The School OfNursing And Midwifery.

Trainee Nurse Associate

NURU150

ASSESSMENT STRATEGY DOCUMENT

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INTRODUCTION

This booklet is designed to give you an overview of the assessment strategy for this programme.

The booklet has a number of sections outlining:

Learning outcomes and development over the programme How the assessments relate to content An outline of each assessment in the units with the marking criteria How the assessment relates to the development of the Sheffield

Graduate Characteristics What we can do to help you in your development

The assessment strategy is designed:

To test a range of practical and academic skills in a number of different situations.

To test knowledge skills, attitudes and values that are congruent with the HEE requirements for the role of a nurse associate

To develop these over time To be increasingly challenging over the duration of the programme To prepare you for practice as a nurse associate To enable you to develop the Sheffield Graduate Characteristics

Learning outcomes and development over the programme

Each unit of the programme has different learning outcomes, demonstration of the achievement of these is through the assessment strategy. Determination of achievement is through academic judgement against the marking criteria in the case of theory and professional judgement of the supervisor in the case of practice.Each part of the programme is delivered at a different academic levels and these look at your cognitive ability and critical thinking skills.The following looks at the different units/parts and explains the different levels of thinking as defined by the QAA (2014) UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards.

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PART 1UNIT 1 UNIT 2

Foundations of Health and Nursing

Contexts of Care 1

Professional and Ethical Practice Describe and discuss the professional, ethical, legal and anti-discriminatory principles relevant to the nurse associateCare Delivery Demonstrate an understanding, through discussion, the appropriate application of knowledge, skills, values and attitudes associated with the organisation, delivery and management of nursing care in a designated environment as outlined by HEE and those pertaining to the National Service FrameworksCare Management Describe and discuss the role of the nurse associate within the multi-disciplinary, multi-agency arena demonstrating an awareness of the principles of safe collaborative working within local health care communitiesPersonal and Professional Development Explain the need for continuing professional development and personal supervision activities for themselves, in order to enhance knowledge, skills and attitudes

Professional and Ethical Practice Explore professional and ethical dilemmas and discuss the decision making processes arising from care delivery in different contexts of care Care Delivery Deliver care and reflect upon practice to analyse the evidence base underpinning the delivery of holistic and compassionate care to patients in different environmentsCare Management Analyse the evidence underpinning policy and practice which ensure safe management of care within different care environments, recognising the essential nature of multi-disciplinary/ multi-agency collaborationPersonal and Professional Development Reflect on one’s own development needs and take action to meet identified knowledge and skills deficits

This part of the programme is delivered at level FHEQ level 4 and the learning outcomes are intended to:Reflect the need for you to begin to develop an understanding of concepts and principles of Nursing. Ensure that you will be exposed to a range of relevant content and you will be able to evaluate and interpret this in the professional context of nursing. Encourage you to develop lines of arguments and make sound judgements, through reflection, relating to the utilisation of these concepts in the field of Nursing. Ensure that you can communicate arguments that are accurate and reliable and presented in a structured manner.Ensure that you will be starting to develop a sense of personal responsibility

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PART 2UNIT 3 UNIT 4

Contexts of Care 2 Team ProjectProfessional and Ethical Practice Analyse the principles of professional, ethical and legal perspectives underpinning nursing associate practice within different care contextsCare Delivery Discuss and apply the knowledge and understanding required for the delivery of compassionate care interventions to maintain, promote optimum physical, social, psychological and spiritual health of patients’, families and communities adapting to the consequences of illnessCare Management Analyse the range of skills and diverse strategies required for the delivery of safe care in different care settings, valuing the essential nature of multi-disciplinary/multi-agency working in promoting quality of life from a holistic perspectivePersonal and Professional Development Reflect on one’s own development needs and take action to meet identified knowledge and skills deficits

Professional and Ethical Practice Critically analyse and reflect upon professional, ethical and legal perspectives underpinning the role of the nurse associate.Care Delivery Critically analyse the relevant evidence based theoretical and clinical frameworks required in the development of practice within the multi-disciplinary teamCare Management Critically analyse the concepts of safe, evidence based practice in keeping with the role of the individual nurse associate within the multi-disciplinary/multi-agency team and understand the process in adapting to health needs and local and national policy demandsPersonal and Professional Development Critically analyse the need for continuing professional development and personal supervision activities for oneself and others in order to enhance knowledge, skills, values and attitudes

This part of the programme is delivered at FHEQ level 5 and the learning outcomes are intended to:Ensure that you are developing a critical understanding of the principles of nursing and are able draw on ideas from other disciplines in order to consider their application in the professional context.Ensure that you are developing problems solving skills and critically reflecting on practice with regard to your experience and its limitations. Ensure that you are able to propose solutions to the problems you identify and communicate these for specialist and non-specialist audiences.Ensure that your developing competence will include a greater sense of responsibility

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What are we assessing?In ensuring that the learning outcomes are met and reflect the different levels we will deliver taught material that relates to the learning outcomes. We will then expect you use this in the assessment strategy. In order to help you understand what we will be looking at in each assessment and how you can use the material we have summarised relevant content against the different elements of the assessment strategy below.

UNIT

ASSESSMENT

Bio

Psy

Soc Num

Law

Eth

Prof

Hea

Man

EBP

CS D&P

1 EBP assessment Numeracy examinationPortfolio

PPD

2 Care Study

OSCE

Anatomy and physiology examPortfolio

PPD

3 Poster PresentationNumeracy ExaminationPortfolio

PPD

4 Group PresentationPortfolio

PPD

Biology, psychology, sociology, Numeracy, law, ethics, professional concepts, health, management, evidence-based practice, clinical skills, drugs and pharmacology

THE SHEFFIELD GRADUATE

Please see the following link for the University of Sheffield graduate attributes: http://www.sheffield.ac.uk/sheffieldgraduate/studentattributes

In addition there are also attributes that are expected from students in the Faculty of Medicine, Dentistry and Health:

http://www.sheffield.ac.uk/faculty/medicine-dentistry-health/learning-teaching/mdhgraduate

The assessment strategy outlined in this document is designed to help you meet these characteristics as well as the outcomes of the programme. The tables below highlight the contribution of the assessment method to the development of each of the attributes:

UoS Graduate Attributes1 knowledgeable in their subject area2 equipped to work collaboratively and confidently both outside and

across disciplines3 Confident in applying their knowledge and skills to authentic challenges4 able to exhibit ethical behaviour5 experienced in the processes and methods of research6 a critical, analytical thinker7 creative and innovative, and able to understand and manage risk8 equipped with appropriate information and digital literacy skills9 confident in considering issues within local, national and international

contexts, equipped to work in diverse cultural settings10 aware and respectful of a range of perspectives and considerate of

diversity11 experienced at working in partnership with others, including

communities and external partners12 able to translate and adapt knowledge, and apply lateral thinking in

problem solving13 a lifelong learner who understands the importance of continual

development14 an excellent team worker, and able to manage their time efficiently15 a skilled communicator, comfortable with different styles and audiences16 reflective, self-aware and able to take ownership of their own learning17 professional and adaptable, resilient and flexible in their approach.

FMDH Attributes1 be adaptable and responsive, with the ability to tolerate uncertainty in a constantly

changing environment. For this, a broad understanding of concepts of health, illness, public health and global healthcare is essential.

2 show personal responsibility and accountability in care delivery, demonstrating good character and excellent interpersonal sensitivities.

3 be able to sustain the ongoing development of their professional knowledge and skills.4 be able to work collaboratively, often as part of an inter-professional team, to enhance

and improve patient outcomes and healthcare delivery.5 have the skills to develop, evaluate and use evidence effectively in clinical practice, care

delivery and/or management.

Assessment type

Graduate Attribute developed

MDH attribute developed

Examinations 1,6,8,9,15,16,17 1EBP assessment 1,5,6,7,8,9,10,11,12,15,16,17 1Care Study 1,2,3,4,5,6,7,8,9,10,11,12,15,16,

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OSCE 1,2,3,4,5,6,7,8,9,10,11,12,14,15,16,17

1

Poster Presentation

1,2,3,4,5,6,7,8,9,10,11,12,14,15,16,17

1

Team Project 1,2,3,4,5,6,7,8,9,10,11,12,14,15,16,17

1

PPD 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17

1,2,3,4,5

Portfolio 1,2,3,4,5,6,7,8,9,1,0,11,12,14,15,16,17

1,2,3,4,5

Skills map 1,2,3,4,5,6,7,8,9,1,0,11,12,14,15,16,17

1,2,3,4,5,

UNIT 1 – FOUNDATIONS IN HEALTH AND NURSING

Assessment of practice with portfolio This will be used in order to ensure that trainees are both safe and compassionate in care delivery and management. Throughout the programme you will keep a portfolio in which you can reflect on, and develop, knowledge and develop your understanding of theoretical material in nursing associate practice. This should be equivalent to 3000 words.

A written paperAn evidence based practice assignment/presentation designed to help you to look at how to begin to search for, and judge, the quality of a piece of evidence. This will set you off on the process of learning how to search for and consider the merits of using evidence in practice as this is the basis of all elements of assessment on this programme. You are required to submit a 2000 word assignment. The assignment will allow you to demonstrate your understanding of the processes involved in evidence based practice in nursing.

Within the assignment you should:

Identify an area of interest relating to your clinical practice placement area with your primary supervisor. This will be the focus of your work.

Agree this with the unit leader. In your work, clearly outline the rationale for the area you have

chosen – that is, its relevance and importance. Search the literature for relevant materials Keep accurate records of searches undertaken. Your essay must

outline the methods of acquiring evidence – that is, you must clearly state the various steps in the literature searching strategy. Identify the databases searched, state the key words used in searching but also explain them – for example did you search for cardiac rehabilitation/cardiac rehab... (Before undertaking a search you are

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strongly advised to read up on how it should be done – general research textbooks usually have a chapter on this).

Describe the available evidence and its appropriateness within health care settings. (Did you find much information? Was all of it relevant?)

Show that you understand the different types of evidence retrieved. From the evidence retrieved select the most relevant paper. Explain clearly how you reduced the number of search ‘hits’ to your

selected paper. Use an appropriate tool to critically appraise the paper... (You must

ensure that your comments are evidence-based). Reflect on its relevance to your placement area. Draw a clear conclusion about the credibility of the paper based

upon your critique.

Trainees are reminded of the importance of maintaining confidentiality.

A 10 minute presentationThe presentation is designed to start you off on the process of communicating your ideas to others verbally.This should be supported by the use of information technology to assist you in presenting your points of view.The presentation should be a reflection on the main issues you were faced with in the search for and acquisition of a piece of evidence for the written paper

Examinations

In unit 1 you will be required to sit 1 invigilated examination. This will be a 1 hour examination designed to assess your numeracy skills. The pass mark for this examination will be 80%,

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THE UNIVERSITY OF SHEFFIELD, SCHOOL OF NURSING & MIDWIFERY UNIT 1 – FOUNDATIONS IN HEALTH AND NURSING 2

Evidence based Practice: Marking Criteria

Level 1Good knowledge and understanding of the concept of evidence based practice demonstrated. Most key issues relating to the use of evidence are clearly identified with some evidence of analysis and supported by appropriate literature.Good evidence of ability of access and retrieve informationGood evidence of wide and appropriate reading around relevant conceptsClear evidence of reflection on clinical practice.Work is organised within a sound framework and logically presented with very good use of acknowledged referencing systems.Appropriate conclusions are drawn from the discussion and relevant recommendations are made from this.Spelling, grammar and punctuation are mostly accurate.

80 - 100

Demonstrates knowledge of the concept of evidence based practice showing evidence of reading around, and understanding of, relevant areas. Ability to access and retrieve information is very well demonstratedMost key issues around the use of evidence are identified but limited attempts at analysis within the discussion.Evidence of reflection on clinical practice which is supported by appropriate literature.Planning and organisation is evident with clear lines of discussion presented within an appropriate framework.Conclusions are supported by relevant discussion and implications for practice consideredSpelling, grammar and punctuation are mostly accurate.

60 – 79

Adequate knowledge of evidence based practice is demonstrated with evidence of reading and some understanding. Ability to access and retrieve information is demonstrated

Key issues around the application of evidence identified but discussion is descriptive in parts.There is evidence of reflection on clinical practice, supported by literature with rationale.Planning and organisation is apparent but ideas not always well - formulated.A number of inaccuracies in spelling, grammar and punctuation.

50 – 59

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Some knowledge and understanding of the concept of evidence based practice demonstrated but discussion is not well developed. Able to identify appropriate literatureSome key issues around the use of evidence are identified but discussion mainly descriptive.Some evidence of reflection on clinical practice.Evidence of reading but limited application of the literature to support the conclusions and recommendations.Some evidence of planning and organisation.A number of inaccuracies in spelling, grammar and punctuation.Approved referencing system is not used appropriately.

41 – 49

Some knowledge and understanding of the concept of evidence based practice is demonstrated showing some evidence of reading around this area. Able to identify appropriate literatureKey issues relating to the use of evidence in practice are not clearly identified.Very limited reflection on clinical practice with little attempt to apply supporting evidence in practice.Planning and organisation is limited.Spelling, grammar and punctuation require attention.

40

The knowledge demonstrated regarding evidence based practice is superficial with limited evidence of understanding of this subject area. Unclear approach to how the literature was accessed and retrievedRelevant key issues relating to the use of evidence are not evident, main points not clearLimited evidence of reading appropriate literature to support the discussion.Some reflection on clinical practice is evident but at a superficial level.Insufficient attention is paid to issues surrounding safe practice.Limited evidence of planning and organisation, no clear framework or logical argumentSpelling, grammar and punctuation require attention.Some attempts at referencing.

26 – 39

Knowledge of issues relating to evidence based practice is unclear/inaccurate with limited evidence of understanding of this area. No evidence of how the literature was accessed and retrievedLimited evidence of reading appropriate literature to support the discussion.Little evidence of reflection on clinical practice with insufficient attention paid to issues surrounding safe practice.Poor presentation and/or structure.Spelling, grammar and punctuation are poor.Does not answer question set.

11 - 25

No evidence of knowledge and understanding of evidence based practice is demonstrated. No evidence of how the literature was accessed and retrievedKey issues are not identified, main points are not evidentLimited evidence of appropriate reading. No evidence of reflection on clinical practice.Virtually illegible and poorly presented argument

1 - 10

Work not submitted. Incomplete submission (some part of the work is missing).The word limit falls outside the parameters as stated in the unit/general handbook

0

11

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UNIT 2 CONTEXTS OF CARE 1

Assessment of practice with portfolio This will be used in order to ensure that trainees are both safe and compassionate in care delivery and management. Throughout the programme you will keep a portfolio in which you can reflect on, and develop, knowledge and develop your understanding of theoretical material in nursing associate practice. Equivalent to 3000 words and to include a 1500 – 2000 word care study.

Observed Structured Clinical Examination This will be used to demonstrate competence in a simulated environment prior to use of skills in the clinical area.

The use of simulation gives trainees the opportunity to be involved in approximations of real-world settings.In this assessment your clinical skills proficiency, including psychomotor, cognitive and affective skills, will be assessed using simulated patients co-opted from the Faculty of medicine, Dentistry and Health, ‘Patients as Educators’ community.Trainees will be presented with one simulated scenario only:

EG OSCE You will be asked to perform an A to E assessment on the patient. A range of skills will be assessed including specific clinical skills. In particular, trainees will be judged on their ability to accurately assess; A- the patency of a patient’s airway along with the risk of deterioration of the airway B -the patient’s breathing to include; level of consciousness, observation for chest deformity, equal breathing, respiratory rate and depth, work of breathing, raised JVP, external noise of breathing, colour, arterial oxyhaemoglobin using pulse oximetry, C - the patient’s cardiovascular sufficiency using pulse rate, rhythm and depth, colour, limb temperature, blood pressure, level of consciousness, urine output, fluid therapy and fluid balance, D – the patient’s conscious level using A,V,P,U, pupil size and reaction, medications chart, blood glucose levels, and E – rashes, scars, wounds, pressure ulcers whilst ensuring dignity and minimising heat loss. You will be assessed on your ability to interpret the information gained from the ABCDE assessment and to use this to make effective decisions. In addition your ability to effectively communicate with patients and other team or family members will be assessed.Two assessors will be present who will use a checklist to mark the assessment. This will consist of the skill broken down into steps, which will be marked using a binary rating (“achieved” or “not achieved”).

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The patient as educator will have clear guidelines about their role and how much interaction is allowed with the trainee - the trainee will also be made aware of this. The patient as educator will not have a role in the summative assessment process. However, they will be encouraged to give formative feedback on interpersonal skills.

Following the A-E simulated assessment you will complete a viva which will assess your underpinning knowledge and understanding of the simulated assessment undertaken.

Two assessors will be present for the viva which will be marked against the standard university assessment criteria.

The examination (OSCE and viva) will last for one hour. You will be given clear guidance on the nature of the OSCE at the beginning of this unit

Both parts of the assessment must be successfully achieved to pass the assessment. Should a trainee fail to pass either part of the assessment the trainee will have to undertake the whole of the assessment again at the second attempt.

Care Study to be included in the portfolio

The care study assignment will be a written paper of 1500 - 2000 words, and should reflect on the evidence base. You are required to demonstrate your understanding of the contribution/ impact that other members of the multi-professional team have on the care processes experienced by the patient.You should choose one of the patients whose care pathway that you have being following in this unit. The aim of the care study is to enable you to critically analyse your engagement with the client/patient and the assessment process using appropriate frameworks and provide an evaluative account of the planned pathway of care and the outcomes.

This will include issues around:

Engaging with a client/patient with acute health problems. Assessment of this client, identifying frameworks used within this. The initial care pathway and goals of care A critical evaluation of the pathway of care The contribution the nurse makes in optimising patient care as part

of the multi-disciplinary team. The assignment should include some reflection on the care

delivered within the framework. Trainees are reminded of the importance of maintaining

confidentiality.

Examinations

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In unit 2 you will be required to sit 1 invigilated examination. This will be a 2 hour anatomy and physiology examination which will be utilised to demonstrate understanding of concepts necessary to understand health, illness and the understanding of clinical skills

THE UNIVERSITY OF SHEFFIELD, SCHOOL OF NURSING & MIDWIFERY UNIT 2 – Contexts of Care 1

OSCE viva

Level 1Very good knowledge and understanding of the issues relating to care delivery are demonstrated. Key issues are identified and analysed clearly. Evidence of use of appropriate evidence to support the discussion around assessment and prioritisation of care needs.Excellent evidence of a holistic and compassionate approach to careCritical reflection on personal practice with application of appropriate evidence and clear ability to discuss personal strengths and weaknesses.A well logical and systematic approach demonstrated

80 - 100

Good knowledge and understanding issues relating to care delivery demonstrated. Most key elements of assessment of need and prioritisation of care are clearly identified with some evidence of analysis and supported by appropriate evidence.Clear evidence of reflection on personal practice and identification of strengths and weaknesses.Very good evidence of a holistic and compassionate approach to careA well organised and logical approach demonstrated.

60 - 79

Demonstrates knowledge of care needs with some understanding regarding assessment of patient and prioritisation of need. Most key issues are identified but limited attempts at discussion of supporting evidence.Evidence of reflection on personal practice which is supported by appropriate evidence.Good evidence of a holistic and compassionate approach to carePlanning and organisation is evident in approach with clear lines of discussion.Spelling, grammar and punctuation are mostly accurate.

50 - 59

Adequate knowledge of care needs is demonstrated shows understanding regarding assessment of patient and prioritisation of need. Key issues identified but discussion limited in some elements.There is evidence of reflection on personal practice, supported by evidence with rationale.Evidence of a holistic and compassionate approach to carePlanning and organisation is apparent in approach.

41 - 49

Some knowledge and understanding of assessment care needs is demonstrated but discussion not well developed. Some key issues are identified but discussion mainly descriptive.Some evidence of reflection on personal practice.Evidence of a holistic and compassionate approach to careSome evidence of planning and organisation.

40

Some knowledge and understanding of care needs demonstrated showing some evidence of understanding. Key issues of assessment are not clearly identified.Very limited reflection on personal practice with little attempt to apply supporting evidence.Limited evidence of a holistic and compassionate approach to care

26 - 39

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Planning and organisation is limited.The knowledge regarding assessment of care needs demonstrated is superficial with limited evidence of understanding of subject area. Limited evidence of reading appropriate literature to support the discussion.Some reflection on clinical practice but at a superficial level.Poor evidence of a holistic and compassionate approach to careInsufficient attention is paid to issues surrounding safe practice.Limited evidence of planning and organisation.

11 - 25

Knowledge unclear/inaccurate with limited evidence of understanding of assessment of need. Limited evidence reviewed to support the discussion.Little evidence of reflection on personal practice with insufficient attention paid to issues surrounding safe practice.No evidence of a holistic and compassionate approach to carePoor discussion and/or structure.Spelling, grammar and punctuation are poor.Does not answer question set.

1 - 10

No evidence of knowledge and understanding of care needs is demonstrated. Limited evidence of appropriate supporting evidence. No evidence of reflection on personal practice.No evidence of a holistic and compassionate approach to care.

0

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UNIT 3 CONTEXTS OF CARE 2

Assessment of practice with portfolio This will be used in order to ensure that trainees are both safe and compassionate in care delivery and management. Throughout the programme you will keep a portfolio in which you can reflect on, and develop, knowledge and develop your understanding of theoretical material in nursing associate practice. Equivalent to 3000 words.

E-Poster development with supporting paper This should be centred round an area of risk/safety identified with your primary supervisor and is designed to ensure nursing associates are able to see and respond to risk/safety issues.15 minute presentation and 2000 word supporting paper.

The assessment is in two parts:a) a written assignment b) a poster display

Guidelines for the Written Assignment (2000 words)

For the written assignment you should: Critically analyse a concept, strategy, or philosophy relating to risk assessment and management that you have observed in clinical practice, and consider the implications of this for managing a group of patients/clients. Demonstrate a critical understanding of the benefits of, and constraints on, inter-professional team working in the context of your chosen risk assessment and management concept/strategy/philosophy, and why improvements are important to patient care.

Guidelines for the Poster Presentation (15mins)

The content of the poster should be related to an aspect of risk assessment that is taken from your written assignment.

The poster display will use a trainee centred approach to assessment, encouraging the sharing of knowledge and ideas. The display should be imaginative, visually pleasing and may be useful for additional application in the practice setting.

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You should refer to NHS guidance for producing patient information for specific guidance on information to be utilised with patients or in environments where patients have access.

What is an e- poster presentation?

A poster is a static, visual medium that is used to communicate ideas and messages. The difference between poster and oral presentations is that you should let your poster do most of the ‘talking’; that is, the material presented should convey the essence of your message. For the purpose of this assessment the poster should be developed and presented electronically as opposed to a physical poster.

Tutorial Support

You will be allocated a named personal tutor at the start of the unit.

There are a number of websites with useful information on poster presentations using PowerPoint. The Trainee Skills and Development Centre (at 301 Glossop Road) can also provide guidance.

https://www.sheffield.ac.uk/ssid/301/study-skills/communication/poster-presentations

A very good college site on how to make posters with lots of tips, illustrations and useful links:http://www.swarthmore.edu/NatSci/cpurrin1/posteradvice.htm

What should my poster look like?

Your e-poster can be as individual as you wish – there are no hard and fast rules, but the following are suggested:

o Your poster should be easy to read.o It can be colour or black and white, using drawings,

photographs, animations or computer-aided graphics. It can be produced entirely using a computer if you wish, with or without graphics.

o It is advisable to make the poster eye-catching as well as informative to attract interest.

o Posters consisting of small printed text tend to look less interesting and fail to capture attention (however fascinating the content).

o You should use literature to inform your poster design.

How will the poster be assessed?

You need to submit an electronic copy of your poster.

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You will be divided into groups and presentations will take place over 2 days.

You only need to attend the presentations on the day that you are presenting.

Your audience will consist of a minimum of 2 Assessors (who will be present throughout the day to mark your presentation) and your fellow trainees.

The external examiner may be present or request recordings of the presentations for quality purposes.

The audience will not interrupt the presentation any questions will be saved until the end.

Confidentiality should be maintained at all times. All trainees will strive to create a supportive and non-threatening

environment for each other. Respect will be shown for each trainee by remaining still and quiet

throughout their presentations, all mobile phones and other electronic devices will need to be switched off.

It is important that you inform the Unit Lead of any specific audio-visual requirements for your presentation at least 1 week in advance.

All poster presentations will be 1st and 2nd marked.

You will be allocated a time to present yourself and your poster in the room designated for the assessment. This is a summative assessment, the result counts for a proportion of the overall mark.

You will be expected to include in your presentation: How you have come to include the material. What evidence you found to support the material How you designed the poster Where you would put this poster (e.g. who is it aimed at) A reference list should be submitted with your presentation

You will be expected to lead a short discussion about your poster for 10 (+/- 10%) minutes and then open this up for questions from the assessors/peers for a maximum of 5 minutes. The A4 version of the poster should be attached to your summative written assignment on submission. This enables the External Examiner to view your poster alongside your written assignment.

NB: A pass must be achieved in both elements of this assessment to achieve an overall pass. Where a trainee fails it will only be necessary to retake the element (s) in which a fail has been awarded.

ExaminationA 1 hour invigilated numeracy examination will be used in order to ensure safety in drug calculations, a 100% pass mark is required.

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University of Sheffield School of Nursing and MidwiferyPostgraduate Marking Criteria

ORAL PRESENTATION FOR POSTER PRESENTATIONMarking Standards Precise Descriptors70-100Insight Very good evidence of originality and creativity exhibited in the

design and development of the poster. Excellent depth of understanding of the subject area demonstrated

in the presentation of the poster Very good critical insight into how to use the poster in practice to

promote safetyLiterature Very good engagement with an extensive range of appropriate

literature Very good use of literature to support and inform the poster and

presentation. Referencing follows the Harvard referencing guidelines/Citing

electronic sources informationTheory/Practice Very good reflection on risk assessment in clinical practice and

inter professional team working, using a sound theoretical framework is evident in the process of designing, constructing and developing the poster

Very good critical of current research and other scholarly material relevant to the key issues arising from reflection is demonstrated

Very good ability to critically appraise and recognise the implications of a risk assessment exhibited through the choice of the key issues selected for the poster and presentation

Communication of Ideas

Very good imaginative, visually pleasing and eye catching poster that would very clearly communicate the key issues for the chosen aspect of risk assessment to the target group.

Very confident, animated and lively delivery in a fluent, logical articulate and coherent presentation of the poster

Very good ability exhibited to respond to questions in depth justifying arguments and decisions about risk assessment

Pass 60-69insight Good evidence of originality and/or creativity in the design and

development of the poster. Good depth of understanding of the subject area demonstrated in

the presentation of the poster Critical insight into how to use the poster in practice to promote

safetyLiterature Critical engagement with an extensive range of appropriate

literature Good use of literature to support and inform the poster and

presentation. Referencing follows the Harvard referencing guidelines/Citing

electronic sources informationTheory/Practice Critical reflection on risk assessment in clinical practice and inter

professional team working, using a sound theoretical framework,

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is evident in the process of designing, constructing and developing the poster

Critical evaluation of current research and other scholarly material relevant to the key issues arising from reflection is demonstrated

Demonstrates ability to critically appraise and recognise the implications of a risk assessment exhibited through the choice of the key issues selected for the poster and presentation

Communication of Ideas

Imaginative, visually pleasing and eye catching poster that would clearly communicate the key issues for the chosen aspect of risk assessment to the target group.

Confident, and lively delivery in a, logical and articulate presentation of the poster

Demonstrates ability to respond to some questions in depth and attempts to justify arguments and decisions about risk assessment

50-59Insight Evidence of originality and/or creativity in the design and

development of the poster. Some depth of understanding of the subject area demonstrated in

the presentation of the poster Demonstrates appropriate insight into how to use the poster in

practice to promote safetyLiterature Analysis of an extensive range of appropriate literature with some

evidence of critical evaluation Good use of literature to support and inform the poster and

presentation. Referencing follows the Harvard referencing guidelines/Citing

electronic sources informationTheory/Practice Reflection on risk assessment in clinical practice and inter

professional team working, using a sound theoretical framework, is evident in the process of designing, constructing and developing the poster

Analysis with some critical evaluation of current research and other scholarly material relevant to the key issues arising from reflection is demonstrated

Demonstrates ability to appraise and recognise the implications of a risk assessment exhibited through the choice of the key issues selected for the poster and presentation

Communication of Ideas

Visually pleasing and eye catching poster that would communicate the key issues for the chosen aspect of risk assessment to the target group.

Confident delivery in a, logical presentation of the poster Demonstrates ability to respond to some questions appropriately

and attempts to support arguments and decisions about risk assessment

Pass 40-49 Insight Originality or creativity in the design and development of the

poster. Adequate depth of understanding of the subject area

demonstrated in the presentation of the poster Evidence of insight into how to use the poster in practice to

promote safetyLiterature Evidence of familiarity with key literature relevant to the risk

assessment Evidence of use of literature to support and inform the poster and

presentation. Referencing follows the Harvard referencing guidelines/Citing

electronic sources informationTheory/Practice Some evidence of reflection on risk assessment in clinical practice

and inter professional team working evident in the process of designing, constructing and developing the poster

Considers current research and other scholarly material relevant to the key issues arising from reflection

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Demonstrates some awareness, in the poster and presentation, of the application of current research and other scholarly material in order to identify key issues for appraisal to enhance risk assessment practice

Communication of Ideas

Arguments demonstrate understanding of risk assessment Some clarity in the articulation of ideas in the poster and

presentation Some evidence of abilityto communicate ideas to chosen target

groupFAIL 21- 39Insight Inconsistent originality or creativity in the design and development

of the poster. Limited depth of understanding of the subject area demonstrated

in the presentation of the poster Lacks insight into how to use the poster in practice to promote

safetyLiterature Lacks familiarity with key literature relevant to the risk assessment

Lacking in use of literature to support and inform the poster and presentation.

Referencing follows the Harvard referencing guidelines/Citing electronic sources information

Theory/Practice Lack of reflection on risk assessment in clinical practice and inter professional team working evident in the process of designing, constructing and developing the poster

Considers current research and other scholarly material relevant to the key issues arising from reflection

Demonstrates limited awareness, in the poster and presentation, of the application of current research and other scholarly material in order to identify key issues for appraisal to enhance risk assessment practice

Communication of Ideas

Arguments demonstrate understanding of risk assessment Lack of clarity in the articulation of ideas in the poster and

presentation Limited application to communicate ideas to chosen target group

CLEAR FAIL 0-20Critical insight No originality or creativity in the design and development of the

poster. Little or no understanding of the subject area demonstrated in the

presentation of the poster Little or no insight into how to use the poster in practice to

promote safetyLiterature Little or no familiarity with key literature relevant to the risk

assessment Little or no use of literature to support and inform the poster and

presentation. Referencing inadequate

Theory/Practice Reflection on risk assessment in clinical practice and inter professional team working inadequate in the process of designing, constructing and developing the poster

Little or no awareness of current research and other scholarly material relevant to the chosen aspect of risk assessment

Demonstrates little or no awareness, in the poster and presentation, of the application of current research and other scholarly material in order to identify key issues through appraisal to enhance risk assessment practice

Communication of Ideas

Arguments demonstrate little or no understanding of risk assessment

Little clarity in the articulation of ideas in the poster and presentation

Little application to communicate ideas to chosen target group

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THE UNIVERSITY OF SHEFFIELD, SCHOOL OF NURSING & MIDWIFERY UNIT 3: Contexts of care 2Poster supporting paper

Level 2Very good knowledge and understanding of the subject area demonstrated. Key issues are identified and analysed clearly. Evidence of wide reading and good use of appropriate literature to support the discussion.Critical reflection on clinical practice with application of appropriate literature.A well planned and organised piece of work.Spelling, grammar and punctuation are accurate.Very good use of acknowledged referencing systemFluent, coherent and articulate presentation with a logical focused structure Presentation confident, clear and convincing demonstrating some depth of understanding

70 - 100

Good knowledge and understanding of subject area demonstrated. Most key issues are clearly identified with some evidence of analysis and supported by appropriate literature.Clear evidence of reflection on clinical practice. Work is organised and logical with good use of acknowledged referencing systems.Logical presentation with a focused structure Spelling, grammar and punctuation are mostly accurate.

60 - 69

Demonstrates knowledge of subject area showing evidence of reading and understanding. Most key issues are identified but limited attempts at analysis within the

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discussion.Evidence of reflection on clinical practice which is supported by appropriate literature.Planning and organisation is evident with clear lines of discussion.

50 - 59

Adequate knowledge of subject area demonstrated with evidence of reading and some understanding. Key issues identified but discussion descriptive in parts.There is evidence of reflection on clinical practice, supported by literature with rationale.Planning and organisation is apparent but not always logical.Shows an awareness of patient/client care needs

41-49

Some knowledge and understanding demonstrated but discussion not well developed. Some key issues are identified but discussion mainly descriptive.Some evidence of reflection on clinical practice.Evidence of reading but limited application of the literature to support the workSome evidence of planning and organisation.A number of inaccuracies in spelling, grammar and punctuation.

40

Some knowledge and understanding of subject area demonstrated showing some evidence of reading. Key issues are not clearly identified.Very limited reflection on clinical practice with little attempt to apply supporting literature.Planning and organisation is limited.

26-39

The knowledge demonstrated is superficial with limited evidence of understanding of subject area. Limited evidence of reading appropriate literature to support the discussion.Some reflection on clinical practice but at a superficial level.Insufficient attention is paid to issues surrounding safe practice.Limited evidence of planning and organisation.Spelling, grammar and punctuation require attention.

11-25

Knowledge unclear/inaccurate with limited evidence of understanding subject area. Limited evidence of reading appropriate literature to support the discussion.Little evidence of reflection on clinical practice with insufficient attention paid to issues surrounding safe practice.Does not answer question set.

1-10

No evidence of knowledge and understanding of subject area. Limited evidence of appropriate reading. No evidence of reflection on clinical practice.Virtually illegible and poorly presented.

0

Work not submitted. Incomplete submission (some part of the work is missing).

0

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UNIT 4 TEAM PROJECT

Assessment of practice with portfolio This will be used in order to ensure that trainees are both safe and compassionate in care delivery and management. Throughout the programme you will keep a portfolio in which you can reflect on, and develop, knowledge and develop your understanding of theoretical material in nursing associate practice. Equivalent to 4000 words and including a 2000 word supporting paper reflecting on the development of team skills during the duration of the project.

Teamwork assessment:This will be undertaken in groups of 5 and will be related to an area of health promotion in a given community. This will be utilised to allow freedom and flexibility with regard to a project that enables trainees to work together to develop something that can be utilised to teach others.Thirty minute presentation with 15 minute discussion. This will be peer assessed.

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For this assessment you should:

Identify a patient group in a given area and discuss the concept of health relating to them with your unit leader. Try to identify the lifestyle factors that have influenced this.

You should then look at the area in which the patient group lives and look at the social and community facilities that they have available to them. Think about how this, along with lifestyle may have impacted their health and contribute to its trajectory.

You should review the literature regarding the impact of lifestyle and the environment on health and think about how this may have influenced the patient’s condition

You should look at their views in terms of a model of health with resources and how you would use this to improve their understanding and engagement with their treatment

This is a desk based study and you should not visit in person

Ground rules for this presentation will be as per unit 3

Refection in portfolioYou will be required to submit an individual written reflection of 2000 words which requires you to answer the following set questions relating to your experience throughout the module and what you have learned from it in support of your future development.

How has your understanding of health changed? What were the key issues that challenged you working in a team? What perceptions did you have about the characteristics or needs of

your given neighbourhood and did this change? How have you developed personally and professionally?

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Presentation Marking Grid

STUDENT :

      

95 88 82

78 75 72

68 65 62

58 55 52 50

45 38 32

28 25 22

18 10 0

PLANNING AND ORGANISATIONOpening            Excellent introduction with explicit outline of presentation

Very good introduction with very clear outline of presentation

Good introduction with clear outline of the presentation

Satisfactory introduction with fairly clear outline of the presentation

Adequate introduction with some outline of the presentation

Poor introduction with limited outline of the presentation

Minimal introduction and outline of the presentation

Introduction vague and no outline of presentation.

Sequence            Excellent organisation with logical flow of content

Very well organised with logical flow of content

Well organised with logical flow of content

Satisfactory organisation with logical flow of content

Adequate organisation with fairly logical flow of content

Poor organisation. with disordered flow of content

Minimal organisation with disordered flow of content

No apparent organisation

Closing            

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Excellent summary that draws together the elements succinctly and effectively

Very good summary that draws together the elements effectively

Good summary that draws together the elements

Satisfactory summary that draws together the elements fairly well

Adequate summary with an attempt at drawing the elements together

Poor summary with limited attempt at drawing the elements together

Minimal summary with poor attempt at drawing the elements together

No summary or attempt very poor

COMMUNICATION SKILLSPosture          Relaxed and open posture. Confident, animated and lively presentation, uses appropriate gestures

Relaxed and open posture. Confident and lively presentation, uses appropriate gestures

Relaxed and open posture. Confident presentation, uses appropriate gestures

Relaxed and open posture most of the time. Uses gestures

Slightly tense initially but settles down and relaxes. Uses gestures

Slightly tense some of the time. Uses some gestures

Appears nervous and uncomfortable, few gestures

Rigid and tense. Inappropriate gestures

Eye Contact            Appropriate use throughout the presentation extended to the whole group

Appropriate use during the presentation with very minor lapses

Appropriate use during the presentation with a few lapses

Satisfactory use during the presentation with a few lapses

Adequate use during the presentation most of the time

Adequate use during the presentation some of the time

Minimal use during most of the presentation

None or avoided during the presentation

95 88 82

78 75 72

68 65 62

58 55 52 50

45 38 32

28 25 22

18 10 0

Use oflanguageExtensive use of appropriate vocabulary

Very good use of appropriate vocabulary

Good use of appropriate vocabulary

Satisfactory use of appropriate vocabulary

Adequate use of appropriate vocabulary

Poor use of vocabulary

Limited use of vocabulary

Very restrictedVocabulary. Use of Colloquialisms and/or grammatical inaccuracies

Interaction

Excellent at promoting lively group discussion. Non judgmental approach

Very good at promoting group discussion. Non judgmental approach

Good at promoting group discussion. Non judgmental approach

Satisfactory at promoting group discussion. Interrupted appropriately occasionally

Some group discussion promoted. Interrupted inappropriately at times

Some attempt at promoting group discussion without rapport

Reluctant to promote group discussion. Little rapport

Fails to promote group discussion. Judgmental approach

Responding Skills            

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Uses a full range of responding skills proficiently

Uses a wide range of responding skills competently

Uses a range of responding skills competently

Uses a range of responding skills effectively most of the time

Attempts to use a range of responding skills but inept at times

Uses a minimal range of responding skills

Uses a limited range of responding skills

Fails to respond in an appropriate manner

KNOWLEDGE AND UNDERSTANDINGAddressing The Topic            

Excellent treatment of chosen topic. Discussion confident, clear and convincing demonstrating a high level of understanding. Clearly applies and evaluates concepts in practice

Very good treatment of chosen topic. Discussion clear and convincing demonstrating a high level of understanding. Applies & evaluates concepts in practice.

Good treatment of chosen topic. Discussion convincing demonstrating a very good understanding. Shows some application and evaluation of concepts in practice.

Satisfactory treatment of chosen topic. Discussion convincing demonstrating a good understanding

Adequate treatment of chosen topic. Discussion convincing demonstrating understanding most of the time

Poor treatment of chosen topic. Discussion unconvincing at times. Some understanding demonstrated

Superficial treatment of chosen topic. Discussion unconvincing only limited evidence of understanding

Minimal treatment of chosen topic. Discussion unconvincing, no understanding demonstrated

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95 88 82 78 75 72

68 65 62

58 55 52 50

45 38 32

28 25 22

18 10 0

Supporting Literature            Excellent range of relevant and up-to-date literature used to substantiate issues presented. Clear evidence of evaluating the literature

Very good range of relevant and up-to-date literature used to substantiate issues presented. Evaluates the literature appropriately.

Good range of relevant and up-to-date literature used to substantiate issues presented. Some evaluation of the literature.

Satisfactory range of relevant literature used to substantiate issues presented

Adequate range but some literature used to substantiate issues presented not relevant and dated

Limited range of literature some of which is not relevant and dated. Some issues unsubstantiated

Minimal range of literature some of which is not relevant and dated. Many issues unsubstantiated

Literature not relevant/ dated/ restricted. Issues unsubstantiated

Conclusions

Drawn

Conclusions demonstrate independent and creative thought and judgment. Relevance to practice clearly identified

Conclusions demonstrate independent and creative thought. Relevance to practice clearly identified

Conclusions demonstrate independent thought. Relevance to practice identified

Satisfactory conclusions. Some personal opinion evident. Some relevance to practice identified

Adequate conclusions. Personal opinion evident most of the time. Some relevance to practice identified

Limited conclusions. Personal opinion evident some of the time. Minimal relevance to practice identified

Minimal conclusions. Personal opinion not evident. Minimal relevance to practice identified

No conclusions. No demonstration Personal opinion not evident. Relevance to practice not identified

PRESENTATION SKILLS

Visual Material           

Excellent visual aids. Well prepared, legible and interesting

Very good visual aids. Well prepared clear and easy to read

Good visual aids. Clear and easy to read

Satisfactory visual aids. Easy to read

Adequate visual aids. Readable most of the time

Poor visual aids. Difficult to read at times

Minimal visual aids. Difficult to read

Very poor or no visual aids

Use of Visual Aids           

Proficient use of chosen visual aids

Competent and efficient use of chosen visual aids

Efficient and effective use of chosen visual aids

Effective use of chosen visual aids

Effective use of chosen visual aids most of the time

Effective use of chosen visual aids some of the time

Ineffective use of chosen visual aids some of the time

Incompetent use of chosen visual aids

Environment            Excellent awareness of environment and audience

Very good awareness of environment and audience

Good awareness of environment and audience

Satisfactory awareness of environment and audience

Adequate regard of environment and audience most times

Adequate regard of environment and audience some of the time

Minimal regard of environment and audience

No consideration of environment and audience

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95 88 82 78 75 72

68 65 62

58 55 52 50

45 38 32

28 25 22 18 10 0

Pace and Timing           

Excellent tempo and time management.

Very good tempo and time management.

Good tempo and time management

Satisfactory tempo and time management

Adequate tempo and time management

Tempo slightly rushed/slow. Time management slightly too long/short

Tempo rushed/slow. Time management too long/short

Inappropriate tempo

Clarity of Speech            Clear and articulate delivery. Eloquent and expressive

Articulate and expressive delivery

Fluent and expressive delivery

Clear and expressive delivery

Clear and expressive most of the time

Slightly unclear. Expressive some of the time

Slightly unclear with minimal expression

Incoherent

What we will do to help you:

Provide opportunities for formative assessment. o In introductory block you will be expected to write 1000 words

on the importance of handwashing. This will be marked using the level 1 criteria by your personal tutor and feedback will be giving according to this criteria.

o In each unit you will have a formative numeracy test

Study/writing skills sessions will be delivered at the beginning of each part (year) in order to prepare you for the academic expectations of each unit.A session will be delivered at the beginning of each unit to introduce you to the expectations of each element of the assessment strategyWe will provide you with a named academic tutor for each unit who you can access for support and feedback.We will provide you with a personal teacher to discuss ongoing progress with.You will have access to the schools online study skills unitWe will ensure you have a session on library skills

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We will ensure you are introduced to information technology within the universityYou will have access to 301 study skills: http://www.sheffield.ac.uk/ssid/301/tashYou will have access to information skills: https://www.sheffield.ac.uk/library/skillsYou will have access to the feedback portal: https://feedbackportal.shef.ac.uk/That reasonable adjustments will be made where advised by DDSS

What we expect from you:

That you engage with this strategy and support and let us know if you are having difficulties.

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