Nursing Practice Skills Inventory1).pdf · The Skills Inventory contains a range of skills that...

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BSc (Hons) Nursing

Nursing Practice

Skills Inventory

Student Name: ……………………………………….

Field of Practice: ………………………………………

September 2014

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Contents

Introduction and Guidance

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Essential skills

Infection prevention and control 7

Care Compassion and Communication 13

Nutrition and fluid management 19

Medicines management 25

Organisational aspects of care 37

Field Related skills

Adult 65

Child 67

Learning Disability 69

Mental Health 71

Generic 73

Other additional skills 75

Skills action plans

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Personal notes section

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Sample signature record

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Compulsory Updates/Core Skills

93

Night Duty/24 Hour Care Record

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References

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Introduction

This inventory forms an important part of your Professional Development

Portfolio and is linked to the practice assessment modules in each year of

the programme

The PAR (Practice Assessment Record) document encompasses the NMC

Essential Skills Clusters and this Skills Inventory should be seen as

supplementary to the achievement of competencies within the PAR.

This document along with the PAR will be reviewed with your Personal

Tutor (PT) at regular intervals. The purpose of these meetings is to ensure

that you are making satisfactory progress and that all appropriate

opportunities for skills acquisition are being utilised

Signature Records

Any suitably prepared and competent practitioner can sign the skills

inventory, providing they feel assured they you have sufficient knowledge

and evidence of your ability.

Remember to ask each signatory to complete the register of

signatures at the back of the inventory

Guidance

The Skills Inventory contains a range of skills that relate to the NMC

Essential Skills Clusters which should apply to all care situations, but which

may also be applied in a field specific context.

There is also space to record acquisition of further skills (not included in

the inventory) to enhance your own personal portfolio of experiences. (See

blank record sheet toward the rear of the inventory)

All skills must be practised in accordance with the policies and guidelines

in place on that particular placement area and performed under the

supervision of a suitably prepared Practitioner (NMC 2010)

When developing nursing skills in practice you will be expected:

to directly observe a practitioner carrying out the skill and discuss

its underlying evidence base with your mentor/supervisor.

to practise the skill under supervision

to be deemed competent by your mentor.

Only when your mentor/supervisor feels that you can consistently

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undertake the skill in a safe and effective manner (under close

supervision), they will sign to say that you are competent in that skill

(year 1) and competent (under less direct supervision) in Year 2 and

developing autonomy in Year 3. These judgements may be made earlier

than the expected progression point deadline, but cannot be deferred to a

later date.

Even if competence has been demonstrated you should continue to take

whatever opportunities are available to further practice the skill and

maintain your competence on every placement

Throughout your programme, you will have 2 main practice experiences

per year in a range of different areas. Not all of the practice areas will

offer opportunities to practice and/or achieve all of the skills; however

whilst on a practice experience, the ‘Hub and Spoke’ practice model may

allow you the opportunity to experience other practice areas and develop

wider skill sets.

Essential skills Clusters (ESCs) and Progression Points

The majority of skills identified in the Skills Inventory are linked to ESCs

and have to be achieved at various progression points. Should mentors

wish to seek clarification on the level of autonomy and competence

expected by the NMC at each progression point can be found in annexe 3

of the Standards for pre-registration nursing education (NMC 2010)

Skills Action Plans

Action Plans for achievement of skills detailed in this inventory can be

found toward the end of this inventory and are tools to help students to

self-manage their skills acquisition. A blank template has been provided

for each practice learning experience. Completing a plan will help you

focus on which skills are yet to be achieved as the programme progresses.

Discussing them with your mentor / supervisor will help agree a course of

action if gaining competency in a skill is proving difficult or if for example,

a lack of opportunity hinders skill development. The action plan may

involve simulation in the university, a short visit to another practice area

or practitioner, or may simply involve more frequent and focused support.

Completed action plans are useful evidence of professional development

and should remain a part of the inventory to link to your personal

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development portfolio and personal tutor reviews.

Tips for Effective Skills Acquisition

(1) Professional education is underpinned by an adult learning ethos.

Although your mentor will be keen to develop an effective partnership in facilitating your learning, the ownership and ultimate responsibility

for your learning remains with you.

(2) Keep this inventory with you whilst on practice and ideally refer to it each shift

(3) Get into the habit of considering which skills experience to aim for at

the start of a shift and discuss your achievements to the practitioners you have worked with when you feel ready to be signed off.

(4) Ask for help from your mentor/supervisor. Some skills are more

complex than others and require different expectations of performance depending on experience (e.g. Safeguarding Children and Vulnerable

adult). In these situations further guidance has been given as to the

expected level of performance for each progression point.

(5) Remember that any suitably prepared and competent practitioner

can sign you as competent in a skill , providing they feel assured

they have sufficient knowledge and evidence of your ability to do so.

(6) Don’t lose yours skills booklet! Periodic photocopying of

completed pages for safe storage in your wider portfolio guards against loss. You can replace a blank inventory but it will be extremely difficult

to replace hard earned competency signatures.

(7) Ensure you complete the skills that are linked to progression points. Your mentor and practice module leader will guide you in what is

appropriate.

(8) Use a variety of ways to demonstrate your skill. Demonstrating to a mentor or supervisor that you are

competent in a skill can be through observable demonstration,

answering questions, obtaining statements from other practitioners, undertaking a simulated skill in practice, or

sharing a reflection on the skill. A mixture of these forms of

evidence will be used in any assessment by a mentor or

supervisor.

(9) Keep practising and use every opportunity to acquire new skills. You

are advised to focus on achieving all additional skills within your own field whilst familiarising yourself with the other field specific additional

skills to promote inter-professional understanding.

(10) Remember to ask each signatory to complete the register of signatures at the back of the inventory

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ESC DOMAIN: INFECTION PREVENTION AND CONTROL

1. Hand Decontamination

Consistent, reliable and competent

demonstration of hand decontamination

(mapped to ESC 22)

Components of Skill (for guidance only)

Applies universal precautions in relation to

infection control

Selects appropriate agent to decontaminate

hand

Appropriately times when to carry out hand

decontamination

Correctly applies hand decontamination

technique

Correctly disposes of paper towels

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Signatories please complete the signature log at the back of this inventory

Year 1: Progression Point one: Safely demonstrates fundamental skills & activities with care, compassion, underpinning knowledge &

appropriate attitudes under close supervision.

Directly Observed Practised Competent

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Year 2: Progression Point Two: Consistently demonstrate skills and

activities at an emerging level of competence with care, compassion, underpinning knowledge and appropriate attitudes. Expected to take

responsibility and develop more independence in care delivery with less

direct supervision.


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Year 3: By Registration: Consistently demonstrate and promote evidence based care with compassion, confidence, competence and

appropriate attitudes. Take increasing responsibility for care delivery

and give support to novice students. Supervision level should reflect developing autonomy.


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2. Applying the Principle of Asepsis

Consistent and competent application of principles of

asepsis when performing invasive nursing procedure

(mapped to ESC 21, 22, 23, 24, 25 & 26)


Adheres to local policy and national guidelines on

dress code for prevention and control of infection,

including: footwear, hair, piercing and nails and use of

sterile gloves where appropriate

Applies standard precautions in relation to infection

control Uses appropriate communication skills to

greet, explain procedure(s) and gain consent of

adult/child/young person/family.

If equipment is used, appropriately selects and

completes checks to ensure equipment is sterile, in

date, intact, undamaged and dry

Ensures comfort, privacy and dignity

Appropriately disposes of waste, applying standard

universal precautions

Under direct supervision, accurately and clearly

records findings, noting any deviations and reporting

appropriately

Provides adult/child/young person/family with

appropriate accurate information on the management

of any device, site or wound to prevent and control

infection and promote healing.

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3. Identification of the Safe Management of

Risk

Consistent, reliable and competent identification of the

safe management of risk (mapped to ESC18)


Under supervision, works within clinical governance

frameworks.

Promotes a safe environment for adult/child/young

person/families/visitors

Appropriately and clearly records and reports any risk

factors

Demonstrates knowledge and applies principles of the

Health and Safety at Work Act

Applies principles of infection control policies

appropriately

Observes for potential risk and reduces any potential

for harm as appropriate

Remains aware of and responsive to the needs of

vulnerable people

Manages overall environment to minimise risk.

Assesses, evaluates and interprets risk indicators and

balances risks against benefits, taking account of the

level of risk people are prepared to take.

Reflects on and learns from safety incidents as an

individual and as a team member and contributes to

team learning

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DOMAIN: CARE, COMPASSION & COMMUNICATION

4. Engagement with an Adult/Child/Young

Person

Engages in meaningful therapeutic relationship with

adult/child/ young person or carer

(mapped to ESC 1, 3, 4, 5, 8)


Introduces self to adult/child/young person

appropriately

Initiates appropriate conversation

Seeks consent prior to any interaction, intervention or

procedure

Is able to obtain meaningful information through

effective communication which informs care planning

Demonstrates verbal communication skills appropriate

to the adult/child/young person/family and the

environment

Uses non verbal communication skills to communicate

and actively listen to the adult/child/young

person/family

Demonstrates warmth, genuineness and sensitivity to

build a therapeutic relationship with adult/child/young

person within the boundaries of the practice placement

Demonstrates a range of engagement skills appropriate

to the practice placement

Respect individuals and strive to help them the

preserve their dignity at all times

Respects and advocates for a adult / child / young

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person or their carer’s rights

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5. Conflict Resolution

Safely and confidently prevents and resolves

conflict to maintain a safe environment

(mapped to ESC 20)


Recognises signs of aggression and responds

appropriately to keep self and others safe.

Assists others or obtains assistance when help

is required.

Identifies appropriate strategies and techniques

for conflict resolution.

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6. Assessment of an Adult/Child/Young Person

To participate in comprehensive, collaborative, holistic

needs-based assessment

(mapped to ESC 6, 9)


Introduces self to adult/child/young person

Participates in the identification and assessment of a

adult/child/young person’s needs under supervision ,

using appropriate assessment tools.

Demonstrates verbal communication skills appropriate

to the adult/child/young person and the environment

Uses non-verbal communication skills to communicate

and actively listen to the adult/child/young

person/family

Responds appropriately to the needs of vulnerable

people

Demonstrates appropriate observation skills to enhance

the structured assessment process

Actively engages the adult/child/young person in the

assessment process

Engages, where appropriate with family, carers and

relevant professionals from the multidisciplinary team

to obtain assessment information

Participates in the written documentation of the

assessment in accordance with local, legal and

regulatory requirements

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ESC DOMAIN: NUTRITION AND FLUID MANAGEMENT

7. Fluid Intake

Reliable and competent assistance of a adult/child/young

person to maintain fluid intake (mapped to ESC 27, 28)


Appropriately assesses the adult/child/young person

and identifies potential risks

Identifies issues which may affect fluid intake

Appropriately supports the individual in safe

management of fluid intake

Encourages adult/child/young person’s participation as

appropriate

Collaborates with the multi disciplinary team, where

appropriate, to choose the correct fluid regime and/or

appropriate method of intake.

Measures and records accurately and clearly the

adult/child/young person’s fluid intake – noting any

deviations, communicating evaluations appropriately

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8. Nutrition

Reliable and competent assistance of a adult/child/young

person to maintain nutrition

(mapped to ESC 27, 28 & 30 & 31 in Year 2 & 3)


Appropriately assesses the adult/child/young person and

identifies potential risks and Identifies issues which may

affect eating or drinking

Ensures comfort, appropriate positioning and environment

for the adult/child/young person specific to their nutritional

needs.

Encourages adult/child/young person’s participation as

appropriate

Assists in assessing temperature of food/drink

Offers the adult/child/young person the opportunity to meet

hygiene needs e.g. wash hands, brush teeth

Assesses appropriate nutritional and fluid needs including

the identification of level of risk e.g. body mass index;

M.U.S.T.

Collaborates with relevant members of multidisciplinary

team, where appropriate, to select appropriate diet and

method of nutrition for the individual adult/child/young

person’s needs

Maintains client comfort, privacy & dignity

Measures and records accurately the adult/child/young

person’s intake – noting any deviations, communicating and

reporting appropriately

Calculates if an infant is taking appropriate amounts of feed

to sustain growth and development (may be simulated)

Bottle feeds a baby correctly (where able, may be

simulated)

Where appropriate, uses electronic devices to deliver and

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monitor continuous gastric feeds

Signatories please complete the signature log at the back of this

inventory

Year 1: Progression Point one: Safely demonstrates fundamental

skills & activities with care, compassion, underpinning knowledge &



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Year 2: Progression Point Two: Consistently demonstrate skills and activities at an emerging level of competence with care, compassion,

underpinning knowledge and appropriate attitudes. Expected to take

responsibility and develop more independence in care delivery with less direct supervision.


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Year 3: By Registration: Consistently demonstrate and promote

evidence based care with compassion, confidence, competence and

appropriate attitudes. Take increasing responsibility for care delivery and give support to novice students. Supervision level should reflect

developing autonomy.



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9. Intravenous Therapy

Consistent, reliable and competent administration of

intravenous fluids (mapped to ESC 32)


NB: This skill may not be appropriate to all fields of

nursing and may be addressed through simulation within

the University setting when not available in clinical

practice

Monitors and assesses people receiving intravenous

fluids.

Monitors infusion site for signs of abnormality, and

takes the required action reporting and documenting

signs and actions taken.

Documents infusion progress against prescription

including markers of hydration

Understands and applies knowledge of intravenous

fluids and how they are prescribed and administered

within local administration of medicines policy.

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ESC DOMAIN: MEDICINES MANAGEMENT

10. Numeracy

Consistent, reliable and competent application of

numeracy to all nursing situations

(mapped to ESC 33 – all years & 32, 34 & 35 – years

2&3)


Utilises weight and height measurements to accurately

calculate the body mass index, and responds

appropriately to findings outside the normal range.

Demonstrates ability to calculate the differences from

previous assessments

Utilises measurements of vital signs to demonstrate

the ability to calculate differences from previous

assessments and identify findings outside the normal

range.

Is competent in basic medication calculations

tablets and capsules

liquid medicines

injections, including unit dose, sub and multiple unit

dose, SI unit conversion

Demonstrates an ability to apply numeracy skills in a

range of practice contexts eg. calculation of fluid and

nutritional intake / output

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11. Assisting in the administration of Medicines

(Direct Supervision at all times)

Consistent, reliable and competent assistance in the

administration of medications

(mapped to ESC 33 –all years and ESC 34 & 35 – Years

2 & 3)


Uses appropriate communication skills to greet,

explain procedures and gain consent of


Works in collaboration with adult/child/young

person/family

Demonstrates safe practice in the administration of

medicines and adhere to the 5 ‘rights’ ie right drug;

right dose; right time; right route and checks expiry

dates

Supports the individual to self medicate as appropriate

Assists adult/child/young person to take medication,

offering a drink if appropriate

Assesses adult/child/young person/family’s knowledge

of medication and provides additional information as

appropriate

Accurately and clearly records dose of medication

given

Monitors the therapeutic effect/side effects of

medication (e.g. pain relief from analgesia) and acts

appropriately and promptly

Applies placement policy if medication is refused,

including documentation of refusal

Demonstrates knowledge of the legal requirements

which inform the Patient Group Direction (PGD)

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12. Oxygen Therapy (Direct Supervision at all times)


prescribed oxygen therapy (mapped to ESC 37)



explain the procedure and gain consent of

adult/child/young person/family

Works in collaboration with the adult/chid/family

Demonstrates safe practice in the administration of

oxygen therapy and adhere to the 5 rights of

administration: right patient, right drug, right dose,

right time, right route and checks expiry dates.

Consults prescription sheet to determine percentage,

mode of delivery and duration of oxygen therapy

Identifies potential risks, chooses appropriate

equipment (mask/nasal cannula) and checks expiry

date.

Ensures comfort and assists adult/child/young person

in positioning mask/cannula

Appropriately delivers prescribed rate of oxygen with

correct setting of flow meter as appropriate to

situation

Monitors the therapeutic effect of oxygen therapy

including oxygen saturation monitoring where

appropriate

Accurately and clearly records the therapeutic effects

of oxygen therapy and acts appropriately and promptly

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13. Intra-Muscular Injection


Consistently competent administration of prescribed

intra-muscular injection (mapped to ESC 33, 38)


Applies universal precautions in relation to infection

control


explain procedure and gain consent of


Demonstrates safe practice with the administration of

IM injections and observes the 5 rights of


right time, right route and checks expiry dates

Consults prescription sheet

Collects and checks all equipment

Accurately selects and calculates correct dose of

medication in the required volume, dilution, dosage

and checks expiry date

Records controlled drugs in Controlled Drug Book in

accordance with the University and local Trust policy

Uses protective equipment / clothing if appropriate

Selects appropriate site and applies correct technique

Safely disposes of equipment


given

Applies practice area policy if medication is refused,



medication (e.g. pain relief) and acts appropriately

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and promptly

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14. Subcutaneous Injection



prescribed subcutaneous injection

(mapped to ESC 33, 38)



control


explain procedure and gain consent of


Demonstrates safe practice in relation to SC injection

administration and adhere to the 5 rights of


right time, right route and checks expiry dates

Consults prescription sheet

Collects and checks all equipment

Accurately selects and calculates correct dose of

medication in the required volume, dilution, dosage

and checks expiry date

Records any controlled drugs in Controlled Drug Book

in accordance with University and local Trust policy

Selects appropriate site and applies correct technique

Safely disposes of equipment


given

Applies placement policy if medication is refused,



medication (e.g. pain relief from analgesia) and acts

39

appropriately and promptly

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15. Medicines Management

Consistently work within legal and ethical frameworks that

underpin safe and effective medicines management

(mapped to ESC 34, 35, 37, 38, 39, 40, 41)


Demonstrates understanding of their role in medication

management related to NMC and local requirements for

a range of medication directions used within the practice

area

Demonstrates the importance of establishing an adult

/child/ young person understanding in relation to the use

of medicines and responds appropriately

Demonstrates the correct disposal of all medication

Demonstrates ability to assess an adult /child/ young

person and respond to any change in condition

Demonstrates appropriate delivery of clear and accurate

information relating to medication

Demonstrates support of clients to make safe and

informed choices about medicines

Demonstrates safe and legal dispensing of medication to

an adult /child/ young person for either self-

administration, administration by another professional or

by themselves

Demonstrates the effective recording of decisions and/ or

care received in relation to management of medication

Articulates the management and reporting of an adverse

reaction e.g. anaphylaxis

Demonstrates the correct methods for the storage and

transportation of medication

Verbalises the procedure for registrants in the event of a

42

drug error being identified.

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44

DOMAIN: 0RGANISATIONAL ASPECTS OF CARE

16. Evaluating effectiveness of Nursing

Interventions

Consistent and effective evaluation of Care

(mapped to ESC 10)


Acts collaboratively with people and their carers

enabling and empowering them to take a shared and

active role in the delivery and evaluation of nursing

interventions.

Works within the limitations of own knowledge and

skills to question and provide safe and holistic care.

Actively seeks to extend knowledge and skills using a

variety of methods in order to enhance care delivery.

Detects, records, reports and responds appropriately

to signs of deterioration or improvement.

Provides safe and effective care in partnership with

people and their carers within the context of people’s

ages, conditions and developmental stages.

Prioritises the needs of groups of people and

individuals in order to provide care effectively and

efficiently.

Involves the person in review and adjustments to their

care, communicating changes to colleagues.

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46

17. Safeguarding Children and Vulnerable Adults

Consistently supports and protects the vulnerable

(mapped to ESC 11)


Acts within legal frameworks and local policies in relation

to safeguarding adults and children who are in

vulnerable situations.

Shares information with colleagues and seeks advice

from appropriate sources where there is a concern or

uncertainty.

Uses support systems to recognise, manage and deal

with own emotions

Documents concerns and information about people who

are in vulnerable situations.

Recognises and responds when people are in vulnerable

situations and at risk, or in need of support and

protection.

Shares information safely with colleagues and across

agency boundaries for the protection of individuals and

the public.

Makes effective referrals to safeguard and protect

children and adults requiring support and protection.

Works collaboratively with other agencies to develop,

implement and monitor strategies to safeguard and

protect individuals and groups who are in vulnerable

situations.

Supports people in asserting their human rights.

Challenges practices which do not safeguard those in

need of support and protection.

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48

18. Personal Hygiene and Dressing

Consistent, reliable and competent demonstration of

assisting a adult/child/young person to maintain his/her

own personal hygiene and dressing needs in a safe

manner (mapped to ESC 2)



control

Provides a conducive environment ensuring dignity,

privacy and warmth

Uses appropriate communication skills to greet, explain

procedure(s) and gain consent of adult/child/young

person/family.


person/family

Selects appropriate equipment/toiletries

Safely transfers adult/child/young person to bathroom if

appropriate

Provides oral, hair, nail and aural care.

Encourages adult/child/young person to participate as

much as possible, determining preferences to maximise

comfort and dignity

Chooses appropriate clothing whilst respecting personal

choice, culture, comfort and dignity

Within current sphere of knowledge and proficiency,

assesses and identifies potential risks , including for

vulnerable groups

Observes and records the condition and integrity of skin,

including unexplained injuries and signs of tissue

damage.

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19. Manual Handling

Consistent and reliable demonstration of manual handling

techniques


Applies standard universal precautions in relation to

infection control

Demonstrates knowledge and applies principles of the

Health and Safety at Work Act



person

Ensures comfort of the adult/child/young person during

procedure

Appropriately assesses the adult/child/young person,

identifies potential risks and chooses appropriate

equipment

Safely transfers adult/child/young person from bed to

chair/trolley using appropriate equipment

Safely uses mechanical hoist (where appropriate)

Safely and appropriately assists adult/child/young person

who requires assistance with walking/standing

Safely and appropriately positions/repositions

adult/child/young person in bed/chair

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20. Near Testing (Immediate diagnostic tests e.g

BM; Urinalysis)

Consistent and reliable demonstration of diagnostic

testing (mapped to ESC 9)



control


procedure and gain consent of adult/child/young

person/family


much as possible,


assesses and identifies potential risks in a timely

manner

Appropriately selects test equipment and completes

checks to ensure products are sterile, in date, intact,

undamaged and dry

Correctly collects sample, whilst providing a conducive

environment that ensures dignity, privacy and comfort

of adult/child/young person

Completes near testing procedure as per manufacturers

guidance

Appropriately disposes of waste, applying universal

precautions

Accurately and clearly records findings, noting any

deviations and reports appropriately

Informs adult/child/young person/family of recording

where appropriate

Responds appropriately to findings outside the normal

53

range

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55

21. Measuring and Recording Temperature

Reliable, competent measurement of temperature in a

adult/child/young person (mapped to ESC 9)


Applies standard universal precautions in relation to

infection control



person/family.

Appropriately assesses the adult/child/young person,

identifies potential risks and chooses appropriate

equipment and site.

Ensures comfort of adult /child/young person during

procedure

Measures and records temperature accurately and

clearly

Compares findings with past recordings where

appropriate


where appropriate


range in a timely manner

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57

22. Measuring and Recording Respiration

Reliable and competent measurement of respirations in a

adult/child/young person (mapped to ESC 9)



control



person/family.

Ensures comfort of adult/child/young person during

procedure

Counts the respirations for one minute whilst observing

and monitoring the rate, rhythm, depth and respiratory

effort

Listens for any abnormal sounds associated with

breathing (e.g. wheezing)

Measures and records respirations accurately and

clearly


appropriate


where appropriate



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23. Measuring and Recording Pulse

Reliable and competent measurement of taking and

recording the pulse in a adult/child/young person

(mapped to ESC 9)



control



person/family.


procedure

Assesses adult/child/young person and locates an

appropriate pulse site

Uses correct finger position and applies sufficient

pressure for accurate pulse measurement

Observes and monitors rate, rhythm and volume


appropriate

Measures pulse for one minute and records pulse

accurately and clearly


where appropriate



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24. Measuring and Recording Blood Pressure

Consistent and reliable measurement and recording of

blood pressure (mapped to ESC 9)



control



person/family.

Assess the adult/child/young person, identifies

appropriate limb for measurement and appropriately

selects equipment, including cuff size

Demonstrates competency in using manual and / or

electronic devices.


procedure

Uses correct finger position and applies sufficient

pressure for accurate palpation of radial/brachial pulse

Measures and records blood pressure accurately.


appropriate


where appropriate



62


Year 1: Progression Point one: Safely demonstrates fundamental

skills & activities with care, compassion, underpinning knowledge &



Placement 1

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Year 2: Progression Point Two: Consistently demonstrate skills and activities at an emerging level of competence with care, compassion,

underpinning knowledge and appropriate attitudes. Expected to take

responsibility and develop more independence in care delivery with less direct supervision.


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Year 3: By Registration: Consistently demonstrate and promote

evidence based care with compassion, confidence, competence and

appropriate attitudes. Take increasing responsibility for care delivery and give support to novice students. Supervision level should reflect

developing autonomy.



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25. Measuring and Recording Weight/Height

Reliable and Competent measurement of weight and

height in a adult/child/young person (mapped to ESC 9,

28)



control



person/family.

Assesses adult/child/young person, identify potential

risks and chooses appropriate equipment.

Ensures comfort of adult /child/young person during

procedure(s).

Assists the adult/child/young person as appropriate,

adhering to manual handling guidelines

Adheres to manufacturers instructions for all equipment

Measures and records findings accurately and clearly

Calculates Body Mass Index (BMI) and applies to

nutritional status where appropriate


appropriate



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26. Pressure Area Care

Consistent, reliable and competent care of pressure areas

of a adult/child/young person



control



person/family.

Educates adult/child/young person/family in methods to

prevent complications of immobility


assesses and identifies potential risks

Works in collaboration with adult/child/young person



comfort and dignity

Under supervision, correctly uses a pressure area risk

assessment tool

Under direct supervision, accurately and clearly records

findings, noting any deviations and reporting

appropriately

Demonstrates prevention and care strategies for the

management and complications associated with

immobility e.g. active/passive limb movement;

hydrotherapy, rebound therapy, selection of pressure

relieving aids

66

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27. Assessing and Maintaining Continence

Consistent, reliable and competent assisting of a

adult/child/young person to maintain his/her own

continence



control



person/family.


person/family



comfort and dignity



Meets people’s essential needs in relation to safety and

security, wellbeing, comfort, bowel and bladder care,

Uses appropriate clinical tool(s) to assess continence

needs (adult adults)

Selects equipment including continence aids as

appropriate

Demonstrate safe use of a range of continence aids e.g.

pans, urinals, commodes, pads, conveens

Safely transfers adult/child/young person to the

toilet/bathroom if appropriate

Provides a conducive environment that ensures dignity,

privacy and warmth

Collaborates with a continence advisor where

appropriate

69






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70

28. Invasive Lines

Consistent, reliable and competent care of a

adult/child/young person. (Examples may include catheter,

PEG,JEG or NG Tube) (mapped to ESC 31, 32)


NB: this skill may not be applicable to all fields of nursing and

may be addressed through simulation in the University

setting

Applies universal precautions in relation to infection control


procedure and gain consent of adult/child/young

person/family.

Works in collaboration with adult/child/young person/family



comfort and dignity



Appropriately selects equipment and completes checks to

ensure products are sterile, in date, intact, undamaged and

dry

Provides a conducive environment that ensures dignity,

privacy and comfort of adult/child/young person

throughout the process

Appropriately disposes of waste, applying universal

precautions

Under direct supervision, provides adult/child/young

person/family with appropriate accurate information on the

management of any device

Accurately and clearly records findings, noting any

deviations and reports appropriately

71






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29. Medical Devices / Equipment

Consistently uses and manages medical devices safely

and effectively (mapped to ESC 20)


Safely uses and disposes of medical devices under

supervision and in keeping with local and national

policy and understands reporting mechanism relating to

adverse incidents

Works within legal frameworks and applies evidence

based practice in the safe selection and use of medical

devices.

Safely uses and maintains a range of medical devices

appropriate to the area of work, including ensuring

regular servicing, maintenance and calibration including

reporting adverse incidents relating to medical devices.

Keeps appropriate records in relation to the use and

maintenance of medical devices and the

decontamination processes required as per local and

national guidelines.

Explains the devices to people and carers and checks

understanding.

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Record here any additional Adult Nursing Focused skills observed or achieved over the course of your programme

Additional Opportunistic Skills Acquisition:

Brief description of skills acquired:

75

Observed Practised at basic

level: Patient needs

met

Competent at

Field Specific level

76

77

Record here any additional Child Focused skills observed or achieved over the course of your programme



78



met

Competent at Field

Specific level

79

Record here any additional Learning Disability Focused skills observed or achieved over the course of your programme



80



met

Competent at


81

Record here any additional Mental Health Focused skills observed or achieved over the course of your programme



82

83



met

Competent at


84

Record here any additional GENERIC Focused skills observed or achieved over the course of your programme



85

86



met

Competent at Field

Specific level

87

Record here any further skills observed or achieved over the course of your programme



88

89



met

Competent at


90

Skills Action Plan (Optional)

Skill ………………………………………………………………

Students Goal / Reflection

Course of Action (what are you going to do to achieve your

goal and by when)

Outcome

91

Date

Mentor Signature Student Signature

92


Skill ………………………………………………………………



goal and by when)

Outcome

Date


93


Skill ………………………………………………………………



goal and by when)

Outcome

Date


94


Skill ………………………………………………………………



goal and by when)

Outcome

Date


95

96


Skill ………………………………………………………………



goal and by when)

Outcome

Date


97


Skill ………………………………………………………………



goal and by when)

Outcome

Date


98

Personal Notes/Reflections

99


100


101


102


103


104

Sample Signature Record

Print Full Name &

Role e.g. Jane

Smith Staff Nurse

Signature Placement

Location and

Contact Number

105


Print Full Name &

Role e.g. Jane

Smith Staff Nurse

Signature Placement

Location and

Contact Number

106


Print Full Name &

Role e.g. Jane

Smith Staff Nurse

Signature Placement

Location and

Contact Number

107


Print Full Name &

Role e.g. Jane

Smith Staff Nurse

Signature Placement

Location and

Contact Number

108

Compulsory Updates: NAME………………………………………. Cohort………………………… Each Year a photocopy of this form MUST be given to your PT on completion for our records

Update via Blackboard/Practical

Year 1 Year 2

Year 3

COSHH

Date:

Student:

PT signature:

Date:

Student:

PT signature:

Date:

Student:

Food Hygiene

Date:

Student:

PT signature:

Date:

Student:

PT signature:

Date:

Student:

PT signature:

Infection Control

Date:

Student:

PT signature:

Date:

Student:

PT signature:

Date:

Student:

PT signature:

Update via Compulsory Practical Year 1 Year 2 Year 3

First Aid

Date:

Student:

PT signature:

Date:

Student:

PT signature:

Date:

Student:

Verifier:

Basic Life Support

Date:

Student:

Verifier:

Date:

Student:

Verifier:

Date:

Student:

Verifier:

109

Personal Safety

Date:

Student:

Verifier:

Date:

Student:

Verifier:

Date:

Student:

Verifier:

Moving & Handling

Date:

Student:

Verifier:

Date:

Student:

Verifier:

Date:

Student:

Verifier:

Fire Lecture: Blackboard

Date:

Student:

PT signature:

Date:

Student:

PT signature:

Date:

Student:

Verifier:

ESC 42 (ii) Through simulation demonstrates knowledge and application of the principles required for safe and effective supply and administration via a patient group direction

including an understanding of role and accountability

.

Date:

Student:

Verifier:

ESC 42 (iii) Through simulation demonstrates how to supply and administer via a patient group direction

Date:

Student:

Verifier:

110

HOUR CARE/NIGHT DUTY EXPERIENCE

As part of your Course you are required to experience care throughout the whole 24-hour period. It is therefore mandatory that you have some experience of

night duty during your three year Course. Sometimes night shifts will be difficult to do for either personal reasons or the nature of the Field/Placement. If so, you will need to discuss this with your PT and you will need to document evidence of 24-hour care (dates/times).

For night duty – you should do no more than 30 nights (maximum).

Ideally you should organise to follow your Mentor on to night duty. If this is not possible then discuss this with your Mentor, Nurse in charge and Link Tutor if

appropriate, and make sure there is a Level 1 Registered Nurse on night duty who can act as your supervisor.

On some placements, e.g. Community, or where Enrolled Nurses are in charge, night duty is not always appropriate. So think ahead and plan this experience

carefully.

Please complete the summary of hours form on the following page and ensure your Mentor signs and verifies these.

At the end of placement 6 a copy of this form MUST be handed to your Pathway Leader for verification.

111

Night Duty Record Name:……………………………… Cohort…………………

Venue

Date

Number of

Hours Worked

Signature of

Student

Signature of Mentor

112

References

The Inventory is mapped against the Essential Skills Clusters

in the Nursing and Midwifery Council Standards for Pre-

Registration Nursing Education (NMC,2010) and is also

based upon the following:

NMC Standards for Pre-Registration Nursing Education

(NMC 2010)

Department of Health Essence of Care Patient-Focused

Benchmarks for Clinical Governance (DoH, 2010).

In this regard, the Skills Inventory serves two purposes,

firstly it ensures that your practice learning is embedded

within national benchmark frameworks for nursing and

secondly it contributes directly to enhancing best practice

within all areas of care.

Acknowledgements:

This Practice skills inventory utilises materials shared by the

Cheshire and Merseyside Joint HEI Curricula group, and in

particular to the School of Health Science at Liverpool John

Moores University , University of Liverpool and the Faculty of

Health and Social Care at the University of Chester.

If found, please return to:

Faculty of Health & Science

113

Nursing & Midwifery

University of Cumbria

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