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Page 1
Programme requirements of clinical experience
The main reason for placing students in clinical placements is for them to experience what
nursing is all about in a real life setting. Students need to experience what it is like to be part
of a team, to deal with unplanned and unexpected events, to work under pressure, and to
accept responsibility for providing delegated nursing interventions. However, apart from the
hands-on experience, students are required to complete a limited number of ‘written
requirements’ that are all focused on reflecting and learning in and from clinical practice.
This document contains information in regard to the most commonly expected written
requirements. It is important to realise that much of this shouldn’t be done during the actual
time in clinical. On the contrary, while the students may need to collect clinical data while in
the practice setting, the expectation of the School is that actual processing of data and
fulfilling any other written requirements occur outside of clinical, thus after the clinical shift
has finished.
The information provided here is for agency staff. It is intended to ensure that preceptors are
informed and fully aware of the requirements and expectations placed on students. Such
knowledge is vital when preceptoring students. Effective support and guidance can only be
provided when preceptors understand the goals of clinical experience in general, and the
learning objectives of the students in particular. However, clinical agency staff is not
required to ‘deal with the paperwork’, this is the responsibility of the CTAs.
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Orientation Check List
Whenever BN students enter a new practice area, they are required to orientate to this new
environment. Proper orientation ensures that students ‘settle in’ quicker; get to know the lay-
out, and know where to find things. This will directly contribute to health and safety in the
workplace, which is a legal requirement, but it also will reduce the student’s level of anxiety,
which in turn will increase readiness for learning. Please ensure that the orientation check list
is completed on the first day of the placement (see: Orientation Check List Form, page 10). If
the agency has its own orientation programme/check list, the student is expected to complete
that instead.
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Individualised Learning Objectives
All students are required to develop Individualised Learning Objectives (ILOs) for each
clinical placement block. ILOSs require students to reflect on the knowledge they have
gained in classroom and from their own independent study, on their experiences in previous
placement(s), and the feedback they received. ILOs are the tool to help student think about,
and put in writing what it is that they would like to learn/master in their current clinical
setting.
As a registered nurse supporting students, you may ask yourself the question: What is it that
you would like the student to learn while they are in your clinical area? Are there unique
nursing interventions (skills) that students can only develop in your practice area? If so,
suggest these objectives to the students and help them focus on these areas. ILOs should not
have a purely ‘academic’ component but should always involve a client and nursing skill
development. ILOs are intended to ‘stretch’ the student in terms of their learning. ILOs need
to be clear, concise, unambiguous, and ‘measurable’ and accompanied by criteria that
describe in consecutive steps how the student will achieve the objective. Evidence-based
practice requires students to engage in a literature search to support their learning/findings.
Students have been provided with the following guidelines:
Write what it is that you would like to learn (this is the learning objective). This
should be concise and focused on knowledge as well as skill development. Clinical
learning objectives always include a client.
I will competently care for a patient who suffers from osteoarthritis.
I will demonstrate competent care for a patient who requires rectal
administration of medication.
I will demonstrate competent assessment skills (when physical focused you
may specify the body system) and document my findings using the agency's
forms.
An example of an inappropriate ILO would be one where the client is missing: 'To
learn how Vit B12 works in the body and in what cases it is used', or: 'Safe handling
using hoist'. The former learning objective can be done in a library or at home using
the internet, while the latter focuses on a piece of equipment instead of the client.
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Once the student has formulated their learning objective, they need to develop performance
'criteria', which outline the steps to be taken to achieve the objective. Performance criteria
include such things as:
A literature review on the topic/skill/procedure.
Review/study related clinical protocols/procedures used by the agency and link this
to the literature review;
Discuss with the CTA/preceptor the protocols/procedures involved to demonstrate
knowledge/understanding;
Prepare and inform client and seek their consent prior to performing the
intervention;
Demonstrate competence in the procedure while ensuring appropriate supervision;
Demonstrate knowledge of correct documentation/reporting requirements.
We encourage agency staff to become involved in, and support students with individualised
learning objectives. What can be learned depends very much on the specific setting and you
as the preceptor are the expert in the field. Your input, guidance, and support will be truly
appreciated by students and CTAs alike.
(See: ILO Exemplar, page 11)
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Nursing Care Plan (NCP)
The ability to develop a NCP requires in-depth knowledge of the patient, the reason for
admission, the main health complaints/concerns, the goals to be aimed for, the selection of
appropriate nursing interventions, and strategies to evaluate the effectiveness of the
interventions. Even if NCPs are no longer used as frequently as in the past, for
educational/learning purposes they are still a very useful tool. For this reason, Massey
University requires students to complete NCPs during a variety of clinical placements. NCPs
will be adapted to the level the student is at and even the name and format might change
slightly i.e. Patient Health Plan. While students are expected to complete the bulk of the
writing outside of clinical practice, there is a need to interview patients as well as have access
to the patients’ file in order to obtain the required data. NCP are checked by CTAs but your
support and feedback will at all times be truly appreciated.
Guidelines for the assessment of clinical nursing care plans
Patient assessment
Except during the very first clinical experience (168.121), when students have not been
taught interview- and health assessment skills (paper 168.123), all NCP submitted for
competence assessment, require a comprehensive patient assessment on which the diagnosis,
goal setting, interventions, and evaluation will be based. Preferably, students utilise the
health/nursing/patient assessment documentation that it routinely used in the clinical agency.
An extra page can be used to document additional assessment data obtained through
interview, through systematic objective assessment using inspection, palpation, percussion
and auscultation, or for information obtained from secondary sources such as family,
significant others, health team members, and health records. A combination of functional
health patterns and body system review can provide the assessment framework for collecting
and organising data which in turn forms the foundation for a personalised nursing care plan.
CTA assessment considerations:
Has the student used the documentation appropriately?
Does the quality of data collected suggest good interview skills?
Does the data suggest a comprehensive assessment using subjective and objective
data as well as secondary sources?
Is the assessment data consistent, accurate and concise, using a set framework to
organise the findings?
If relevant, have safety concerns been identified and prioritised?
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Nursing diagnosis
The analysis of client data clusters will lead to the identification of:
actual nursing diagnoses: patient response to current health condition(s)
risk diagnoses (sometime also called ‘potential problem’: risk factors that contribute
to increased vulnerability
wellness diagnoses: opportunities for enhancement of a healthy state
Furthermore, nursing diagnoses need to be prioritised, and coping patterns/patient strengths
to prevent or resolve the health challenge need to be identified.
CTA assessment considerations:
Has the right data been clustered, resulting in a well-defined nursing diagnosis?
Does the nursing diagnosis encapsulate the health concern/risk identified?
Are the nursing diagnoses listed in priority order?
Do you as CTA ‘recognise’ the patient in this NCP?
Do the identified nursing diagnoses go beyond the medical diagnosis?
Do the identified nursing diagnoses go beyond the patient’s physical health (is it
holistic)?
Nursing outcomes
The formulation of outcomes includes measurable, realistic, goals that provide the basis for
implementing nursing interventions to prevent, reduce, or eliminate the identified nursing
diagnosis/problem. The focus is on health promotion, health maintenance, and health
restoration.
Nursing outcomes:
Provides a basis for individualised care
Promotes patient participation
Allows for involvement of support people
Outcomes are realistic and measurable
CTA assessment considerations:
Do the nursing outcomes contain measurable goals that are realistic/achievable within
the time frame given?
Do the outcomes relate to the nursing diagnoses?
Is the focus on health promotion, health maintenance, and health restoration ?
Do the nursing outcomes focus on the individual and does it promote patient
participation?
Are the outcomes realistic and measurable?
Nursing interventions
Nursing interventions are all the activities carried out by the nurse to achieve the nursing
outcomes. Interventions relate directly to the identified nursing problem and outcome.
CTA assessment considerations:
Do the nursing interventions relate to the goals aimed for?
Do you consider the interventions listed to be appropriate and likely to be effective?
Is the full range of nursing interventions prescribed?
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Page 7
Do the nursing interventions reflect a level professional knowledge expected of the
student concerned?
Nursing evaluation
Nursing evaluation is systematic and ongoing, and measures how well the patient has
achieved the goals/outcomes specified in the care plan. The evaluation identifies factors that
have positively or negatively influenced goal achievement and may lead to changes in
nursing interventions.
CTA assessment considerations:
Is there written evidence of (ongoing) evaluation?
Is evaluation of nursing interventions based on patient’s responses?
Does the evaluation reflect a thorough systematic review of each intervention?
Does the evaluation determine whether the nursing outcomes have been achieved?
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Page 8
Clinically-based Written Assignments
Depending on the Year Level and the specific paper, students will be required to base some
of their academic requirements on data obtained from the clinical setting. The assignment
task may for example be a:
Case study of a patient actually cared for in the clinical setting;
Critical review of a clinical protocol/policy;
Proposal for a clinical teaching session with a fully prepared plan including resources;
The above list is only a small sample of potential tasks and is certainly not all inclusive.
Students are also required to develop a Professional Portfolio which contains a number of
different tasks to be completed. While there will be written requirements that change from
year to year, there is one rule that will remain applicable to all students and all situations:
Students can use clinical time to gather the information they require for the task at hand, but
they are not allowed to complete the written requirements during clinical time. The actual
writing of the assignment needs to be done after the work day has finished.
Competency-based Assessment
The assessment of the students’ clinical competence is the responsibility of the CTA,
although it is acknowledged that preceptors play a key role in this activity. Working
alongside the students for 8 hours a day, the preceptor is in a privileged position to really get
to know the student’s capabilities and competence. It is vital that the preceptor provides
feedback to the CTA, or raises the alarm if there are concerns. It is the CTA’s responsibility
to deal with any concerns and ensure that measures are taken to maintain a safe learning
environment. It is also the CTA’s responsibility to complete the written Competency-based
Assessment Form. This assessment process will be completed in two stages but relies heavily
on preceptors providing ongoing feedback over the period of the clinical experience.
Stage 1:
This is the formative assessment undertaken halfway through the clinical experience (or
earlier if there are concerns). Formative assessment is feedback, intended to highlight
strength and to address any concerns. It occurs largely verbally with the CTA although we
encourage preceptors to be present and where possible contribute to the discussion.
Stage 2:
This is the summative written assessment which is completed at the end of the clinical
experience by the CTA with input from the preceptor. Competency-based assessments do
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Page 9
not result in a grade; rather the outcome is expressed in either Pass (being competent), NF
(not finalised = not yet competent), or Fail (not competent).
All competence-based assessments are based on some or all of the following:
observed clinical practice including written client reports;
knowledge displayed in face-to-face discussions;
student’s participation in tutorials;
feedback from agency staff (mostly Preceptors);
feedback from clients;
written documentation such as nursing care plans, case studies etc.
The documentation related to summative competence-based assessments are:
Competency-based Assessment 100 Level (Year One) – page 13
Competency-based Assessment 200 Level (Year Two) – page 19
Competency-based Assessment 300 Level (Year Three) – page 26
Final Pre-Graduate Competency-based Assessment – page 33
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Page 10
Orientation Check List Form
Name of the Agency/Ward:
_____________________________________________
_____________________________________________
Date of orientation and sign-off
Responsibilities of Student in the event of:
Cardiac arrest-phone no., equipment
Fire-phone no., exits, extinguishers
Civil emergency-phone no.
Aggression or violence
___________________________
___________________________
___________________________
___________________________
Location of Emergency Equipment including:
Oxygen – wall outlet, portable
Suction – wall outlet, portable
Resuscitation Trolley – bag-valve-mask device
___________________________
___________________________
___________________________
Physical layout of agency/ward/unit including:
Staff toilet
Sluice room, preparation room
Linen cupboard
Emergency Exits
Relevant Protocols/Policies
Health and Safety requirements
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Location of additional equipment:
IV pole and fluids
Dressing packs and trolleys
Charts/Forms: incident forms, FBC, TPR etc
Mobility equipment and instruction for safe use
___________________________
___________________________
___________________________
___________________________
Relevant Phone Numbers including:
CTA/Practicum lecturer
Clinical agency contact number
___________________________
___________________________
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Exemplar of Individualised Learning Outcome (Yr Two BN)
Student Name: ____________________________ Date: ______________________
Agency’s Name: __________________________ CTA: ______________________
ILO: I will competently administer medication via IM/SC injection
Criteria: (this is what I have to achieve/demonstrate)
I will:
Study one evidence-based article related to administration of
medication via IM/SC injection;
Discuss the difference in technique between IM and SC
injections, as well as nursing considerations;
Demonstrate knowledge of agency’s protocols related to the
administration of IM/SC medications.
Demonstrate skills in the preparation of the medication;
Explain the procedure to the client and ask for consent to
proceed;
Prepare client for nursing intervention;
Safely administer medication via IM/SC route under direct
supervision;
Dispose of used equipment appropriately;
Complete all documentation according to protocol;
Monitor effects of medication on patient.
Self evaluation: _________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
CTA’s comment: ________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
ILO met: YES / NO
CTA’s Signature: __________________________ Date: ___________________________
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Page 12
13
Competency-based Assessment 100 Level
Assessment criteria for students at 100 Level of the Bachelor of Nursing programme
Student’s name: ________________________ Paper No: 168.1____ CTA/Preceptor’s name: _____________________
Clinical placement: _________________________ Placement period from _______________ till _______________
Professional responsibility This domain contains competencies that relate to professional, legal and ethical responsibilities and cultural safety. These include being able
to demonstrate knowledge and judgement and being accountable for own actions and decisions, while promoting an environment that
maximises clients' safety, independence, quality of life and health. Criteria: Indicators at 100 Level: CTA/Preceptor’s assessment: Met Not
met
Accepts responsibility for
ensuring that his/her
nursing practice and
conduct meet the standards
as set out in this document.
Practises nursing in accordance to the guidelines and
protocols as set out by Massey University BN
programme.
Upholds client rights by seeking informed consent prior
to any nursing interventions.
Accepts responsibility for own actions within scope of
practice.
Accesses agency’s policies and procedural guidelines and
acts in accordance with established protocols.
At a beginning level, is able to discuss with agency
staff/CTA specific aspects of policies and procedures that
relate to the clinical experience i.e. fire and evacuation
procedures, infection control, safe patient handling.
Displays behaviour that demonstrates respect for clients,
peers/colleagues, agency staff and CTA.
Is punctual and reliable; follows through on promises
made.
Complies with all standards of dress code.
Comments:
This is a summative assessment.
Students need to meet all criteria (left-
hand column) as well as any other
predetermined requirements in order to
pass this paper successfully.
14
Professional responsibility (cont.) Criteria: Indicators at 100 Level: CTA/Preceptor’s assessment: Met Not
met
Demonstrates the ability to
apply the principles of the
Treaty of Waitangi/Te Tiriti
0 Waitangi to nursing
practice.
Is aware of the Treaty of Waitangi/Te Tiriti 0 Waitangi
and its relevance to the health of Maori in Aotearoa/New
Zealand.
Is aware of differing health and socioeconomic status of
Maori and non-Maori.
Avoids imposing prejudice onto others
Comments:
Demonstrates
accountability for nursing
care provided.
Understands personal accountability as it relates to own
nursing actions.
Seeks advice from appropriate agency staff when unsure
about own role or the nursing skill to be carried out.
Arranges for supervision for any skill carried out for the
first time in clinical practice.
Comments:
Promotes an environment
that enables client safety,
independence, quality of
life, and health.
Informs agency staff and/or CTA of any mishap or
perceived safety concern.
Is aware of the location of emergency equipment and
where supplies are stored.
At a beginning level maintains infection control
principles.
Informs agency staff or CTA when the client requests
additional support or has limited ability to make decisions.
Assists with the provision of care that best meets the
needs and interests of the clients.
Comments
Practises nursing in a
manner that the client
determines as being
culturally safe.
Begins to recognise own beliefs, values and prejudices.
Acknowledges each person as a unique individual.
Respects the client’s right to hold personal beliefs, values
and goals.
Is aware of the culture of nursing and its potential
influence on individual clients.
Seeks support and advice from agency staff/CTA when
unsure about providing culturally safe care.
At a beginning level, reflects on own beliefs and values in
relation to the client's age, ethnicity, culture, beliefs,
gender, sexual orientation and/or disability, and the
impact these have on the provision of nursing care.
Comments:
15
Management of nursing care This domain contains competencies related to client assessment and managing client care, which is responsive to clients' needs, and which is
supported by nursing knowledge and evidence based research.
Criteria: Indicators at 100 Level: CTA/Preceptor’s assessment: Met Not
met
Provides planned nursing
care to achieve identified
outcomes.
At a beginning level, provides delegated care safely and
within own scope of practice.
Demonstrates a beginning understanding of the processes
and environments that support recovery.
With supervision/guidance, undertakes fundamental
practice procedures and skills in a competent and safe
manner.
Comments:
Ensures the client has
adequate explanation of the
intended nursing care.
Explains to clients the intended nursing care and obtains
informed consent prior to commencement of care.
With guidance, is able to make appropriate decisions
regarding the extent to which the client is capable of
participating in his/her care.
At a beginning level, is aware of the ethical issues related
to nursing practice, (for example: informed consent,
privacy, refusal of treatment).
Is aware of, and respects the client's right to choose
amongst alternatives.
Seeks guidance from agency staff/CTA regarding the
individual's request to change and/or refuse care.
Takes the client's preferences into consideration when
providing care.
Comments:
Undertakes an accurate
nursing assessment of
clients.
At a beginning level, uses an appropriate framework to
assess clients.
Is able to conduct a limited subjective health assessment.
Uses a limited range of assessment tools/equipment
appropriately, and is able to discuss normal findings.
With guidance, begins to make judgements on the client’s
health status.
Seeks guidance when assessment findings are outside the
normal range.
Comments:
16
Management of nursing care (cont.) Criteria: Indicators at 100 Level: CTA/Preceptor’s assessment: Met Not
met
Ensures documentation is
accurate and maintains
confidentiality of information.
With guidance is able to document accurately
assessment findings (i.e. TPR, BP) in client records.
Is able to write a DRAFT client progress report,
demonstrating literacy and the use of a framework
(i.e. SOAPIE).
Comments:
Evaluates client's progress toward
expected outcomes in partnership
with clients.
With guidance from agency staff/CTA, evaluates the
effectiveness of own interactions and interventions in
regard to the client’s identified needs.
Reflects on client’s feedback concerning the cares
provided
Comments:
Reflects upon, and evaluates with
agency staff/CTA the effectiveness
of nursing care provided.
Is aware of own level of competence and seeks
guidance and direction as necessary.
Actively seeks feedback on own performance from
agency staff/CTA and responds appropriately to
feedback.
Comments:
Maintains professional
development.
Begins to take responsibility for own professional
development and for sharing knowledge with
peers/CTA.
With assistance, sets appropriate learning objectives.
Takes part in formal and informal educational
sessions.
Makes use of learning opportunities as provided by
the agency staff.
Attends and contributes to tutorials/clinical sessions
as provided by the CTA.
Attends discussions/team meetings concerning client
needs/cares to increase understanding/knowledge.
Takes initiative when realising that deficit in
knowledge or skills is hindering professional
progress.
Comments:
17
Interpersonal relationships This domain contains competencies related to interpersonal and therapeutic communication with clients, other nursing staff and
interprofessional communication and documentation.
Criteria: Indicators at 100 Level: CTA/Preceptor’s assessment: Met Not
met
Establishes, maintains and
concludes therapeutic inter-
personal relationships with client.
Demonstrates respect, empathy and interest in clients.
Establishes rapport and trust with clients.
At a beginning level, utilises effective interpersonal
skills in interactions with clients.
Demonstrates verbal and non-verbal skills of
clarification.
Responds appropriately to the client’s questions and
requests.
Comments:
Practises nursing in a negotiated
partnership with the client where
and when possible.
Implements delegated nursing care in partnership
with the clients.
Implements delegated nursing care in a safe and
respectful manner.
Begins to recognise, and supports the personal
resourcefulness of people with physical illness.
Is aware of the importance of family/whanau
perspectives and supports their participation in
nursing care.
Comments:
Communicates effectively with
clients and members of the health
care team.
At a beginning level, uses a variety of communication
techniques.
Uses language that is appropriate to the client and
context.
With assistance establishes alternative
communication methods when clients are unable to
verbalise.
Is aware of the boundaries of a professional
relationship and acts accordingly.
Raises questions in the appropriate forum.
Comments:
18
Interprofessional health care & quality improvement This domain contains competencies to demonstrate that, as a member of the health care team, the nurse evaluates the effectiveness of care and
promotes a nursing perspective within the interprofessional activities of the team.
Criteria: Indicators at 100 Level: CTA/Preceptor’s assessment: Met Not
met
Collaborates with agency staff
and CTA to facilitate client
care.
Demonstrates an awareness of the importance of
collaboration between the client and other members
of health team.
Appreciates the importance of a team approach to
health care.
Demonstrates the ability to work effectively as a team
member.
Comments:
Recognises and values the roles
and skills of all members of the
health care team in the
delivery of care.
Is able to verbalise the role of the Registered Nurse as
the primary provider of care.
Demonstrates an appreciation for the input that other
members of the health care team have in order to
maximise health outcomes for clients.
Collaborates with all other health professionals for
the benefit of the client.
Is aware of some of the community services and
resources that are available to support clients.
Comments:
This assessment has been discussed with the student: YES / NO
Student comments (optional): _________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Student’s signature: ___________________ CTA/Preceptor’s name: _________________________
Date: _______________________________ CTA/Preceptor’s signature: _________________________
19
Competency-based Assessment 200 Level
Assessment criteria for students at 200 Level of the Bachelor of Nursing programme
Student’s name: ________________________ Paper No: 168.2____ CTA/Preceptor’s name: _____________________
Clinical placement: _________________________ Placement period from _______________ till _______________
Professional responsibility This domain contains competencies that relate to professional, legal and ethical responsibilities and cultural safety. These include being able
to demonstrate knowledge and judgement and being accountable for own actions and decisions, while promoting an environment that
maximises clients' safety, independence, quality of life and health. Criteria: Indicators at 200 Level: CTA/Preceptor’s assessment: Met Not
met
Accepts responsibility for
ensuring that his/her
nursing practice and
conduct meet the standards
of the professional, ethical
and relevant legislated
requirements.
Practises nursing in accord with the guidelines and protocols
as set out by Massey University BN programme.
Begins to relate own nursing practice to relevant
legislation/codes/policies and upholds clients’ rights derived
from that legislation.
Accepts responsibility for own actions, and in partnership
with agency staff/CTA makes decision within scope of
practice.
Identifies perceived breaches of law that may occur in practice
and discusses these with appropriate agency staff/CTA.
Accesses and, at a beginning level, demonstrates knowledge
of policies and procedural guidelines that have implications
for practice.
Uses the professional standards of practice as set out in this
document.
Comments:
Demonstrates the ability to
apply the principles of the
Treaty of Waitangi/Te
Tiriti 0 Waitangi to nursing
practice.
At a beginning level, understands the Treaty of Waitangi/Te
Tiriti 0 Waitangi and its relevance to the health of Maori in
Aotearoa/New Zealand.
Is able to discuss the discrepancies of health and socio-
economic status between Maori and non-Maori.
Begins to apply the Treaty of Waitangi/Te Tiriti 0 Waitangi to
nursing practice.
Comments:
This is a summative assessment.
Students need to meet all criteria (left-
hand column) as well as any other
predetermined requirements in order to
pass this paper successfully.
20
Professional responsibility (cont.) Criteria: Indicators at 200 Level: CTA/Preceptor’s assessment: Met Not
met
Demonstrates
accountability for nursing
care provided.
Demonstrates accountability for delivering and evaluating
nursing care.
Seeks advice and clarification from agency staff/CTA
regarding any aspect of nursing care if unsure.
Arranges for supervision for any skill carried out for the first
time in clinical practice.
Makes appropriate and efficient use of resources available.
Informs agency staff when delegated nursing task exceeds
personal ability or scope of nursing practice.
Comments:
Promotes an environment
that enables client safety,
independence, quality of
life, and health.
Begins to identify situations that affect client or staff
members' health or safety and reports these appropriately.
Knows the location of emergency equipment and supplies and
at a beginning level is able to use these.
Maintains infection control principles.
Recognises potential physical, social and psychological risks
for clients in a health care setting and provides care that best
meets the needs and interests of clients and the public.
Comments:
Practises nursing in a
manner that the client
determines as being
culturally safe.
Begins to apply the principles of cultural safety in own
nursing practice.
Is aware of the culture of nursing and its impact on client care
and endeavours to protect the client's wellbeing within this
culture.
Respects each client's identity and right to hold personal
beliefs, values and goals.
Informs agency staff/CTA of the need to assist the client to
gain appropriate support and representation from those who
understand the client's culture, needs and preferences.
Reflects on his/her own practice and values that impact on
nursing care in relation to the client's age, ethnicity, culture,
beliefs, gender, sexual orientation and/or disability.
Avoids imposing prejudice on others and is able to discuss
advocacy strategies when prejudice is apparent.
Comments:
21
Management of nursing care This domain contains competencies related to client assessment and managing client care, which is responsive to clients' needs, and which is
supported by nursing knowledge and evidence based research.
Criteria: Indicators at 200 Level: CTA/Preceptor’s assessment: Met Not
met
Provides planned nursing
care to achieve identified
outcomes.
Works in close collaboration with clients and agency
staff/CTA when planning care, and demonstrates an
understanding of the client’s right to make informed decisions.
At a beginning level, demonstrates understanding of the
processes and environments that support recovery and healing.
Nursing care is based on situational and current knowledge
and supported by clear rationale.
Undertakes appropriately delegated practice procedures and
skills in a competent and safe way.
Administers medications in accordance to agency policies and
under direct supervision of agency staff/CTA.
Comments:
Ensures the client has
adequate explanation of the
effects, consequences of the
proposed nursing care
options.
Provides clients with appropriate information concerning
intended nursing care to protect their rights and to allow
informed decision-making.
Begins to take into account the readiness of the client to
participate in health education.
With guidance, makes appropriate professional judgement
regarding the extent to which the client is capable of
participating in decisions related to his/her care.
At a beginning level, discusses ethical issues related to health
care/nursing practice, (for example: informed consent,
privacy, refusal of treatment and rights of formal and informal
clients).
Assists in the facilitation of the client's access to appropriate
therapies or interventions.
Respects the client's right to choose amongst alternatives.
Seeks clarification from relevant members of the health care
team regarding the individual's request to change and/or refuse
care.
Takes the client's preferences into consideration when
providing care.
Comments:
22
Management of nursing care (cont.) Criteria: Indicators at 200 Level: CTA/Preceptor’s assessment: Met Not
met
Undertakes a comprehen-
sive and accurate nursing
assessment of clients in a
variety of settings.
Assists with, and uses an appropriate framework to assess
and determine client health status.
Is able to conduct a subjective health assessment
Uses suitable assessment tools/equipment to assist the
collection of objective data.
Reports and seeks guidance when assessment findings are
outside the normal range.
Begins to apply relevant research data to underpin nursing
assessment.
Comments:
Ensures documentation is
accurate and maintains
confidentiality of
information.
With guidance, maintains clear, concise, accurate client
records.
Begins to understand the legal and ethical aspects that
applies to documentation.
With minimal guidance is able to complete a wide range of
forms that are part of nursing documentation (i.e. FBC,
diabetic record, PF record).
Comments:
Acts appropriately to
protect oneself and others
when faced with unexpected
client responses, confronta-
tion, personal threat or
other crisis situations.
Is aware of the agency’s emergency procedures and lines of
communication in a crisis situation.
Informs immediately agency staff of any situation that
compromise client safety and wellbeing.
Is aware of own limitations and seeks assistance as
necessary.
Comments:
Evaluates client's progress
toward expected outcomes
in partnership with clients.
At a beginning level, identifies criteria for evaluation of
expected outcomes of care.
With guidance from agency staff/CTA and in collaboration
with the client, evaluates the effectiveness of the client's
response to prescribed treatments, interventions and health
education.
Reflects on client feedback on the evaluation of nursing care
and health service delivery.
Comments:
23
Management of nursing care (cont.) Criteria: Indicators at 200 Level: CTA/Preceptor’s assessment: Met Not
met
Provides health education
appropriate to the needs of
the client within a nursing
framework.
Checks clients' level of understanding of health care when
answering their questions and providing information.
At a beginning level, uses informal and formal methods of
teaching that are appropriate to the client's abilities.
Begins to participates in health education, and ensures client
understands relevant information related to their health care.
Comments:
Reflects upon, and
evaluates with agency
staff/CTA the effectiveness
of nursing care provided.
Identifies own level of competence and seeks assistance and
guidance as necessary.
Accesses advice/support and acts accordingly.
Recognises need for debriefing and takes steps to obtain this
as necessary.
Comments:
Maintains professional
development.
Takes responsibility for one's own professional development
and for sharing knowledge with others.
Takes actively part in formal and informal educational
sessions.
Sets personal learning objectives that are appropriate for the
setting and achievable in the time available.
Pursues learning opportunities that extend own professional
knowledge/skills base.
Identifies knowledge/skills deficits and takes appropriate
initiatives to resolve these.
Responds to feedback by setting new objectives that address
the areas that require improvement.
Comments:
24
Interpersonal relationships This domain contains competencies related to interpersonal and therapeutic communication with clients, other nursing staff and
interprofessional communication and documentation.
Criteria: Indicators at 200 Level: CTA/Preceptor’s assessment: Met Not
met
Establishes, maintains and
concludes therapeutic
interpersonal relationships
with client.
At a beginning level, initiates, maintains and concludes
interpersonal interactions with clients.
Begins to incorporate therapeutic use of self as the basis for
nursing care.
Utilises effective interviewing skills in interactions with
clients.
Demonstrates respect, empathy and interest in client.
Establishes rapport and trust with the client.
Comments:
Practises nursing in a
negotiated partnership with
the client where and when
possible.
Ensures that clients receive and understand information
concerning their health care in order to make an informed
choice.
Implements nursing care in a manner that facilitates the
independence, self-esteem and safety of the client and an
understanding of therapeutic and partnership principles.
Recognises and supports the personal resourcefulness of
people with mental and/or physical illness.
Acknowledges family/whanau perspectives and supports
their participation in nursing care.
Comments:
Communicates effectively
with clients and members of
the health care team.
Utilises a variety of effective communication techniques.
Demonstrates verbal and non-verbal skills of clarification.
Employs appropriate language to context.
Provides adequate time for discussion.
Endeavours to establish alternative communication methods
when clients are unable to verbalise.
Communicates in a manner that respects the boundaries of a
professional relationship.
Communicates clearly and concisely in writing to ensure
continuity of care and recovery.
Discussions concerning clients are restricted to settings,
learning situations and relevant members of the health care
team including CTA.
Comments:
25
Interprofessional health care & quality improvement This domain contains competencies to demonstrate that, as a member of the health care team, the nurse evaluates the effectiveness of care and
promotes a nursing perspective within the interprofessional activities of the team.
Criteria: Indicators at 200 Level: CTA/Preceptor’s assessment: Met Not
met
Collaborates and partici-
pates with colleagues and
members of the health care
team to facilitate and
coordinate care.
Collaborates with the client and agency staff in order to
develop and implement a plan of care.
Assists in the development of a discharge plan and follow
up care in consultation with the client and agency staff.
Demonstrates knowledge of the formal referral system to
other health care team members for clients who require
consultation.
Demonstrates the ability to work effectively as a team
member.
Comments:
Recognises and values the
roles and skills of all
members of the health care
team in the delivery of care.
Is knowledgeable about the roles and responsibilities of the
Registered Nurse within the clinical setting.
Demonstrates a beginning understanding of the roles,
responsibilities, and skills of other members of the health
team.
Assists with the co-ordination of care to maximise health
outcomes for the client.
Collaborates with, and provides accurate information to, the
client and other health professionals about the prescribed
nursing interventions.
Demonstrates knowledge of community services and
resources and encourages clients to use them when
appropriate.
Comments:
Participates in quality
improvement activities to
monitor and improve
standards of nursing.
Begins to identify researchable practice issues and discusses
these during clinical tutorials and/or with CTA.
Engages in literature searches to find evidence-based
nursing interventions.
Raises in an appropriate forum, valid questions about
current nursing practices and protocols.
Comments:
This assessment has been discussed with the student: YES / NO
Student comments (optional): _________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Student’s signature: ___________________ CTA/Preceptor’s name: _________________________
Date: _______________________________ CTA/Preceptor’s signature: _________________________
26
Competency-based Assessment 300 Level
Assessment criteria for students at 300 Level of the Bachelor of Nursing programme
Student’s name: ________________________ Paper No: 168.3____ CTA/Preceptor’s name: _____________________
Clinical placement: _________________________ Placement period from _______________ till _______________
Professional responsibility This domain contains competencies that relate to professional, legal and ethical responsibilities and cultural safety. These include being able
to demonstrate knowledge and judgement and being accountable for own actions and decisions, while promoting an environment that
maximises clients' safety, independence, quality of life and health. Criteria: Indicators at 300 Level: CTA/Preceptor’s assessment: Met Not
met
Accepts responsibility for
ensuring that his/her
nursing practice and
conduct meet the standards
of the professional, ethical
and relevant legislated
requirements.
Practises nursing in accord with relevant
legislation/codes/policies and upholds client rights
derived from that legislation.
Accepts responsibility for own actions and decision
making within scope of practice.
Identifies breaches of law that occur in practice and
reports them to the appropriate agency staff/CTA.
Demonstrates knowledge of, and accesses, policies
and procedural guidelines that have implications for
practice.
Uses professional standards of practice.
Comments:
Demonstrates the ability to
apply the principles of the
Treaty of Waitangi/Te
Tiriti 0 Waitangi to nursing
practice.
Understands the Treaty of Waitangi/Te Tiriti 0
Waitangi and its relevance to the health of Maori in
Aotearoa/New Zealand.
Demonstrates knowledge of differing health and
socioeconomic status of Maori and non-Maori.
Applies the Treaty of Waitangi/Te Tiriti 0 Waitangi
to nursing practice.
Comments:
This is a summative assessment.
Students need to meet all criteria (left-
hand column) as well as any other
predetermined requirements in order to
pass this paper successfully.
27
Professional responsibility (cont.) Criteria: Indicators at 300 Level: CTA/Preceptor’s assessment: Met Not
met
Demonstrates accountability for
directing, monitoring and
evaluating nursing care that is
provided by nurse assistants,
enrolled nurses and others.
Understands the various aspects for directing,
monitoring and evaluating nursing care that is
provided by nurse assistants, enrolled nurses and
others.
Is able to discuss accountability issues related to
directing, monitoring and evaluating nursing care.
Seeks advice from a senior registered nurse if unsure
about the role and competence of nurse assistants,
enrolled nurses and others when delegating work.
Comments:
Promotes an environment that
enables client safety, indepen-
dence, quality of life, and health.
Identifies and reports situations that affect client or
staff members' health or safety.
Accesses, maintains and uses emergency equipment
and supplies.
Maintains infection control principles.
Recognises and manages risks to provide care that
best meets the needs and interests of clients and the
public.
Comments:
Practises nursing in a manner
that the client determines as
being culturally safe.
Applies the principles of cultural safety in own
nursing practice.
Recognises the impact of the culture of nursing on
client care and endeavours to protect the client's
wellbeing within this culture.
Practises in a way that respects each client's identity
and right to hold personal beliefs, values and goals.
Assists the client to gain appropriate support and
representation from those who understand the client's
culture, needs and preferences.
With guidance of agency staff, consults with
members of cultural and other groups as requested
and approved by the client.
Reflects on his/her own practice and values that
impact on nursing care in relation to the client's age, ethnicity, culture, beliefs, gender, sexual orientation
and/or disability.
Avoids imposing prejudice onto others and provides
advocacy when prejudice is apparent.
Comments:
28
Management of nursing care This domain contains competencies related to client assessment and managing client care, which is responsive to clients' needs, and which is
supported by nursing knowledge and evidence based research.
Criteria: Indicators at 300 Level: CTA/Preceptor’s assessment: Met Not
met
Provides planned nursing care to
achieve identified outcomes.
Contributes to care planning, involving clients and
demonstrates an understanding of clients' rights, to
make informed decisions.
Demonstrates understanding of the processes and
environments that support recovery.
Identifies examples of the use of evidence in planned
nursing care.
Undertakes practice procedures and skills in a
competent and safe manner.
Administers interventions, treatments and
medications, within legislation, codes and scope of
practice; and according to authorised prescription,
established policy and guidelines.
Comments:
Ensures the client has adequate
explanation of the effects,
consequences and alternatives of
proposed treatment options.
Provides appropriate information to clients to protect
their rights and to allow informed decisions.
Assesses the readiness of the client to participate in
health education.
With minimal guidance, makes appropriate
professional judgement regarding the extent to which
the client is capable of participating in decisions
related to his/her care.
Discusses ethical issues related to health care/nursing
practice, (for example: informed consent, privacy,
refusal of treatment and rights of formal and informal
clients).
With guidance, facilitates the client's access to
appropriate therapies or interventions and respects the
client's right to choose amongst alternatives.
Seeks clarification from relevant members of the
health care team regarding the individual's request to
change and/or refuse care.
Takes the client's preferences into consideration when
providing care.
Comments:
29
Management of nursing care (cont.) Criteria: Indicators at 300 Level: CTA/Preceptor’s assessment: Met Not
met
Undertakes a comprehensive and
accurate nursing assessment of
clients in a variety of settings.
Undertakes assessment in an organised and
systematic way.
Uses suitable assessment tools and methods to assist
the collection of data.
Applies relevant research data to underpin nursing
assessment.
Comments:
Ensures documentation is
accurate and maintains
confidentiality of information.
Maintains clear, concise, timely, accurate and current
client records within a legal and ethical framework.
Demonstrates literacy and computer skills necessary
to record, enter, store, retrieve and organise data
essential for care delivery.
Comments:
Acts appropriately to protect
oneself and others when faced
with unexpected client responses,
confrontation, personal threat or
other crisis situations.
Understand emergency procedures and plans, and
lines of communication, to manage crisis situations.
Takes action in situations that compromise client
safety and wellbeing.
Implements nursing responses, procedures and
protocols for managing threats to safety within the
practice environment.
Comments:
Evaluates client's progress toward
expected outcomes in partnership
with clients.
Identifies criteria for evaluation of expected
outcomes of care.
In collaboration with client, agency staff/CTA,
evaluates the effectiveness of the client's response to
prescribed treatments, interventions and health
education.
Reflects on client feedback for evaluation of nursing
care and health service delivery.
Comments:
Provides health education
appropriate to the needs of the
client within a nursing
framework.
Checks clients' level of understanding of health care
when answering their questions and providing
information.
Uses informal and formal methods of teaching that
are appropriate to the client's or group's abilities.
Participates in health education, and ensures that the
client understands relevant information related to
their health care.
Educates client to maintain and promote health.
Comments:
30
Management of nursing care (cont.) Criteria: Indicators at 300 Level: CTA/Preceptor’s assessment: Met Not
met
Reflects upon, and evaluates with
agency staff/CTA, the effective-
ness of nursing care.
Identifies one's own level of competence and seeks
assistance and knowledge as necessary.
Determines the level of care required by individual
clients.
Accesses advice, assistance, debriefing and direction
as necessary.
Comments:
Maintains professional develop-
ment.
Takes responsibility for own professional
development.
Takes actively part in formal and informal
educational sessions.
Sets personal learning objectives that are appropriate
for the setting and achievable in the time available.
Pursues learning opportunities that extend own
professional knowledge/skills base.
Identifies knowledge/skills deficits and takes
appropriate initiatives to resolve these.
Responds to feedback by setting new objectives.
Begins to contribute to the support, direction and
teaching of peers and junior staff to enhance
professional development.
Updates knowledge related to administration of
interventions, treatments, medications and best
practice guidelines within area of practice.
Comments:
31
Interpersonal relationships This domain contains competencies related to interpersonal and therapeutic communication with clients, other nursing staff and
interprofessional communication and documentation.
Criteria: Indicators at 300 Level: CTA/Preceptor’s assessment: Met Not
met
Establishes, maintains and
concludes therapeutic inter-
personal relationships with client.
Initiates, maintains and concludes interpersonal
interactions with clients.
Incorporates therapeutic use of self and
psychotherapeutic communication skills as the basis
for nursing care for clients with mental health needs.
Utilises effective interviewing and counselling skills
in interactions with clients.
Demonstrates respect, empathy and interest in client.
Establishes rapport and trust with the client.
Comments:
Practises nursing in a negotiated
partnership with the client where
and when possible.
Undertakes nursing care that ensures clients receive
and understand relevant and current information
concerning their health care that contributes to
informed choice.
Implements nursing care in a manner that facilitates
the independence, self-esteem and safety of the client
and an understanding of therapeutic and partnership
principles.
Recognises and supports the personal resourcefulness
of people with mental and/or physical illness.
Acknowledges family/whanau perspectives and
supports their participation in services.
Comments:
Communicates effectively with
clients and members of the health
care team.
Uses a variety of effective communication
techniques.
Employs appropriate language to context.
Provides adequate time for discussion.
Endeavours to establish alternative communication
methods when clients are unable to verbalise.
Accesses an interpreter when appropriate.
Discussions concerning clients are restricted to settings,
learning situations and or relevant members of the
health care team.
Comments:
32
Interprofessional health care & quality improvement This domain contains competencies to demonstrate that, as a member of the health care team, the nurse evaluates the effectiveness of care and
promotes a nursing perspective within the interprofessional activities of the team.
Criteria: Indicators at 300 Level: CTA/Preceptor’s assessment: Met Not met
Collaborates and participates
with colleagues and members
of the health care team to
facilitate and coordinate care.
Promotes a nursing perspective and contribution within
the interprofessional activities of the health care team.
Collaborates with the client and agency staff to develop a
plan of care.
Maintains and documents information necessary for
continuity of care and recovery.
Develops a discharge plan and follow up care in
consultation with the client and agency staff members.
With guidance, makes appropriate formal referrals to
other health care team members and other health related
sectors for clients who require consultation.
Comments:
Recognises and values the
roles and skills of all members
of the health care team in the
delivery of care.
Contributes to the co-ordination of care to maximise
health outcomes for the client.
Collaborates, consults with, and provides accurate
information to the client and other health professionals
about the prescribed interventions or treatments.
Demonstrates a comprehensive knowledge of community
services and resources and actively supports service users
to use them.
Comments:
Participates in quality
improvement activities to
monitor and improve
standards of nursing.
Raises in an appropriate forum valid questions about
current nursing practices and protocols.
Contributes to discussions concerning current policies,
processes, procedures using relevant published research
data.
Recognises and identifies researchable practice issues and
discusses these with appropriate people,
Shares with agency staff/CTA/peers published research
findings that indicate changes to practice.
Comments:
This assessment has been discussed with the student: YES / NO
Student comments (optional): _________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Student’s signature: ___________________ CTA/Preceptor’s name: _________________________
Date: _______________________________ CTA/Preceptor’s signature: _________________________
33
Final Pre-Graduate Competency-based Assessment
Assessment criteria for students completing the final clinical experience in the Bachelor of Nursing programme
Student’s name: ________________________ Paper No: 168.343 Preceptor’s name: _____________________
Clinical placement: _________________________ Placement period from _______________ till _______________
Professional responsibility This domain contains competencies that relate to professional, legal and ethical responsibilities and cultural safety. These include being able
to demonstrate knowledge and judgement and being accountable for own actions and decisions, while promoting an environment that
maximises clients' safety, independence, quality of life and health. Criteria: Indicators at 300 Level: Preceptor’s assessment: Met Not
met
Accepts responsibility for
ensuring that his/her
nursing practice and
conduct meet the
standards of the
professional, ethical and
relevant legislated
requirements.
Practises nursing in accord with relevant
legislation/codes/policies and upholds client rights derived
from that legislation.
Accepts responsibility for actions and decision making
within scope of practice.
Identifies breaches of law that occur in practice and reports
them to the appropriate person(s).
Demonstrates knowledge of, and accesses, policies and
procedural guidelines that have implications for practice.
Uses professional standards of practice.
Comments:
Demonstrates the ability
to apply the principles of
the Treaty of
Waitangi/Te Tiriti 0
Waitangi to nursing
practice.
Understands the Treaty of Waitangi/Te Tiriti 0 Waitangi and
its relevance to the health of Maori in Aotearoa/New
Zealand.
Demonstrates knowledge of differing health and socio-
economic status of Maori and non-Maori.
Applies the Treaty of Waitangi/Te Tiriti 0 Waitangi to
nursing practice.
Comments:
34
Professional responsibility (cont.) Criteria: Indicators at 300 Level: Preceptor’s assessment: Met Not
met
Demonstrates
accountability for
directing, monitoring and
evaluating nursing care
that is provided by nurse
assistants, enrolled nurses
and others.
Understands accountability for directing, monitoring and
evaluating nursing care provided by nurse assistants,
enrolled nurses and others.
Seeks advice from a senior registered nurse if unsure about
the role and competence of nurse assistants, enrolled nurses
and others when delegating work.
Takes into consideration the role and competence of staff
when delegating work.
Makes appropriate decisions when assigning care,
delegating activities and providing direction for enrolled
nurses, nurse assistants and others.
Comments:
Promotes an environment
that enables client safety,
independence, quality of
life, and health.
Identifies and reports situations that affect client or staff
members' health or safety.
Accesses, maintains and uses emergency equipment and
supplies.
Maintains infection control principles.
Recognises and manages risks to provide care that best
meets the needs and interests of clients and the public.
Comments:
Practises nursing in a
manner that the client
determines as being
culturally safe.
Applies the principles of cultural safety in own nursing
practice.
Recognises the impact of the culture of nursing on client
care and endeavours to protect the client's wellbeing within
this culture.
Practises in a way that respects each client's identity and
right to hold personal beliefs, values and goals.
Assists the client to gain appropriate support and
representation from those who understand the client's
culture, needs and preferences.
Consults with members of cultural and other groups as
requested and approved by the client.
Reflects on his/her own practice and values that impact on
nursing care in relation to the client's age, ethnicity, culture,
beliefs, gender, sexual orientation and/or disability.
Avoids imposing prejudice on others and provides advocacy
when prejudice is apparent.
Comments:
35
Management of nursing care This domain contains competencies related to client assessment and managing client care, which is responsive to clients' needs, and which is
supported by nursing knowledge and evidence-based research.
Criteria: Indicators at 300 Level: Preceptor’s assessment: Met Not
met
Provides planned nursing
care to achieve identified
outcomes.
Contributes to care planning, involving clients and
demonstrating an understanding of clients' rights, to make
informed decisions.
Demonstrates understanding of the processes and
environments that support recovery.
Identifies examples of the use of evidence in planned
nursing care.
Undertakes practice procedures and skills in a competent
and safe way.
Administers interventions, treatments and medications,
(for example: intravenous therapy, calming and restraint),
within legislation, codes and scope of practice; and
according to authorised prescription, established policy
and guidelines.
Comments:
Ensures the client has
adequate explanation of the
effects, consequences and
alternatives of proposed
treatment options.
Provides appropriate information to clients to protect their
rights and to allow informed decisions.
Assesses the readiness of the client to participate in health
education.
Makes appropriate professional judgement regarding the
extent to which the client is capable of participating in
decisions related to his/her care.
Discusses ethical issues related to health care/nursing
practice, (for example: informed consent, privacy, refusal
of treatment and rights of formal and informal clients).
Facilitates the client's access to appropriate therapies or
interventions and respects the client's right to choose
amongst alternatives.
Seeks clarification from relevant members of the health
care team regarding the individual's request to change
and/or refuse care.
Takes the client's preferences into consideration when
providing care.
Comments:
36
Management of nursing care (cont.)
Criteria: Indicators at 300 Level: Preceptor’s assessment: Met Not
met
Undertakes a comprehensive
and accurate nursing
assessment of clients in a
variety of settings.
Undertakes assessment in an organised and systematic
way.
Uses suitable assessment tools and methods to assist the
collection of data.
Applies relevant research to underpin nursing assessment.
Comments:
Ensures documentation is
accurate and maintains
confidentiality of information.
Maintains clear, concise, timely, accurate and current
client records within a legal and ethical framework.
Demonstrates literacy and computer skills necessary to
record, enter, store, retrieve and organise data essential for
care delivery.
Comments:
Acts appropriately to protect
oneself and others when faced
with unexpected client
responses, confrontation,
personal threat or other crisis
situations.
Understands emergency procedures and plans and lines of
communication to maximise effectiveness in a crisis
situation.
Takes action in situations that compromise client safety
and wellbeing.
Implements nursing responses, procedures and protocols
for managing threats to safety within the practice
environment.
Comments:
Evaluates client's progress
toward expected outcomes in
partnership with clients.
Identifies criteria for evaluation of expected outcomes of
care.
In collaboration with preceptor/mentor, evaluates the
effectiveness of the client's response to prescribed
treatments, interventions and health education in
collaboration with the client and other health care team
members.
Reflects on client feedback on the evaluation of nursing
care and health service delivery.
Comments:
Provides health education
appropriate to the needs of
the client within a nursing
framework.
Checks clients' level of understanding of health care when
answering their questions and providing information.
Uses informal and formal methods of teaching that are
appropriate to the client's or group's abilities.
Participates in health education, and ensures that the client
understands relevant information related to their health
care.
Educates client to maintain and promote health.
Comments:
37
Management of nursing care (cont.)
Criteria: Indicators at 300 Level: Preceptor’s assessment: Met Not
met
Reflects upon, and evaluates
the effectiveness of nursing
care with peers and
experienced nurses.
Identifies one's own level of competence and seeks
assistance and knowledge as necessary.
Determines the level of care required by individual clients.
Accesses advice, assistance, debriefing and direction as
necessary.
Comments:
Maintains professional
development.
Contributes to the support, direction and teaching of
colleagues to enhance professional development.
Updates knowledge related to administration of
interventions, treatments, medications and best practice
guidelines within area of practice.
Takes responsibility for own professional development and
for sharing knowledge with others.
Comments:
38
Interpersonal relationships This domain contains competencies related to interpersonal and therapeutic communication with clients, other nursing staff and
interprofessional communication and documentation.
Criteria: Indicators at 300 Level: Preceptor’s assessment: Met Not
met
Establishes, maintains and
concludes therapeutic
interpersonal relationships
with client.
Initiates, maintains and concludes interpersonal
interactions with clients.
Incorporates therapeutic use of self and psychotherapeutic
communication skills as the basis for nursing care for
clients with mental health needs.
Utilises effective interviewing and counselling skills in
interactions with clients.
Demonstrates respect, empathy and interest in client.
Establishes rapport and trust with the client.
Comments:
Practises nursing in a
negotiated partnership with
the client where and when
possible.
Undertakes nursing care that ensures clients receive and
understand relevant and current information concerning
their health care that contributes to informed choice.
Implements nursing care in a manner that facilitates the
independence, self-esteem and safety of the client and an
understanding of therapeutic and partnership principles.
Recognises and supports the personal resourcefulness of
people with mental and/or physical illness.
Acknowledges family/whanau perspectives and supports
their participation in services.
Comments:
Communicates effectively
with clients and members of
the health care team.
Uses a variety of effective communication techniques.
Employs appropriate language to context.
Provides adequate time for discussion.
Endeavours to establish alternative communication methods
when clients are unable to verbalise.
Accesses an interpreter when appropriate.
Discussions concerning clients are restricted to settings,
learning situations and or relevant members of the health
care team.
Comments:
39
Interprofessional health care & quality improvement This domain contains competencies to demonstrate that, as a member of the health care team, the nurse evaluates the effectiveness of care and
promotes a nursing perspective within the interprofessional activities of the team. Criteria: Indicators at 300 Level: Preceptor’s assessment: Met Not
met
Collaborates and participates
with colleagues and members of
the health care team to facilitate
and coordinate care.
Promotes a nursing perspective and contribution
within the interprofessional activities of the health
care team.
Provides guidance and support to fellow students,
beginning practitioners and those who are
transferring into a new clinical area when
appropriate.
Collaborates with the client and other health team
members to develop and plan of care.
Maintains and documents information necessary for
continuity of care and recovery.
Develops a discharge plan and follow up care in
consultation with the client and other members of the
health care team.
Makes appropriate formal referrals to other health
care team members and other health related sectors
for clients who require consultation.
Comments:
Recognises and values the roles
and skills of all members of the
health care team in the delivery of
care.
Contributes to the co-ordination of care to maximise
health outcomes for the client.
Collaborates, consults with and provides accurate
information to the client and other health
professionals about the prescribed interventions or
treatments.
Demonstrates a comprehensive knowledge of
community services and resources and actively
supports service users to use them.
Comments:
Participates in quality
improvement activities to monitor
and improve standards of
nursing.
Reviews policies, processes, procedures based on
relevant research.
Recognises and identifies researchable practice issues
and refers to appropriate people,
Distributes research findings that indicate changes to
practice to colleagues,
Comments:
40
This assessment has been discussed with the student: YES / NO
Additional Preceptor’s comments (optional): _____________________________________________________________________________________
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Student comments (optional): _________________________________________________________________________________________________
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Student’s signature: ___________________ Date: ________________________