of
the
indi
vidu
al s
ervi
ce u
ser,
base
d on
ass
essm
ent
and
curr
ent
nurs
ing
know
ledg
e
•Im
plem
ents
and
eva
luat
est
hew
ritte
npl
ana
ndfr
omt
hein
form
atio
nga
ther
edm
akes
dec
ision
sab
out
futu
re c
are
Do
mai
n 2
: C
are
del
iver
y
Link
s w
ith E
SC:
Org
anisa
tiona
l Asp
ects
of
Car
e
9 16
19
Infe
ctio
n Pr
even
tion
and
Con
trol
15 N
utrit
ion
and
Flui
d M
anag
emen
t
20 2
1 30
Med
icin
es M
anag
emen
t
32
P2.
4 Fo
rmul
ate
and
docu
men
t a
plan
of
nurs
ing
care
, whe
re p
ossi
ble,
in p
artn
ersh
ip w
ith s
ervi
ce u
sers
, clie
nts,
thei
r ca
rers
and
fam
ily a
nd f
riend
s, w
ithin
a f
ram
ewor
k of
info
rmed
con
sent
Co
ntr
ibu
te t
o t
he
pla
nn
ing
of
nu
rsin
g ca
re, i
nvo
lvin
g se
rvic
e u
sers
an
d, w
her
e p
oss
ible
, th
eir
care
rs; d
emo
nst
rati
ng
an
un
der
stan
din
g o
f h
elp
ing
serv
ice
use
rs t
o
mak
e in
form
ed d
ecis
ion
s
•Es
tabl
ishp
riorit
ies
for
care
bas
edo
nin
divi
dual
or
grou
p ne
eds
•D
evel
opa
ndd
ocum
ent
aca
rep
lan
toa
chie
ve
optim
al h
ealth
, hab
ilita
tion,
and
reh
abili
tatio
n ba
sed
on a
sses
smen
t an
d cu
rren
t nu
rsin
g kn
owle
dge
•Id
entif
yex
pect
edo
utco
mes
,incl
udin
ga
time
fram
e fo
r ac
hiev
emen
t an
d/or
rev
iew
in
cons
ulta
tion
with
ser
vice
use
rs, t
heir
care
rs a
nd
fam
ily a
nd fr
iend
s an
d w
ith m
embe
rs o
f the
he
alth
and
soc
ial c
are
team
.
KS
F: D
imen
sio
n H
WB
2: A
sses
smen
t an
d c
are
pla
nn
ing
to m
eet
hea
lth
an
d w
ellb
ein
g n
eed
s –
HW
B2
Lev
el 3
: a,
b, c
, d, e
, f &
g
•U
ses
asse
ssm
ent
met
hods
and
pro
cess
eso
frea
soni
ngt
hat
are
base
don
ava
ilabl
eev
iden
cea
nda
re
appr
opria
te fo
r th
e pe
ople
con
cern
ed•
Obt
ains
suf
ficie
ntin
form
atio
nfo
rin
form
edd
ecisi
onm
akin
g•
App
lies
own
skill
s,kn
owle
dge
and
expe
rienc
ean
dus
esc
onsid
ered
judg
men
tto
mee
tpe
ople
’sdi
ffere
nt
need
s
•D
evel
ops
and
reco
rds
care
pla
nst
hat
are
appr
opria
tet
oth
epe
ople
con
cern
eda
nda
rec
onsis
tent
with
th
e ou
tcom
es o
f ass
essin
g th
eir
heal
th a
nd w
ellb
eing
nee
ds•
Iden
tifies
the
risk
sth
atn
eed
tob
em
anag
ed•
Con
trib
utes
to
the
form
ulat
ion
ofc
are
plan
sth
ath
ave
clea
rgo
als
•In
volv
eso
ther
pra
ctiti
oner
san
dag
enci
esw
hen
this
isne
cess
ary
tom
eet
peop
le’s
heal
tha
ndw
ellb
eing
ne
eds
and
risks
tha
t is
cons
isten
t w
ith t
he r
esou
rces
ava
ilabl
e•
Rev
iew
sth
eef
fect
iven
ess
ofs
peci
fica
ctiv
ities
as
they
pro
ceed
and
mak
esn
eces
sary
adj
ustm
ents
und
er
supe
rvisi
on o
f the
per
son
resp
onsib
le•
Prov
ides
feed
back
to
the
pers
onr
espo
nsib
lefo
rth
eov
eral
lcar
epl
ano
nits
effe
ctiv
enes
san
dth
ehe
alth
an
d w
ellb
eing
and
nee
ds o
f the
ser
vice
use
r
« 76 »
Do
mai
n 2
: C
are
del
iver
y
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
2 5
Org
anisa
tiona
l Asp
ects
of
Car
e
9 16
17
Nut
ritio
n an
d Fl
uid
Man
agem
ent
18
19
Med
icin
es M
anag
emen
t
32
P2.
5 Ba
sed
on t
he b
est
avai
labl
e ev
iden
ce, a
pply
kno
wle
dge
and
an a
ppro
pria
te r
eper
toire
of
skill
s in
dica
tive
of s
afe
and
effe
ctiv
e nu
rsin
g pr
actic
e
Dem
on
stra
te a
ran
ge o
f es
sen
tial
nu
rsin
g sk
ills,
un
der
th
e su
per
visi
on
of
a re
gist
ered
nu
rse,
to
mee
t in
div
idu
als’
nee
ds.
•En
sure
tha
tcu
rren
tre
sear
chfi
ndin
gsa
ndo
ther
ev
iden
ce a
re in
corp
orat
ed in
pra
ctic
e
•Id
entif
yre
leva
ntc
hang
esin
pra
ctic
eor
new
in
form
atio
n an
d di
ssem
inat
e it
to c
olle
ague
s
•C
ontr
ibut
eto
the
app
licat
ion
ofa
ran
geo
fin
terv
entio
ns w
hich
sup
port
and
opt
imise
the
he
alth
and
wel
l-bei
ng o
f ser
vice
use
rs
•D
emon
stra
tet
hes
afe
appl
icat
ion
oft
hes
kills
re
quire
d to
mee
t th
e ne
eds
of s
ervi
ce u
sers
w
ithin
the
cur
rent
sph
ere
of p
ract
ice
•Id
entif
yan
dre
spon
dto
ser
vice
use
rs’c
ontin
uing
le
arni
ng a
nd c
are
need
s
•En
gage
with
,and
eva
luat
e,t
hee
vide
nce
base
tha
tun
derp
ins
safe
nur
sing
prac
tice.
Dim
ensi
on
HW
B5:
Pro
visi
on
of
care
to
mee
t h
ealt
h a
nd
wel
lbei
ng
nee
ds
- H
WB
5 L
evel
3 :a
, b,
c, d
, e &
fC
ore
Dim
ensi
on
4: D
evel
op
on
esel
f an
d o
ther
s in
are
as o
f p
ract
ice
Lev
el 3
: e &
f
•U
ses
rele
vant
lite
ratu
rea
ndr
esea
rch
toin
form
the
pra
ctic
eof
nur
sing
•C
ontr
ibut
est
oev
iden
ceb
ased
pac
kage
sof
car
e
•En
able
sot
hers
to
deve
lop
and
appl
yth
eir
know
ledg
ean
dsk
ills
inp
ract
ice
•A
ctiv
ely
prom
otes
the
wor
kpla
cea
sa
lear
ning
env
ironm
ent
enco
urag
ing
ever
yone
to
lear
nfr
ome
ach
othe
r an
d fr
om e
xter
nal g
ood
prac
tice
•Id
entifi
esp
hysic
al,p
sych
olog
ical
,soc
iala
nds
pirit
ualn
eeds
oft
hes
ervi
ceu
ser;
ana
war
enes
sof
val
ues
and
conc
epts
of i
ndiv
idua
l car
e; t
he a
bilit
y to
dev
ise a
pla
n of
car
e
•U
ses
appr
opria
tec
omm
unic
atio
nsk
ills
toe
nabl
eth
ede
velo
pmen
tof
hel
pful
car
ing
rela
tions
hips
with
se
rvic
e us
ers
and
thei
r fa
mili
es a
nd fr
iend
s, an
d to
initi
ate
and
cond
uct
ther
apeu
tic r
elat
ions
hips
with
se
rvic
e us
ers
•Id
entifi
est
heh
ealth
rel
ated
lear
ning
nee
dso
fser
vice
use
rs,f
amili
esa
ndfr
iend
san
dpa
rtic
ipat
esin
hea
lth
prom
otio
n
•D
iscus
ses
the
rela
tions
hip
ofe
vide
nce-
base
dpr
actic
eto
clin
ical
effe
ctiv
enes
san
dcl
inic
alg
over
nanc
eto
ou
r nu
rsin
g pr
actic
e
Do
mai
n 2
: C
are
del
iver
y
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
2 4
5 6
7 8
Org
anisa
tiona
l Asp
ects
of
Car
e
9 14
Nut
ritio
n an
d Fl
uid
Man
agem
ent
19
20
P2.
6 Pr
ovid
e a
ratio
nale
for
the
nurs
ing
care
del
iver
ed w
hich
tak
es a
ccou
nt o
f so
cial
, cul
tura
l, sp
iritu
al, l
egal
, pol
itica
l and
eco
nom
ic in
fluen
ces
Pro
vid
e a
rati
on
ale
for
the
nurs
ing
care
d
eliv
ered
wh
ich
tak
es a
cco
un
t o
f so
cial
, cu
ltu
ral,
spir
itu
al, l
egal
, po
litic
al a
nd
ec
on
om
ic in
flu
ence
s
•Id
entif
y,co
llect
and
eva
luat
ein
form
atio
nto
just
ify
the
effe
ctiv
e ut
ilisa
tion
of r
esou
rces
to
achi
eve
plan
ned
outc
omes
of n
ursin
g ca
re.
KS
F: D
imen
sio
n H
WB
4: E
nab
lem
ent
to a
ddre
ss h
ealt
h a
nd
wel
lbei
ng
nee
ds
- L
evel
3: b
& g
•
iden
tifies
with
the
peo
ple
conc
erne
d:•
goal
sfo
rsp
ecifi
cac
tiviti
est
obe
und
erta
ken
with
int
hec
onte
xto
fthe
irov
eral
lcar
epl
ana
ndt
heir
heal
th a
nd w
ellb
eing
nee
ds•
rele
vant
evi
denc
e-ba
sed
prac
tice
and/
orc
linic
alg
uide
lines
« 77 »
Do
mai
n 2
: C
are
del
iver
y
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
2 6
7 8
Org
anisa
tiona
l Asp
ects
of
Car
e
9 11
Nut
ritio
n an
d Fl
uid
Man
agem
ent
20
21
23
P2.
7 Ev
alua
te a
nd d
ocum
ent
the
outc
omes
of
nurs
ing
and
othe
r in
terv
entio
ns
Co
ntr
ibu
te t
o t
he
eval
uat
ion
of
the
app
rop
riat
enes
s o
f nu
rsin
g ca
re d
eliv
ered
•C
olla
bora
tew
iths
ervi
ceu
sers
and
,whe
nap
prop
riate
, add
ition
al c
arer
s to
rev
iew
and
m
onito
r th
e pr
ogre
ss o
f ind
ivid
uals
or g
roup
s to
war
ds p
lann
ed o
utco
mes
•A
naly
sea
ndr
evise
exp
ecte
dou
tcom
es,n
ursin
gin
terv
entio
ns a
nd p
riorit
ies
in a
ccor
danc
e w
ith
chan
ges
in t
he in
divi
dual
’s co
nditi
on, n
eeds
or
circ
umst
ance
s.
KS
F: D
imen
sio
n H
WB
2: A
sses
smen
t an
d c
are
pla
nn
ing
to m
eet
hea
lth
an
d w
ellb
ein
g n
eed
s -
Lev
el 3
: c, f
& g
•U
ses
obse
rvat
iona
l/refl
ectiv
epr
oces
ses
toe
valu
ate
apa
rtic
ular
nur
sing
inte
rven
tion
•R
evie
ws
the
effe
ctiv
enes
sof
spe
cific
act
iviti
esa
sth
eyp
roce
eda
ndm
ake
any
nece
ssar
ym
odifi
catio
ns
•A
ccur
atel
yre
cord
sin
form
atio
nth
atis
with
int
hea
ppro
pria
tes
ettin
g•
Rec
ords
info
rmat
ion
ina
way
tha
tis
legi
ble
and
unde
rsta
ndab
leb
yot
hers
•A
pplie
sow
nsk
ills,
know
ledg
ean
dex
perie
nce
and
uses
con
sider
edju
dgm
ent
tom
eet
peop
le’s
diffe
rent
ca
re n
eeds
•Pr
ovid
ese
ffect
ive
feed
back
to
info
rmt
heo
vera
llca
rep
lan
•M
akes
com
plet
ere
cord
sof
wor
kun
dert
aken
,peo
ple’
she
alth
and
wel
l-bei
ng,n
eeds
and
rel
ated
risk
s
Do
mai
n 2
: C
are
del
iver
y
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
5 6
7
Org
anisa
tiona
l Asp
ects
of
Car
e
9 10
13
P2.
8 D
emon
stra
te s
ound
clin
ical
judg
emen
t ac
ross
a r
ange
of
diffe
ring
prof
essi
onal
and
car
e de
liver
y co
ntex
ts
Rec
ogn
ise
situ
atio
ns
in w
hic
h a
gree
d p
lan
s o
f nu
rsin
g ca
re n
o lo
nge
r ap
pea
r ap
pro
pri
ate
and
ref
er t
hes
e to
an
ap
pro
pri
ate
acco
un
tabl
e p
ract
itio
ner
•U
see
vide
nce
base
dkn
owle
dge
from
nur
sing
and
rela
ted
disc
iplin
es t
o se
lect
and
indi
vidu
alise
nu
rsin
g in
terv
entio
ns
•D
emon
stra
tet
hea
bilit
yto
tra
nsfe
rsk
ills
and
know
ledg
e to
a v
arie
ty o
f circ
umst
ance
s an
d se
ttin
gs
•R
ecog
nise
the
nee
dfo
rad
apta
tion
and
adap
t nu
rsin
g pr
actic
e to
mee
t va
ryin
g an
d un
pred
icta
ble
circ
umst
ance
s
•En
sure
tha
tpr
actic
edo
esn
otc
ompr
omise
the
nu
rse’
s du
ty o
f car
e to
indi
vidu
als
or t
he s
afet
y of
th
e pu
blic
.
KS
F: D
imen
sio
n H
WB
2: A
sses
smen
t an
d c
are
pla
nn
ing
to m
eet
hea
lth
an
d w
ellb
ein
g n
eed
s -
Lev
el 3
: f &
gK
SF
: Co
re D
imen
sio
n 1
: Co
mm
un
icat
ion
- L
evel
3: d
, e &
f
•U
nder
take
sca
rein
am
anne
rth
atis
con
siste
ntw
ith:
•Ev
iden
ce-b
ased
pra
ctic
ean
d/or
clin
ical
gui
delin
es•
Mul
tidisc
iplin
ary
team
wor
king
•H
is/he
row
nkn
owle
dge,
ski
llsa
nde
xper
ienc
e•
Legi
slatio
n,p
olic
ies
and
proc
edur
es
•D
emon
stra
tes
the
abili
tyt
ous
esk
ills
inv
arie
tyo
fset
tings
•R
ecog
nise
san
dca
nev
iden
cea
nym
odifi
catio
nst
osk
ills
with
ind
iffer
ent
envi
ronm
ents
and
to
mee
tin
divi
dual
ser
vice
use
r ne
ed
•Fo
llow
sth
epr
ofes
siona
lcod
eof
con
duct
(N
MC
200
4)in
all
type
sof
car
egi
ven
•Sh
ows
anu
nder
stan
ding
oft
hee
thic
sof
hea
lthc
are
and
oft
hen
ursin
gpr
ofes
sion
and
the
resp
onsib
ilitie
sw
hich
the
se im
pose
on
the
nurs
es p
rofe
ssio
nal p
ract
ice
« 78 »
Do
mai
n 3
: C
are
man
agem
ent
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
4 5
6
Org
anisa
tiona
l Asp
ects
of
Car
e
9 12
Infe
ctio
n Pr
even
tion
and
Con
trol
15
16
17
Nut
ritio
n an
d Fl
uid
Man
agem
ent
19
21 2
3
Med
icin
es M
anag
emen
t
2 28
30
32 3
3 34
P3.
1 C
ontr
ibut
e to
pub
lic p
rote
ctio
n by
cre
atin
g an
d m
aint
aini
ng a
saf
e en
viro
nmen
t of
car
e th
roug
h th
e us
e of
qua
lity
assu
ranc
e an
d ris
k m
anag
emen
t st
rate
gies
Co
ntr
ibu
te t
o t
he
iden
tifi
cati
on
of
actu
al
and
po
ten
tial
ris
ks t
o s
ervi
ce u
sers
an
d
thei
r ca
rers
, to
on
esel
f an
d t
o o
ther
s, a
nd
p
arti
cip
ate
in m
easu
res
to p
rom
ote
an
d
ensu
re h
ealt
h a
nd
saf
ety
•A
pply
rel
evan
tpr
inci
ples
to
ensu
ret
hes
afe
adm
inist
ratio
n of
the
rape
utic
sub
stan
ces
•U
sea
ppro
pria
ter
iska
sses
smen
tto
ols
toid
entif
yac
tual
and
pot
entia
l risk
s
•Id
entif
yen
viro
nmen
talh
azar
dsa
nde
limin
ate
and/
or p
reve
nt w
here
pos
sible
com
mun
icat
e sa
fety
co
ncer
ns t
o a
rele
vant
aut
horit
y
•M
anag
eris
kto
pro
vide
car
ew
hich
bes
tm
eets
th
e ne
eds
and
inte
rest
s of
ser
vice
use
rs a
nd t
he
publ
ic.
KS
F: D
imen
sio
n H
WB
3: P
rote
ctio
n o
f h
ealt
h a
nd
wel
lbei
ng
nee
ds:
Lev
el 3
: a, b
, c, d
, e, f
, g &
hC
ore
Dim
ensi
on
3: H
ealt
h, S
afet
y an
d S
ecu
rity
Lev
el 3
: a, b
, c, d
, & e
•D
emon
stra
tes
awar
enes
sof
pol
icie
san
dpr
oced
ures
for
safe
sto
rage
ofm
edic
ines
•D
emon
strat
esa
war
enes
sofp
olici
esa
ndp
roce
dure
sfor
safe
adm
inist
ratio
nof
med
icine
s(un
derd
irect
supe
rvisi
on)
•C
heck
ing
pres
crip
tion
prio
rto
adm
inist
ratio
n•
Plea
ser
efer
to
esse
ntia
lski
llslo
g:M
edic
ines
man
agem
ent
•M
ake
risk
asse
ssm
ent
and
judg
men
tsu
sing
appr
opria
telo
cally
val
idat
edt
ools
•C
ondu
cts
risk
asse
ssm
ent
and
anal
ysis
asp
art
ofh
olist
ica
sses
smen
t•
Take
sth
eap
prop
riate
act
ion
toa
ddre
ssa
nyis
sues
or
risks
•Pa
rtic
ipat
esin
crit
ical
inci
dent
ana
lysis
,deb
riefin
g,an
dst
affs
uppo
rt
•In
duct
ion
has
incl
uded
an
intr
oduc
tion
toh
ealth
and
saf
ety
inp
ract
ice
area
•M
onito
rsw
ork
area
san
dpr
actic
esa
nde
nsur
est
hey:
•ar
esa
fea
ndfr
eefr
omh
azar
ds•
conf
orm
to
heal
th,s
afet
yan
dse
curit
yle
gisla
tion,
pol
icie
s,pr
oced
ures
and
gui
delin
es
•Id
entifi
esp
oten
tialr
isks
toe
ach
oft
heb
elow
:•
Serv
ice
user
s;se
lfan
dot
her
heal
thw
orke
rs
Do
mai
n 3
: C
are
man
agem
ent
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
1 2
Org
anisa
tiona
l Asp
ects
of
Car
e
9 11
12
Infe
ctio
n Pr
even
tion
and
Con
trol
15
16
17
Nut
ritio
n an
d Fl
uid
Man
agem
ent
20
21
Med
icin
es M
anag
emen
t
31
P3.
2 D
emon
stra
te k
now
ledg
e of
effe
ctiv
e in
ter-p
rofe
ssio
nal w
orki
ng p
ract
ices
whi
ch r
espe
ct a
nd u
tilis
e th
e co
ntrib
utio
ns o
f m
embe
rs o
f th
e he
alth
and
soc
ial c
are
team
Dem
on
stra
te a
n u
nd
erst
and
ing
of
the
role
of
oth
ers
by p
arti
cip
atin
g in
inte
r-p
rofe
ssio
nal
w
ork
ing
pra
ctic
e
•Es
tabl
isha
ndm
aint
ain
colla
bora
tive
wor
king
re
latio
nshi
ps w
ith m
embe
rs o
f the
hea
lth a
nd
soci
al c
are
team
and
oth
ers
•Pa
rtic
ipat
ew
ithm
embe
rso
fthe
hea
ltha
nds
ocia
lca
re t
eam
in d
ecisi
on-m
akin
g co
ncer
ning
ser
vice
us
ers
•R
evie
wa
nde
valu
ate
care
with
mem
bers
oft
he
heal
th a
nd s
ocia
l car
e te
am a
nd o
ther
s.
•Ta
kein
toa
ccou
ntt
her
ole
and
com
pete
nce
of
staf
f whe
n de
lega
ting
wor
k
•M
aint
ain
one’
sow
nac
coun
tabi
lity
and
resp
onsib
ility
whe
n de
lega
ting
aspe
cts
of c
are
to o
ther
s
•D
emon
stra
tet
hea
bilit
yto
co-
ordi
nate
the
de
liver
y of
nur
sing
and
heal
th c
are.
KS
F: D
imen
sio
n H
WB
5: P
rovi
sio
n o
f car
e to
mee
t he
alth
and
wel
lbei
ng n
eeds
- L
evel
3: b
& d
•Es
tabl
ishes
and
mai
ntai
nco
llabo
rativ
ew
orki
ngr
elat
ions
hips
with
mem
bers
oft
heh
ealth
and
pra
ctic
eca
re
team
•Id
entifi
esw
itht
hep
eopl
eco
ncer
ned
the
invo
lvem
ent
ofo
ther
peo
ple
and
agen
cies
•R
ecog
nise
san
dw
orks
with
inr
ole
asp
art
oft
hem
ultid
iscip
linar
yte
am•
Func
tions
effe
ctiv
ely
ina
tea
ma
ndp
artic
ipat
esin
am
ulti-
prof
essio
nala
ppro
ach
toc
are
ofs
ervi
ceu
sers
•R
ecog
nise
sw
here
ass
istan
ceis
req
uire
dfr
omo
ther
hea
lthp
rofe
ssio
nals
•Ta
kes
resp
onsib
ility
for
qual
ityo
fcar
ebe
ing
deliv
ered
by
self
and
othe
rs•
Dem
onst
rate
sa
will
ingn
ess
tos
hare
and
disc
uss
your
ow
npr
actic
ew
ithp
eers
and
col
leag
ues
•Id
entifi
est
her
ole
and
cont
ribut
ion
ofh
ealth
and
soc
ialc
are
ofn
on-s
peci
alist
and
sup
port
sta
ff•
Prov
ides
sup
port
and
sup
ervi
sion
tos
uppo
rts
taff
and
juni
ors
tude
nts
•R
ecog
nise
sow
nac
coun
tabi
lity
whe
nde
lega
ting
task
s
•M
anag
ess
mal
lcas
elo
ads
durin
ga
shift
•Pr
oduc
esa
sser
tiven
ess,
confl
ict
man
agem
ent
and
prob
lem
sol
ving
ski
llsw
ithin
the
mul
tidisc
iplin
ary
team
« 79 »
Do
mai
n 3
: C
are
man
agem
ent
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
2 6
8
Org
anisa
tiona
l Asp
ects
of
Car
e
9 10
11
Nut
ritio
n an
d Fl
uid
Man
agem
ent
19
20
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
2 Org
anisa
tiona
l Asp
ects
of
Car
e
9 14
Nut
ritio
n an
d Fl
uid
Man
agem
ent
20
24
Med
icin
es M
anag
emen
t
25 2
6 29
30
31 3
2
P3.
3 D
eleg
ate
dutie
s to
oth
ers,
as a
ppro
pria
te, e
nsur
ing
that
the
y ar
e su
perv
ised
and
mon
itore
d
Del
egat
e d
uti
es t
o o
ther
s, a
s ap
pro
pri
ate,
en
suri
ng
that
th
ey a
re s
up
ervi
sed
an
d
mo
nit
ore
d
KS
F: D
imen
sio
n H
WB
5: P
rovi
sio
n o
f car
e to
mee
t he
alth
and
wel
lbei
ng n
eeds
- L
evel
3: b
& d
•En
cour
age
fam
ilya
ndfr
iend
sto
par
ticip
ate
ina
spec
tso
fthe
indi
vidu
als
care
as
agre
edb
yth
ein
divi
dual
ca
re•
Enco
urag
ean
dsu
ppor
tca
rers
and
fam
ilies
ind
evel
opin
gth
esk
ills
nece
ssar
yto
pro
vide
car
efo
rth
ein
divi
dual
whi
ch is
con
siste
nt w
ith t
he c
are
plan
•U
nder
take
sth
eca
rem
anag
emen
tof
the
indi
vidu
ala
ndd
eleg
ates
dut
ies
too
ther
mem
bers
oft
hec
are
team
as
appr
opria
te
P3.
4 D
emon
stra
te k
ey s
kills
Dem
on
stra
te li
tera
cy, n
um
erac
y an
d
com
pu
ter
skill
s n
eed
ed t
o r
eco
rd, e
nte
r, st
ore
, ret
riev
e an
d o
rgan
ise
dat
a es
sen
tial
for
Car
e d
eliv
ery
•Li
tera
cy–
inte
rpre
tan
dpr
esen
tin
form
atio
nin
a
com
preh
ensib
le m
anne
r
•N
umer
acy
–ac
cura
tely
inte
rpre
tnu
mer
ical
dat
aan
d th
eir
signi
fican
ce fo
r th
e sa
fe d
eliv
ery
of c
are
•In
form
atio
nte
chno
logy
and
man
agem
ent
- in
terp
ret
and
utili
se d
ata
and
tech
nolo
gy, t
akin
g ac
coun
t of
lega
l, eth
ical
and
saf
ety
cons
ider
atio
ns,
in t
he d
eliv
ery
and
enha
ncem
ent
of c
are
•Pr
oble
m-s
olvi
ng–
dem
onst
rate
sou
ndc
linic
al
deci
sion-
mak
ing
whi
ch c
an b
e ju
stifi
ed e
ven
whe
n m
ade
on t
he b
asis
of li
mite
d in
form
atio
n.
KS
F: C
ore
Dim
ensi
on
1: C
om
mu
nic
atio
n –
Lev
el 3
: b &
e
•Li
tera
cy-
han
dw
ritte
nno
tes
are
legi
ble
•C
ontr
ibut
esa
ppro
pria
tely
to
care
pla
ns,c
ase
note
set
c
•N
umer
acy
–de
mon
stra
tion
ofd
rug
calc
ulat
ions
•C
ompu
ter
skill
s–
has
acce
ssed
ac
ompu
ter
too
btai
nor
ent
erin
form
atio
nth
atw
ille
nhan
ceC
are
deliv
ery
•Is
able
to
disc
uss
and
just
ifyc
linic
ald
ecisi
onm
akin
gre
latio
nto
•Se
rvic
eus
erc
are
•Le
ader
ship
dec
ision
s•
Hea
ltha
ndw
ellb
eing
« 80 »
Do
mai
n 4
: P
erso
nal
an
d
Pro
fess
ion
al
dev
elo
pm
ent
Link
s w
ith E
SC:
Car
e C
ompa
ssio
n an
d C
omm
unic
atio
n
5 Org
anisa
tiona
l Asp
ects
of
Car
e
12 Infe
ctio
n Pr
even
tion
and
Con
trol
15
P4.
1 D
emon
stra
te a
com
mitm
ent
to t
he n
eed
for
cont
inui
ng p
rofe
ssio
nal d
evel
opm
ent
and
pers
onal
sup
ervi
sion
act
iviti
es in
ord
er t
o en
hanc
e kn
owle
dge,
ski
lls, v
alue
s an
d at
titud
es n
eede
d fo
r sa
fe a
nd e
ffect
ive
nurs
ing
prac
tice
Dem
on
stra
te r
esp
on
sib
ility
for
on
e’s
own
le
arn
ing
thro
ugh
th
e d
evel
op
men
t o
f a
po
rtfo
lio o
f p
ract
ice
and
rec
ogn
ise
wh
en
furt
her
lear
nin
g is
req
uir
ed
•Id
entif
yon
e’s
own
prof
essio
nald
evel
opm
ent
need
s by
eng
agin
g in
act
iviti
es s
uch
as r
eflec
tion
in, a
nd o
n, p
ract
ice
and
lifel
ong
lear
ning
•D
evel
opa
per
sona
ldev
elop
men
tpl
anw
hich
ta
kes
into
acc
ount
per
sona
l, pro
fess
iona
l and
or
gani
satio
nal n
eeds
•Sh
are
expe
rienc
esw
ithc
olle
ague
san
dse
rvic
eus
ers
in o
rder
to
iden
tify
the
addi
tiona
l kn
owle
dge
and
skill
s ne
eded
to
man
age
unfa
mili
ar
or p
rofe
ssio
nally
cha
lleng
ing
situa
tions
•Ta
kea
ctio
nto
mee
tan
yid
entifi
edk
now
ledg
ean
dsk
ills
defic
it lik
ely
to a
ffect
the
del
iver
y of
car
e w
ithin
the
cur
rent
sph
ere
of p
ract
ice.
KS
F: C
ore
Dim
ensi
on
2: D
evel
op
ow
n k
now
led
ge a
nd
ski
lls a
nd
pro
vid
e in
form
atio
n t
o
oth
ers
to h
elp
dev
elo
pm
ent.
L
evel
3: a
, b, c
, d &
e
•re
flect
son
and
eva
luat
esh
oww
ells
/he
isap
plyi
ngk
now
ledg
ean
dsk
ills
tom
eet
curr
ent
and
emer
ging
w
ork
dem
ands
and
the
req
uire
men
ts fo
r en
try
to t
he r
egist
er
•id
entifi
eso
wn
deve
lopm
ent
need
san
dse
tso
wn
pers
onal
dev
elop
men
tob
ject
ives
ind
iscus
sion
with
m
ento
r / a
cade
mic
tut
or•
take
sre
spon
sibili
tyfo
row
npr
ofes
siona
ldev
elop
men
tan
dm
aint
ains
ow
npr
ofes
siona
lpor
tfolio
•co
ntrib
utes
to
the
deve
lopm
ent
ofo
ther
sin
am
anne
rth
atis
con
siste
ntw
ithle
gisla
tion,
pol
icie
san
dpr
oced
ures
•co
ntrib
utes
to
the
deve
lopm
ent
oft
hew
orkp
lace
as
ale
arni
nge
nviro
nmen
t•
enab
les
othe
rst
ode
velo
pan
dap
ply
thei
rkn
owle
dge
and
skill
sin
pra
ctic
e
•m
akes
effe
ctiv
eus
eof
lear
ning
opp
ortu
nitie
sw
ithin
and
out
side
the
wor
kpla
cee
valu
atin
gef
fect
iven
ess
and
feed
ing
back
rel
evan
t in
form
atio
n
Do
mai
n 4
: P
erso
nal
an
d
Pro
fess
ion
al
dev
elo
pm
ent
Link
s w
ith E
SC:
Org
anisa
tiona
l Asp
ects
of
Car
e
12 1
3 15
P4.
2 En
hanc
e th
e pr
ofes
sion
al d
evel
opm
ent
and
safe
pra
ctic
e of
oth
ers
thro
ugh
peer
sup
port
, lea
ders
hip,
sup
ervi
sion
and
tea
chin
g
P4.
2 A
ckn
owle
dge
th
e im
po
rtan
ce o
f se
ekin
g su
per
visi
on
to
dev
elo
p s
afe
and
eff
ecti
ve
nurs
ing
pra
ctic
e
•C
ontr
ibut
eto
cre
atin
ga
clim
ate
cond
uciv
eto
le
arni
ng
•C
ontr
ibut
eto
the
lear
ning
exp
erie
nces
and
de
velo
pmen
t of
oth
ers
by fa
cilit
atin
g th
e m
utua
l sh
arin
g of
kno
wle
dge
and
expe
rienc
e
•D
emon
stra
tee
ffect
ive
lead
ersh
ipin
the
es
tabl
ishm
ent
and
mai
nten
ance
of s
afe
nurs
ing
prac
tice.
KS
F: C
ore
Dim
ensi
on
2: D
evel
op
ow
n k
now
led
ge a
nd
ski
lls a
nd
pro
vid
e in
form
atio
n t
o
oth
ers
to h
elp
dev
elo
pm
ent.
Lev
el 3
: b, c
& d
G6/
leve
l 2 b
•A
ctiv
ely
prom
otes
the
wor
kpla
cea
sa
lear
ning
env
ironm
ent
enco
urag
ing
ever
yone
to
lear
nfr
ome
ach
othe
r an
d fr
om e
xter
nal g
ood
prac
tice
•G
ener
ates
and
use
sap
prop
riate
lear
ning
opp
ortu
nitie
san
dap
plie
sow
nle
arni
ngt
oth
efu
ture
de
velo
pmen
t of
pra
ctic
e•
cont
ribut
est
oth
ede
velo
pmen
tof
the
wor
kpla
cea
sa
lear
ning
env
ironm
ent
•C
omm
unic
ates
cle
arly
with
tea
mm
embe
rsa
ndg
ives
opp
ortu
nity
to:
•C
ontr
ibut
eto
the
pla
nnin
gan
dor
gani
satio
nof
wor
k•
Ass
ess
thei
row
nan
dte
amw
ork
•R
espo
ndt
ofe
edba
ck•
Dev
elop
sw
ork
plan
san
dal
loca
tes
wor
kin
aw
ayw
hich
:•
Mee
tsin
divi
dual
ser
vice
use
rne
eds
•Is
cons
isten
tw
itht
het
eam
’sob
ject
ives
•Is
real
istic
and
ach
ieva
ble
•Ta
kes
acco
unt
oft
eam
mem
bers
abi
litie
san
dde
velo
pmen
tne
eds
« 81 »
Practice Experience 3Checklist of responsibilities to be completed by mentor: Practice Experience 3
Read the framework for assessment (page 72) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sign mentor signature sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign initial interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign practice induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review record of previous practice experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign interim review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review skills log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sign practice hours’ record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Formulate action plan with student (and tutor if student is referred) . . . . . . . . . . . . . .
« 82 »
Mentor signature sheet: practice experience 3All health care professionals signing student documentation should insert their details below, as indicated.
Name of Mentor (please print)
Work telephone number and email
Name of practice area
Signature Initials
Completing this grid is a requirement for any Mentor who is signing your portfolio
« 83 »
Record of additional activities and visits undertaken to support practice experience 3Dates Number
of hours completed
Type of experience / service user group visited
Name of Facilitator / practice contact
Signature of Facilitator / practice contact
Contact details (inc. phone no / email)
From To
« 84 »
Absence record Practice Experience 3Outstanding hours brought forward =
Dates Number of hours missed from practice
Type of absence (e.g. sickness, compassionate leave, medical/dental appointments, absence without authorisation)
Mentor signature
From To
Record of absences made upDates Number of hours
made up during this practice experience
Mentor signature
From To
Outstanding hours carried forward
Academic tutor signature
« 85 »
Professional Development: self assessment by student at commencement of practice experience 3
Self assessment based on previous practice experienceStrengths Weaknesses
Concerns Expectations
Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience
« 86 »
Initial interview of progress - to be completed within two days of the start of practice experience 3
Completion of practice induction Review of student self assessment
Review of previous practice assessment/learning contract
Identification of learning needs/action plan
This is done by the student in conjunction with the mentor, and is based upon the self assessment, previous practice experiences and feedback from other mentors.
Learning needs Action plan
Mentor’s signature: Date:
Student’s signature: Date:
Proposed date for review of progress:
« 87 »
Bra
nch
Pro
gram
me
Year
2P
ract
ice
Exp
erie
nce
3P
ract
ice
Exp
erie
nce
4
NM
C D
om
ain
1: P
rofe
ssio
nal
an
d e
thic
al p
ract
ice:
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
P1.1
Man
age
ones
elf,
one’
s pr
actic
e,
and
that
of o
ther
s, in
acc
orda
nce
with
the
NM
C c
ode
of p
rofe
ssio
nal
cond
uct:
stan
dard
s fo
r co
nduc
t, pe
rform
ance
and
eth
ics,
reco
gnisi
ng
one’
s ow
n ab
ilitie
s an
d lim
itatio
ns
P1.2
Pra
ctic
e in
acc
orda
nce
with
an
ethi
cal a
nd le
gal f
ram
ewor
k w
hich
en
sure
s th
e pr
ivac
y of
ser
vice
use
r an
d se
rvic
e us
er in
tere
st a
nd w
ell-
bein
g an
d re
spec
ts c
onfid
entia
lity
P1.3
Pra
ctic
e in
a fa
ir an
d an
ti-di
scrim
inat
ory
way
, ack
now
ledg
ing
the
diffe
renc
es in
bel
iefs
and
cul
tura
l pr
actic
es o
f ind
ivid
uals
or g
roup
s
« 88 »
NMC Domain 1: Professional and ethical practiceProficiencies met at Level 2 at end of Practice Experience 3
P1.1 Yes No P1.2 Yes No P1.3 Yes No
Mentor’s comments on evidence presented for NMC Domain 1 Professional and Ethical Practice:
Mentor signature Date
Proficiencies met at Level 2 at end of Practice Experience 4
P1.1 Yes No P1.2 Yes No P1.3 Yes No
Mentor’s comments on evidence presented for NMC Domain 1 Professional and Ethical Practice:
Mentor signature Date
« 89 »
Bra
nch
Pro
gram
me
Year
2P
ract
ice
Exp
erie
nce
3P
ract
ice
Exp
erie
nce
4
NM
C D
om
ain
2:
Car
e d
eliv
ery:
Fo
rmat
ive
asse
ssm
ent
po
int
Mid
-poi
nt o
r en
d of
firs
t pa
rt o
f sp
lit p
ract
ice
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
P2.1
Eng
age
in, d
evel
op a
nd
dise
ngag
e fr
om t
hera
peut
ic
rela
tions
hips
thr
ough
the
use
of
appr
opria
te c
omm
unic
atio
n an
d in
terp
erso
nal s
kills
P2.2
Cre
ate
and
utili
se o
ppor
tuni
ties
to p
rom
ote
the
heal
th a
nd w
ell-
bein
g of
ser
vice
use
rs a
nd g
roup
s
P2.3
Und
erta
ke a
nd d
ocum
ent
a co
mpr
ehen
sive,
sys
tem
atic
and
ac
cura
te n
ursin
g as
sess
men
t of
the
ph
ysic
al, p
sych
olog
ical
, soc
ial a
nd
spiri
tual
nee
ds o
f ser
vice
use
rs a
nd
com
mun
ities
P2.4
For
mul
ate
and
docu
men
t a
plan
of n
ursin
g ca
re, w
here
pos
sible
, in
par
tner
ship
with
ser
vice
use
rs,
thei
r ca
rers
and
fam
ily a
nd fr
iend
s, w
ithin
a fr
amew
ork
of in
form
ed
cons
ent
« 90 »
Bra
nch
Pro
gram
me
Year
2P
ract
ice
Exp
erie
nce
3P
ract
ice
Exp
erie
nce
4
NM
C D
om
ain
2:
Car
e d
eliv
ery:
Fo
rmat
ive
asse
ssm
ent
po
int
Mid
-poi
nt o
r en
d of
firs
t pa
rt o
f sp
lit p
ract
ice
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
P2.5
Bas
ed o
n th
e be
st a
vaila
ble
evid
ence
, app
ly k
now
ledg
e an
d an
app
ropr
iate
rep
erto
ire o
f ski
lls
indi
cativ
e of
saf
e an
d ef
fect
ive
nurs
ing
prac
tice
P2.6
Pro
vide
a r
atio
nale
for
the
nurs
ing
care
del
iver
ed w
hich
tak
es
acco
unt
of s
ocia
l, cul
tura
l, spi
ritua
l, le
gal, p
oliti
cal a
nd e
cono
mic
in
fluen
ces
P2.7
Eva
luat
e an
d do
cum
ent
the
outc
omes
of n
ursin
g an
d ot
her
inte
rven
tions
P2.8
Dem
onst
rate
sou
nd c
linic
al
judg
emen
t ac
ross
a r
ange
of
diffe
ring
prof
essio
nal a
nd c
are
deliv
ery
cont
exts
« 91 »
NMC Domain 2: Care deliveryProficiencies met at Level 2 at end of Practice Experience 3
P2.1 Yes No P2.2 Yes No P2.3 Yes No
P2.4 Yes No P2.5 Yes No P2.6 Yes No
P2.7 Yes No P2.8 Yes No
Mentor’s comments on evidence presented for NMC Domain 2: Care Delivery:
Mentor signature Date
Proficiencies met at Level 2 at end of Practice Experience 4
P2.1 Yes No P2.2 Yes No P2.3 Yes No
P2.4 Yes No P2.5 Yes No P2.6 Yes No
P2.7 Yes No P2.8 Yes No
Mentor’s comments on evidence presented for NMC Domain 2: Care Delivery:
Mentor signature Date
« 92 »
Bra
nch
Pro
gram
me
Year
2P
ract
ice
Exp
erie
nce
3P
ract
ice
Exp
erie
nce
4
NM
C D
om
ain
3 :
C
are
man
agem
ent:
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
P3.1
Con
trib
ute
to p
ublic
pro
tect
ion
by c
reat
ing
and
mai
ntai
ning
a s
afe
envi
ronm
ent
of c
are
thro
ugh
the
use
of q
ualit
y as
sura
nce
and
risk
man
agem
ent
stra
tegi
es
P3.2
Dem
onst
rate
kno
wle
dge
of
effe
ctiv
e in
ter-
prof
essio
nal w
orki
ng
prac
tices
whi
ch r
espe
ct a
nd u
tilise
th
e co
ntrib
utio
ns o
f mem
bers
of
the
heal
th a
nd s
ocia
l car
e te
am
P3.3
Del
egat
e du
ties
to o
ther
s, as
ap
prop
riate
, ens
urin
g th
at t
hey
are
supe
rvise
d an
d m
onito
red
P3.4
Dem
onst
rate
key
ski
lls
« 93 »
NMC Domain 3: Care ManagementProficiencies met at Level 2 at end of Practice Experience 3
P3.1 Yes No P3.2 Yes No
P3.3 Yes No P3.4 Yes No
Mentor’s comments on evidence presented for NMC Domain 3: Care Management
Mentor signature Date
Proficiencies met at Level 2 at end of Practice Experience 4
P3.1 Yes No P3.2 Yes No
P3.3 Yes No P3.4 Yes No
Mentor’s comments on evidence presented for NMC Domain 3: Care Management
Mentor signature Date
« 94 »
Bra
nch
Pro
gram
me
Year
2P
ract
ice
Exp
erie
nce
3P
ract
ice
Exp
erie
nce
4
NM
C D
om
ain
4 :
Per
son
al
and
pro
fess
ion
al d
evel
op
men
t Fo
rmat
ive
asse
ssm
ent
po
int
Mid
-poi
nt o
r en
d of
firs
t pa
rt o
f sp
lit p
ract
ice
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
Men
tor
Initi
als
Dat
eLe
vel 2
P4.1
Dem
onst
rate
a c
omm
itmen
t to
th
e ne
ed fo
r co
ntin
uing
pro
fess
iona
l de
velo
pmen
t an
d pe
rson
al
supe
rvisi
on a
ctiv
ities
in o
rder
to
enha
nce
know
ledg
e, s
kills
, val
ues
and
attit
udes
nee
ded
for
safe
and
ef
fect
ive
nurs
ing
prac
tice
P4.2
Enh
ance
the
pro
fess
iona
l de
velo
pmen
t an
d sa
fe p
ract
ice
of o
ther
s th
roug
h pe
er s
uppo
rt,
lead
ersh
ip, s
uper
visio
n an
d te
achi
ng
« 95 »
NMC Domain 4: Personal & Professional DevelopmentProficiencies met at Level 2 at end of Practice Experience 3
P4.1 Yes No P4.2 Yes No
Mentor’s comments on evidence presented for NMC Domain 4: Personal & Professional Development
Mentor signature Date
Proficiencies met at Level 2 at end of Practice Experience 4
P4.1 Yes No P4.2 Yes No
Mentor’s comments on evidence presented for NMC Domain 4: Personal & Professional Development
Mentor signature Date
« 96 »
Interim interview Practice Experience 3To be completed half way through experience or after 1st half of a split experience
Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.
Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance
Signature. Date
Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.
Signature. Date
« 97 »
Following this review of progress and learning needs:
Yes No
Learning needs have been re-explored
Action plan has been re-negotiated/developed
Academic tutor has been contacted
Learning need Action plan
Signature Date
Proposed date for final review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Please note that the student must have met proficiencies on pages 87-95 prior to this date.
« 98 »
Professional development: self assessment by student at end of practice experience 3
Self assessment of practice experienceKey achievements identified during this practice experience
Key areas for development identified as a result of this practice experience
Key areas for further development to achieve proficiency standard during next practice experience
What is to be achieved Which activities and experiences should lead to achievement
Please discuss the key points from this assessment with your mentor prior to your final assessment
« 99 »
Final interview – practice experience 3
Student’s formative assessmentAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance
Signature Date
Mentor’s formative assessmentAfter discussion with your student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.
Signature Date
« 100 »
Review of progress at end of practice experience 3
Action plan for proficiency achievement at Level 2Assessment of progress and areas for further development to achieve/maintain proficiency standard by Summative assessment point:
What is to be achieved
Which activities and experiences should lead to achievement
When is progress to be reviewed
Summary of evidence to demonstrate that proficiencies have been achieved
Student signature Date
Mentor signature Date
Link or academic tutor Date
« 101 »
Practice Experience 4Checklist of responsibilities to be completed by mentor: Practice Experience 4
Read the framework for assessment (page 72) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sign mentor signature sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign initial interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign practice induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review record of previous practice experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign interim review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review skills log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sign practice hours’ record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Formulate action plan with student (and tutor if student is referred) . . . . . . . . . . . . . .
« 102 »
Mentor signature sheet: practice experience 4All health care professionals signing student documentation should insert their details below, as indicated.
Name of Mentor (please print)
Work telephone number and email
Name of practice area
Signature Initials
Completing this grid is a requirement for any Mentor who is signing your portfolio
« 103 »
Record of additional activities and visits undertaken to support practice experience 4Dates Number
of hours completed
Type of experience / service user group visited
Name of Facilitator / practice contact
Signature of Facilitator / practice contact
Contact details (inc. phone no / email)
From To
« 104 »
Absence record Practice Experience 4Outstanding hours brought forward
Dates Number of hours missed from practice
Type of absence (e.g. sickness, compassionate leave, medical/dental appointments, absence without authorisation)
Mentor signature
From To
Record of absences made upDates Number of hours
made up during this practice experience
Mentor signature
From To
Outstanding hours carried forward
Academic tutor signature
« 105 »
Professional Development: self assessment by student at commencement of practice experience 4
Self assessment based on previous practice experienceStrengths Weaknesses
Concerns Expectations
Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience
« 106 »
Initial interview of progress - to be completed within two days of the start of practice experience 4
Completion of practice induction Review of student self assessment
Review of previous practice assessment/learning contract
Identification of learning needs/action plan
This is done by the student in conjunction with the mentor, and is based upon the self assessment, previous practice experiences and feedback from other mentors.
Learning needs Action plan
Mentor’s signature: Date:
Student’s signature: Date:
Proposed date for review of progress
« 107 »
Interim interview Practice Experience 4To be completed half way through the experience or after 1st half of a split experience.
Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.
Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance
Signature. Date
Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.
Signature. Date
« 108 »
Following this review of progress and learning needs:
Yes No
Learning needs have been re-explored
Action plan has been re-negotiated/developed
Academic tutor has been contacted
Learning need Action plan
Signature Date
Proposed date for final review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Please note that the student must have met proficiencies on pages 87-95 prior to this date
« 109 »
Service User/Carer involvement in practiceConsent must be gained from the service user/carer with the mentor present to participate in this exercise. If the service user/carer only wishes to discuss this with the student, the mentor could record the points raised below.
We would like to hear your views about the way nursing students have contributed to the care you have received. You do not need to disclose your name. The feedback you give will not affect the care you receive and there is no requirement for you to participate (if a carer this relates to care given to the service user).
Please comment on (student name). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ’s strengths and weaknesses.
Please state what you feel they have done well.
Please state what they could do to improve their nursing care.
Please add any other information you think would be helpful.
Date Mentors signature (witness):
Service User/Carer initials Student initials
« 110 »
Year 2: Summary of practice experience to be used in Contemporary Nursing Practice assignment:(See page 19) and assignment guidelines)To be completed by the Student following discussion with mentor:
Brief outline of the experience to be used with assignment:
To be completed by the student in conjunction with the mentor, using the assignment outcomes (page 21), previous practice experiences and feedback from other mentors:
Key points Action plan
Student Signature Date
Mentor Signature Date
Academic tutor signature Date
« 111 »
Professional Development: self assessment by student at final interview: practice experience 4
Self assessment of practice experienceKey achievements identified during this practice experience
Key areas for development identified as a result of this practice experience
Key areas for further development to achieve proficiency standard during next practice experience
What is to be achieved Which activities and experiences should lead to achievement
Please discuss the key points from this assessment with your mentor prior to your final assessment
« 112 »
Summative assessment:Student self assessment of achievement at Level 2 and areas for further development to achieve/maintain level of proficiency
Action Plan for proficiency and skill developmentAssessment of progress and areas for further development on next practice experience
What is to be achieved
Which activities and experiences should lead to achievement
When is progress to be reviewed
Summary of evidence to demonstrate that proficiencies have been achieved
Student Signature Date
Mentor Signature Date
Academic tutor signature Date
« 113 »
Summative assessment: Practice Experience 4
Student’s assessmentAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance
Signature Date
Mentor’s assessmentAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.
Signature Date
« 114 »
I confirm that there has been no falsification of evidence within this document.
(Before signing please read academic integrity statement for students in your pre-registration student handbook)
Student signature
Print name Date
I confirm that this student practises at the required level of skill and proficiency to enter year 3 of the programme
Yes No
Mentor signature
Print name Date
I confirm that the documentation and signatures have been checked and verified.
Academic Tutor signature
Print name Date
Congratulations on obtaining a PASS for your Assessment of Practice
« 115 »
Learning agreementThis should only be completed if the student has referred up to 6 proficiencies at the final assessment point(more than 6 requires new document)
Please state which proficiencies / skills need to be addressed
Which activities and experiences should lead to achievement
These proficiencies/ skills need to be obtained at level 2 pass during the first 4 weeks of next practice experience to achieve a pass of year 2 of the branch programme
Student signature Date
Mentor signature Date
Academic tutor signature Date
« 116 »
Number of proficiency to be achieved
Achieved Number of proficiency to be achieved
Achieved
Yes No Yes No
Yes No Yes No
Yes No Yes No
Number of skill to be achieved
Achieved Number of skill to be achieved
Achieved
Yes No Yes No
Yes No Yes No
Yes No Yes No
I confirm that there has been no falsification of evidence within this document.(Before signing please read academic integrity statement for students in your pre-registration student handbook)
Student signature
Print name Date
I confirm that this student practises at the required level of skill and proficiency to enter year 3 of the programme
Mentor signature
Print name Date
I confirm that the documentation and signatures have been checked and verified.
Academic Tutor signature
Print name Date
I confirm that this student DOES NOT practise at the required level of skill and/or proficiency to enter year 3 of the programme
Mentor signature
Student signature
Academic Tutor signature
Print name Date
« 117 »
Year 3 Branch ProgrammeChecklist of responsibilities to be completed by mentor: Practice Experience 5
Read the framework for assessment (page 72) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sign mentor signature sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign initial interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign practice induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review record of previous practice experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign interim review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review skills log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sign practice hours’ record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Formulate action plan with student (and tutor if student is referred) . . . . . . . . . . . . . .
« 118 »
Mentor signature sheet: practice experience 5All health care professionals signing student documentation should insert their details below, as indicated.
Name of Mentor (please print)
Work telephone number and email
Name of practice area
Signature Initials
Completing this grid is a requirement for any Mentor who is signing your portfolio
« 119 »
Record of additional activities and visits undertaken to support this practice experienceDates Number
of hours completed
Type of experience / service user group visited
Name of Facilitator / practice contact
Signature of Facilitator / practice contact
Contact details (inc. phone no / email)
From To
« 120 »
Absence record Practice Experience 5Outstanding hours brought forward =
Dates Number of hours missed from practice
Type of absence (e.g. sickness, compassionate leave, medical/dental appointments, absence without authorisation)
Mentor signature
From To
Record of absences made upDates Number of hours
made up during this practice experience
Mentor signature
From To
Outstanding hours carried forward
Academic tutor signature
« 121 »
Professional Development: self assessment by student at commencement of practice experience 5
Self assessment based on previous practice experienceStrengths Weaknesses
Concerns Expectations
Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience
« 122 »
Initial interview of progress - to be completed within two days of the start of practice experience 5
Completion of practice induction Review of student self assessment
Review of previous practice assessment/learning contract
Identification of learning needs/action plan
This is done by the student in conjunction with the mentor, and is based upon the self assessment, previous practice experiences and feedback from other mentors.
Learning needs Action plan
Mentor’s signature: Date:
Student’s signature: Date:
Proposed date for review of progress
« 123 »
Bra
nch
Pro
gram
me
Year
3P
ract
ice
Exp
erie
nce
5P
ract
ice
Exp
erie
nce
6
NM
C D
om
ain
1: P
rofe
ssio
nal
an
d e
thic
al p
ract
ice:
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
P1.1
Man
age
ones
elf,
one’
s pr
actic
e,
and
that
of o
ther
s, in
acc
orda
nce
with
the
NM
C c
ode
of p
rofe
ssio
nal
cond
uct:
stan
dard
s fo
r co
nduc
t, pe
rform
ance
and
eth
ics,
reco
gnisi
ng
one’
s ow
n ab
ilitie
s an
d lim
itatio
ns
P1.2
Pra
ctic
e in
acc
orda
nce
with
an
ethi
cal a
nd le
gal f
ram
ewor
k w
hich
en
sure
s th
e pr
ivac
y of
ser
vice
use
r an
d se
rvic
e us
er in
tere
st a
nd w
ell-
bein
g an
d re
spec
ts c
onfid
entia
lity
P1.3
Pra
ctic
e in
a fa
ir an
d an
ti-di
scrim
inat
ory
way
, ack
now
ledg
ing
the
diffe
renc
es in
bel
iefs
and
cul
tura
l pr
actic
es o
f ind
ivid
uals
or g
roup
s
« 124 »
NMC Domain 1: Professional and ethical practiceProficiencies met at Level 3 at end of Practice Experience 5
P1.1 Yes No P1.2 Yes No P1.3 Yes No
Mentor’s comments on evidence presented for NMC Domain 1 Professional and Ethical Practice:
Mentor signature Date
Proficiencies met at Level 3 at end of Practice Experience 6
P1.1 Yes No P1.2 Yes No P1.3 Yes No
Mentor’s comments on evidence presented for NMC Domain 1 Professional and Ethical Practice:
Mentor signature Date
« 125 »
Bra
nch
Pro
gram
me
Year
3P
ract
ice
Exp
erie
nce
5P
ract
ice
Exp
erie
nce
6
NM
C D
om
ain
2:
Car
e d
eliv
ery:
Fo
rmat
ive
asse
ssm
ent
po
int
Mid
-poi
nt o
r en
d of
firs
t pa
rt o
f sp
lit p
ract
ice
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
P2.1
Eng
age
in, d
evel
op a
nd
dise
ngag
e fr
om t
hera
peut
ic
rela
tions
hips
thr
ough
the
use
of
appr
opria
te c
omm
unic
atio
n an
d in
terp
erso
nal s
kills
P2.2
Cre
ate
and
utili
se o
ppor
tuni
ties
to p
rom
ote
the
heal
th a
nd w
ell-
bein
g of
ser
vice
use
rs a
nd g
roup
s
P2.3
Und
erta
ke a
nd d
ocum
ent
a co
mpr
ehen
sive,
sys
tem
atic
and
ac
cura
te n
ursin
g as
sess
men
t of
the
ph
ysic
al, p
sych
olog
ical
, soc
ial a
nd
spiri
tual
nee
ds o
f ser
vice
use
rs a
nd
com
mun
ities
P2.4
For
mul
ate
and
docu
men
t a
plan
of n
ursin
g ca
re, w
here
pos
sible
, in
par
tner
ship
with
ser
vice
use
rs,
thei
r ca
rers
and
fam
ily a
nd fr
iend
s, w
ithin
a fr
amew
ork
of in
form
ed
cons
ent
« 126 »
Bra
nch
Pro
gram
me
Year
3P
ract
ice
Exp
erie
nce
5P
ract
ice
Exp
erie
nce
6
NM
C D
om
ain
2:
Car
e d
eliv
ery:
Fo
rmat
ive
asse
ssm
ent
po
int
Mid
-poi
nt o
r en
d of
firs
t pa
rt o
f sp
lit p
ract
ice
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
P2.5
Bas
ed o
n th
e be
st a
vaila
ble
evid
ence
, app
ly k
now
ledg
e an
d an
app
ropr
iate
rep
erto
ire o
f ski
lls
indi
cativ
e of
saf
e an
d ef
fect
ive
nurs
ing
prac
tice
P2.6
Pro
vide
a r
atio
nale
for
the
nurs
ing
care
del
iver
ed w
hich
tak
es
acco
unt
of s
ocia
l, cul
tura
l, spi
ritua
l, le
gal, p
oliti
cal a
nd e
cono
mic
in
fluen
ces
P2.7
Eva
luat
e an
d do
cum
ent
the
outc
omes
of n
ursin
g an
d ot
her
inte
rven
tions
P2.8
Dem
onst
rate
sou
nd c
linic
al
judg
emen
t ac
ross
a r
ange
of
diffe
ring
prof
essio
nal a
nd c
are
deliv
ery
cont
exts
« 127 »
NMC Domain 2: Care deliveryProficiencies met at Level 3 at end of Practice Experience 5
P2.1 Yes No P2.2 Yes No P2.3 Yes No
P2.4 Yes No P2.5 Yes No P2.6 Yes No
P2.7 Yes No P2.8 Yes No
Mentor’s comments on evidence presented for NMC Domain 2: Care Delivery:
Mentor signature Date
Proficiencies met at Level 3 at end of Practice Experience 6
P2.1 Yes No P2.2 Yes No P2.3 Yes No
P2.4 Yes No P2.5 Yes No P2.6 Yes No
P2.7 Yes No P2.8 Yes No
Mentor’s comments on evidence presented for NMC Domain 2: Care Delivery:
Mentor signature Date
« 128 »
Bra
nch
Pro
gram
me
Year
3P
ract
ice
Exp
erie
nce
5P
ract
ice
Exp
erie
nce
6
NM
C D
om
ain
3 :
C
are
man
agem
ent:
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
P3.1
Con
trib
ute
to p
ublic
pro
tect
ion
by c
reat
ing
and
mai
ntai
ning
a s
afe
envi
ronm
ent
of c
are
thro
ugh
the
use
of q
ualit
y as
sura
nce
and
risk
man
agem
ent
stra
tegi
es
P3.2
Dem
onst
rate
kno
wle
dge
of
effe
ctiv
e in
ter-
prof
essio
nal w
orki
ng
prac
tices
whi
ch r
espe
ct a
nd u
tilise
th
e co
ntrib
utio
ns o
f mem
bers
of
the
heal
th a
nd s
ocia
l car
e te
am
P3.3
Del
egat
e du
ties
to o
ther
s, as
ap
prop
riate
, ens
urin
g th
at t
hey
are
supe
rvise
d an
d m
onito
red
P3.4
Dem
onst
rate
key
ski
lls
« 129 »
NMC Domain 3: Care ManagementProficiencies met at Level 3 at end of Practice Experience 5
P3.1 Yes No P3.2 Yes No
P3.3 Yes No P3.4 Yes No
Mentor’s comments on evidence presented for NMC Domain 3: Care Management
Mentor signature Date
Proficiencies met at Level 3 at end of Practice Experience 6
P3.1 Yes No P3.2 Yes No
P3.3 Yes No P3.4 Yes No
Mentor’s comments on evidence presented for NMC Domain 3: Care Management
Mentor signature Date
« 130 »
Bra
nch
Pro
gram
me
Year
3P
ract
ice
Exp
erie
nce
5P
ract
ice
Exp
erie
nce
6
NM
C D
om
ain
4 :
Per
son
al
and
pro
fess
ion
al d
evel
op
men
t Fo
rmat
ive
asse
ssm
ent
po
int
Mid
-poi
nt o
r en
d of
firs
t pa
rt o
f sp
lit p
ract
ice
Form
ativ
e as
sess
men
t p
oin
tEn
d of
pra
ctic
e ex
perie
nce
Form
ativ
e as
sess
men
t p
oin
tM
id-p
oint
or
end
of fi
rst
part
of
split
pra
ctic
e
Su
mm
ativ
e as
sess
men
t p
oin
t
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
Men
tor
Initi
als
Dat
eLe
vel 3
P4.1
Dem
onst
rate
a c
omm
itmen
t to
th
e ne
ed fo
r co
ntin
uing
pro
fess
iona
l de
velo
pmen
t an
d pe
rson
al
supe
rvisi
on a
ctiv
ities
in o
rder
to
enha
nce
know
ledg
e, s
kills
, val
ues
and
attit
udes
nee
ded
for
safe
and
ef
fect
ive
nurs
ing
prac
tice
P4.2
Enh
ance
the
pro
fess
iona
l de
velo
pmen
t an
d sa
fe p
ract
ice
of o
ther
s th
roug
h pe
er s
uppo
rt,
lead
ersh
ip, s
uper
visio
n an
d te
achi
ng
« 131 »
NMC Domain 4: Personal & Professional DevelopmentProficiencies met at Level 3 at end of Practice Experience 5
P4.1 Yes No P4.2 Yes No
Mentor’s comments on evidence presented for NMC Domain 4: Personal & Professional Development
Mentor signature Date
Proficiencies met at Level 3 at end of Practice Experience 6
P4.1 Yes No P4.2 Yes No
Mentor’s comments on evidence presented for NMC Domain 4: Personal & Professional Development
Mentor signature Date
« 132 »
Interim interview Practice Experience 5To be completed half way through experience or after 1st half of a split experience.
Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.
Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance
Signature. Date
Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.
Signature. Date
« 133 »
Following this review of progress and learning needs:
Yes No
Learning needs have been re-explored
Action plan has been re-negotiated/developed
Academic tutor has been contacted
Learning need Action plan
Signature Date
Proposed date for final review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Please note that the student must have met proficiencies on pages 123-131 prior to this date.
« 134 »
Professional development: self assessment by student at end of practice experience 5
Self assessment of practice experienceKey achievements identified during this practice experience
Key areas for development identified as a result of this practice experience
Key areas for further development to achieve proficiency standard during next practice experience
What is to be achieved Which activities and experiences should lead to achievement
Please discuss the key points from this assessment with your mentor prior to your final assessment
« 135 »
Final interview – practice experience 5
Student’s formative assessmentAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance
Signature Date
Mentor’s formative assessmentAfter discussion with your student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.
Signature Date
« 136 »
Final interviewStudent self assessment of progress of proficiency achievement at Level 3 and areas for further development to achieve/maintain proficiency standard by Summative assessment point.
Action plan for proficiency achievement at Level 3Assessment of progress and areas for further development to achieve/maintain proficiency standard by Summative assessment point:
What is to be achieved
Which activities and experiences should lead to achievement
When is progress to be reviewed
Summary of evidence to demonstrate that proficiencies have been achieved
Student signature Date
Mentor signature Date
Link or academic tutor Date
« 137 »
Practice Experience 6Checklist of responsibilities to be completed by mentor: Practice Experience 6
Read the framework for assessment (page 72) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sign mentor signature sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign initial interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign practice induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review record of previous practice experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign interim review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review skills log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete and sign final interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sign practice hours’ record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Formulate action plan with student (and tutor if student is referred) . . . . . . . . . . . . . .
« 138 »
Mentor signature sheet: practice experience 6All health care professionals signing student documentation should insert their details below, as indicated.
Name of Mentor (please print)
Work telephone number and email
Name of practice area
Signature Initials
Completing this grid is a requirement for any Mentor who is signing your portfolio
« 139 »
Record of additional activities and visits undertaken to support practice experience 6Dates Number
of hours completed
Type of experience / service user group visited
Name of Facilitator / practice contact
Signature of Facilitator / practice contact
Contact details (inc. phone no / email)
From To
« 140 »
Absence record Practice Experience 6Outstanding hours brought forward
Dates Number of hours missed from practice
Type of absence (e.g. sickness, compassionate leave, medical/dental appointments, absence without authorisation)
Mentor signature
From To
Record of absences made upDates Number of hours
made up during this practice experience
Mentor signature
From To
Outstanding hours carried forward
Academic tutor signature
« 141 »
Professional Development: self assessment by student at commencement of practice experience 6
Self assessment based on previous practice experienceStrengths Weaknesses
Concerns Expectations
Please discuss the key points from this assessment with your mentor prior to completing an action plan for this practice experience
« 142 »
Initial interview of progress - to be completed within two days of the start of practice experience 6
Completion of practice induction Review of student self assessment
Review of previous practice assessment/learning contract
Identification of learning needs/action plan
This is done by the student in conjunction with the mentor, and is based upon the self assessment, previous practice experiences and feedback from other mentors.
Learning needs Action plan
Mentor’s signature: Date:
Student’s signature: Date:
Proposed date for review of progress
« 143 »
Interim interview Practice Experience 6To be completed half way through experience or after 1st half of a split experience.
Please consider the skills log and requirements of the final interview when reviewing the student’s progress to date.
Student’s review of progressAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance
Signature. Date
Mentor’s review of progressAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.
Signature. Date
« 144 »
Following this review of progress and learning needs:
Yes No
Learning needs have been re-explored
Action plan has been re-negotiated/developed
Academic tutor has been contacted
Learning need Action plan
Signature Date
Proposed date for final review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Please note that the student must have met proficiencies on pages 123-131 prior to this date
« 145 »
Service User/Carer involvement in practiceConsent must be gained from the service user/carer with the mentor present to participate in this exercise. If the service user/carer only wishes to discuss this with the student, the mentor could record the points raised below.
We would like to hear your views about the way nursing students have contributed to the care you have received. You do not need to disclose your name. The feedback you give will not affect the care you receive and there is no requirement for you to participate (if a carer this relates to care given to the service user).
Please comment on (student name) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ’s strengths and weaknesses.
Please state what you feel they have done well.
Please state what they could do to improve their nursing care.
Please add any other information you think would be helpful.
Date Mentors signature (witness):
Service User/Carer initials Student initials
« 146 »
Year 3: Summary of practice experience to be used in Leadership and Management assignment:To be completed by the Student following discussion with sign-off mentor:
Brief outline of the experience to be used with assignment:
To be completed by the student in conjunction with the mentor, using the assignment outcomes (page 22), previous practice experiences and feedback from other mentors:
Key points Action plan
Student Signature Date
Mentor Signature Date
Academic tutor signature Date
« 147 »
Professional Development: self assessment by student at final assessment: practice experience 6
Self assessment of practice experienceKey achievements identified during this practice experience
Key areas for development identified as a result of this practice experience
Key areas for further development to achieve proficiency standard during next practice experience (except for final practice, when areas for development at first post should be considered)
What is to be achieved Which activities and experiences should lead to achievement
Please discuss the key points from this assessment with your mentor prior to your final assessment
« 148 »
Final interview: Practice Experience 6
Student’s summative assessmentAfter discussion with your mentor, please summarise your views about your progress, including strengths, areas for development and identification of any issues affecting your performance
Signature Date
Mentor’s summative assessmentAfter discussion with the student, please summarise your views about her/his progress, including strengths, areas for development and identification of any issues affecting performance.
Signature Date
« 149 »
I confirm that there has been no falsification of evidence within this document.
(Before signing please read academic integrity statement for students in your pre-registration student handbook)
Student signature
Print name Date
I confirm that this student practises at the required level of skill and proficiency to enter the register
Yes No
Sign-off mentor signature
Print name Date
I confirm that the documentation and signatures have been checked and verified.
Academic Tutor signature
Print name Date
Congratulations on obtaining a PASS for your Assessment of Practice
« 150 »
I confirm that this student practises at the required level of skill and proficiency to enter the register.
Sign-off mentor signature
Print name Date
Academic Tutor signature
Print name Date
« 151 »
Learning agreementThis should only be completed if the student has referred up to 6 proficiencies at the final assessment point(more than 6 requires new document)
Please state which proficiencies / skills need to be addressed
Which activities and experiences should lead to achievement
These proficiencies/ skills need to be obtained at level 3 pass during an additional practice experience to achieve a pass and entry to the register
Student signature Date
Mentor signature Date
Academic tutor signature Date
« 152 »
Number of proficiency to be achieved
Achieved Number of proficiency to be achieved
Achieved
Yes No Yes No
Yes No Yes No
Yes No Yes No
Number of skill to be achieved
Achieved Number of skill to be achieved
Achieved
Yes No Yes No
Yes No Yes No
Yes No Yes No
I confirm that there has been no falsification of evidence within this document.(Before signing please read academic integrity statement for students in your pre-registration student handbook)
Student signature
Print name Date
I confirm that this student practises at the required level of skill and proficiency to enter the register
Mentor signature
Print name Date
I confirm that the documentation and signatures have been checked and verified.
Academic Tutor signature
Print name Date
I confirm that this student DOES NOT practise at the required level of skill and/or proficiency to enter the register
Mentor signature
Student signature
Academic Tutor signature
Print name Date
For Assessment of Practice Skills Log, please turn to the reverse of this book.
Assessment of Practice – Nursing
Skills LogDiploma, Diploma with Advanced Studies and Degree programmes
Managing student issues that arise whilst undertaking practice experience
This protocol has been developed jointly by practitioners and academic staff. There should be a copy displayed in every practice area with the relevant contact numbers included.
Student does not attend placement
Student reports a concern to a member of staff (clinical/academic) regarding aspect of observed
care/conduct whilst in placement
There is an urgent concern relating to an aspect of student performance or conduct that
has been brought to the attention of the mentor
Mentor has a general query relating to an aspect of student learning/ personal development
Mentor informs senior practitioner, who calls the ‘on call’ University Link to discuss*
‘On call’ University Link will:
assess situation, liaising with senior practitioner regarding student support
discuss with award leader or senior member of education management team re: management
of student
Member of staff informs mentor or senior practitioner
1. Senior practitioner activates Trust procedures
2. Staff member calls the ‘on call’ University Link to discuss
Depending on the query, contact either the academic tutor, learning environment facilitator or
member of the University Link team
Yes
No
No
Yes
Yes
No
On call University Link numbersBasingstoke 01256 486 712 Portsmouth 07768 671 563Hampshire PT 01256 486 712 Southampton 07771 838 223Isle of Wight 01983 534 112 Winchester 01962 825 202
* No longer than 24 hours should elapse between mentor becoming aware of concern and ‘on call’ number activated
Call the ‘on call’ University Link to discuss
Locality lead/LEF will:
work closely with practitioner colleagues to ensure ongoing management of student support,
particularly in the event of an investigation
liaise with award leader/academic tutor re developments
Student remains excluded from practice
Invoke Fitness to Practice Committee procedures
Student returns to practice with agreed learning contract to assist in achieving successful
Assessment of Practice
Locality lead/ LEF informed of outcomes that require development of the learning environment
Student remains in practice, matter dealt with via Assessment of Practice procedures
Mentor will be supported by locality team in guiding student
No further action
Call the ‘on call’ University Link to discuss
Student is removed from practice while the situation is investigated by the award leader,
liaising with practitioner colleagues, locality lead and LEF. Statements collated within agreed time-
frame
Student interviewed by award leader and senior practitioners
The University Link will:
discuss with student and assess situation
inform academic tutor
inform locality lead
work with practitioner colleagues to ensure initial support for student
Can the student return
to practice?
Has query been addressed?
Does the student need to be removed
from practice?