a sample oar booklet

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UNIVERSITY OF DUNDEE

SCHOOL OF NURSING AND MIDWIFERY BACHELOR OF SCIENCE (NURSING) ONGOING ACHIEVEMENT RECORD

(PART ONE)

STUDENT’S NAME ………………………………………… MATRICULATION NUMBER …………………………………….. COHORT / FIELD …………………………………………….. PERSONAL TUTOR ………………………………………………………..

This document is confidential and should only be shared with the student, mentors in the clinical area, and the School.

This is the property of the School of Nursing and Midwifery, University of Dundee. If found please return to 11 Airlie Place, Dundee, DD1 4HJ.

Approved May, 2011, Revised September 2012; Revised September 2013

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CONTENTS

Guide for Students 1 Guidelines for Students Regarding the Role of the Personal Tutor (PT) and the Academic Practice Contact (APC) 2 Guide for Mentors 3 Assessing Students: Guidance Notes for Mentors 5 Service Users’ Assessment 5 Mentoring the Unsatisfactory Student 6 Cause for Concern 7 Section 1: Mentor Signature Record (including example) and Essential Skills 8 Section 2: Mentor’s Reports (including Service Users’ Assessment) 20 Mentor/Student Notes 52 Agreed Plan of Action 55 First Progression Point Criteria 58 Section 3: Student Attendance Record 62 NMC Domains 76

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ONGOING ACHIEVEMENT RECORD

GUIDE FOR STUDENTS Completing the Ongoing Achievement Record (OAR) Your OAR is your record of your progress towards competency as a registered nurse. It has a number of sections to complete. This guide shows you how it should be completed. 1. At the beginning of a placement

a. Your mentor should complete the details indicating their name, signature and initials. This helps us confirm their status as a mentor. b. With your mentor you should complete the details about the placement. Your mentor will sign to confirm that you have had an orientation to the

placement. Together you will agree outcomes for the placement. You both need to sign at the bottom of the page. 2. As the placement progresses

a. There are details of skills that you are expected to achieve during the placement. You should read these, and make sure that your mentor signs off any that you are achieving. If this is the first placement, they sign in the P1 box, if it is the second, in the P2 box and so on.

b. You will work regularly with your mentor. It is good to get skills signed as you go and not wait until the end of the placement. 3. Halfway through each placement

a. You need to meet with your mentor to complete the midway feedback b. You will discuss your progress and you should both complete and sign this page.

4. At the end of the placement Section 1: Essential Skills

a. By the end of the placement all the boxes for essential skills must have an entry in them from your mentor. b. If you have satisfactorily achieved the skill to the level given at the bottom of the pages, then your mentor should put S (satisfactory) with their

initials and the date c. If you are not yet at the required level, the mentor should write U (unsatisfactory) with their initials and the date d. If there was no opportunity to practice and perform the skill, your mentor should write N/A (not available) with their initials and the date e. Skills marked with an asterisk (*) relate to numerical assessment. These must be achieved at 80% in either practice or simulated practice in first

year. f. If there are additional skills specific to the area, then the blank pages allow the mentor to add them and sign for them.

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5. At the end of the placement Section 2: Mentors’ Reports a. As well as being able to perform skills, you are expected to show the professional attributes of a nurse. For each placement there are 2 pages where

your mentor will write about how you are progressing in each of the 4 NMC domains: Professional values; Communication and interpersonal skills; Nursing practice and decision making; Leadership, management and team working (see the back of the book for a description of the Domains). Additionally your mentor will ask people for whom you have cared about the standard of care they received from you. Their comments will help to inform your mentor’s report.

b. Your mentor completes a report. There is a space for you to write comments as well. c. Both you and the mentor should sign and date this. You are signing to indicate that you have read the comments, not that you necessarily agree with

them. 6. Mentor or student notes

a. There are pages for any notes that you or your mentor wants to make. b. There are also pages for an action plan if either your mentor or your personal tutor identifies any issues that need to be addressed in your next

placement. 7. Every week Section 3: Student Attendance Record

a. There is a section for recording your shifts and attendance at placement. There are 24 weeks listed, one for every week of practice through the whole year.

b. These must be completed every week by your mentor.

8. Progression placement: In your final placement before the exam board (this is the April-May placement for year 1) a. Your mentor will examine everything recorded in the OAR for the whole year (including what they have written in the final placement) and will complete

the progression placement documentation. b. They will make an overall assessment of your progress throughout the year. To pass the year:

i. you need to achieve all 18 areas, ii. you need to achieve all your skills

GUIDELINES FOR STUDENTS REGARDING THE ROLE OF THE PERSONAL TUTOR (PT) AND THE ACADEMIC PRACTICE CONTACT (APC) When you are in practice, your mentor will be the person you are working with on a day-to-day basis. Your personal tutor will be available for either you or your mentor to discuss any issues (see your student handbook for more information about the role of your personal tutor). Each practice area also has an academic practice contact, who knows the particular area where you are in practice, and who can provide information to the practice staff about University requirements, curriculum information, and who works with the Practice Education Facilitators to provide mentor updates (see your student handbook for more information about these people).

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GUIDE FOR MENTORS Completing the Ongoing Achievement Record (OAR) The OAR is a record of progress towards competency as a registered nurse, and has a number of sections to complete. This guide will show you how it should be completed. Mentors should not keep separate records regarding students. 1. At the beginning of a placement

a. You should complete the details indicating your name, signature and initials. This helps us confirm your status as a mentor. b. With the student you should complete the details about the placement and sign to confirm that the student has had an orientation to the placement.

This needs to include an orientation to the particular clinical area, and what is expected of the student and an induction to key aspects of safety and operation of the area, including emergency situations. Together you will agree outcomes for the placement. You both need to sign at the bottom of the page.

2. As the placement progresses

a. Complete the details of skills that the student is expected to achieve during the placement. You will need to sign off any that your student is achieving. If this is the first placement, you sign in the P1 box, if it is the second, in the P2 box and so on.

b. As you work with the student it is good to sign skills as you go and not wait until the end of the placement. c. Please do not use correction fluid. Any changes should be crossed out and the change initialled.

3. Halfway through each placement

a. You should meet with your student to complete the midway feedback b. You will discuss their progress and you should both complete and sign this page.

4. At the end of the placement Section 1: Essential Skills

a. By the end of the placement all the boxes for skills need an entry in them from you. b. If the student has satisfactorily achieved the skill to the level listed at the bottom of the page, then you should put S (satisfactory) with your initials

and the date c. If you are not yet satisfied that the student is functioning at the required level, you should write U (unsatisfactory) with your initials and the date. d. If there was no opportunity to practice and perform the skill, you should write N/A (not available) with your initials and the date. e. Skills marked with an asterisk (*) relate to numerical assessment. These must be achieved at 80% in either practice or simulated practice in first

year. f. If there are additional skills specific to the area, then pages 15 and 16 allow you to write them in and sign for them.

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5. At the end of the placement Section 2 – Mentors’ Reports a. As well as being able to perform skills, your student is expected to show the professional attributes of a nurse. For each placement there are 2 pages

where you will write about how the student is progressing in each of the 4 NMC domains: Professional values; Communication and interpersonal skills; Nursing practice and decision making; Leadership, management and team working (see the back of the book for a description of the Domains).

b. You will need to indicate whether the student’s performance has been satisfactory in the placement or not, taking into account all that you have observed and written during the placement.

c. Additionally you should ask people for whom the student has cared about the standard of care they received from the students. Their comments will help to inform your report.

d. There is a space for the student to write comments as well. e. You and the student must sign and date the report. The student is signing to indicate that they have read the report, not that they agree with it.

6. Mentor or student notes

a. There are pages for any notes that you or your student wants to make. b. There are pages for an action plan, if either you or the student's personal tutor identifies any issues that need to be addressed in your next placement.

7. Every week Section 3: Student Attendance Record a. We have included blank attendance records for recording the student’s shifts and attendance at placement. There are 24 weeks listed, one for every

week of practice through the whole year. b. These must be completed and signed by you every week.

8. Progression placement: In the student’s final placement before the exam board (this is the April-May placement for year 1) a. If you have a student in their final placement before the exam board (this will be notified when the student is allocated), you will examine everything

recorded in the OAR for the whole year (including what you have written in the final placement) and will complete the table on the progression pages.

b. You will make an overall assessment of the student's progress throughout the year. To pass the year: i. they need to achieve all 18 areas, ii. they need to successfully demonstrate all their skills, either in your placement, or in a previous one if they are not available in the final

placement. 9. If a student requires a retrieval placement after the exam board, you will find additional progression pages at the back of the OAR.

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ASSESSING STUDENTS: GUIDANCE NOTES FOR MENTORS This section provides some suggested indicators of what to expect from nursing students in relation to each of the sections in the OAR for each of the three years of the pre-registration programme. Mentor notes This part of the document should be used to record discussion around issues or problems or to document positive actions or good practice by the student. Recording of meetings, discussion and expectations helps to inform personal tutors of the student’s time in practice. Examples of what is recorded might be related to professional / ethical practice such as inappropriate conversations or drug errors and might include who witnessed the incident, what reporting took place and to whom. Positive examples might be where the student has made worthwhile suggestions about care or has shared experience of evidence-based practice. Action plans and details of discussion are recorded in the assessment documentation. Where a student is unsatisfactory in any skill or competency an action plan must be put in place. The expectations increase year on year in relation to practice and the underpinning theory. In Year One students are expected to undertake foundation skills and to demonstrate an awareness of the nursing process. They are expected to adhere to planned care and to work closely under supervision. By Year Two students will undertake skills of increasing complexity; assess and monitor patients; provide rationale for care and critique supporting evidence, and by Year Three they should be showing the beginnings of advanced skills as required by specialist areas; evaluate care and suggest changes; beginnings of teaching and management skills. Who can Assess? Individual skills may be signed off by any appropriately qualified health or social care professional with whom the student has worked. The final report MUST be completed by the designated mentor. SERVICE USERS’ ASSESSMENT Throughout the course of each placement, the student and the mentor will identify patients who will be asked to contribute formatively to the student assessment. The mentor will discuss with the patients, the student’s abilities in relation to: Provision of compassionate care Effective communication Respect of the person’s individuality and rights. A box has been provided in the mentor’s report for each placement for the mentor to document their discussion with service users.

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MENTORING THE UNSATISFACTORY STUDENT Occasionally while on practice placement students may have difficulty achieving the required level of performance. This guide outlines how mentors, PEFs (where appropriate) and personal tutors should address a cause for concern regarding a student’s ability to meet the required level of clinical performance and the appropriate outcomes for any part of the programme. The role of the PEF is to support the mentor and the role of the personal tutor is to support the student and offer the mentor appropriate guidance regarding the completion of the assessment documentation. Are you concerned about a student’s clinical performance? As soon as you become concerned, identify and document these concerns in the mentor's notes section of this document and discuss them with the student. If you are unsure about how to do this seek the advice of your PEF or the student’s personal tutor.

Resolved? The student’s performance improves and there is no need for further action. If at the time of the midway assessment the student’s performance has not improved: You must inform the PEF and the student’s personal tutor. In completing the midway assessment you must ensure that you, as the mentor, clearly identify the reasons for non achievement of the outcomes expected. At this point, create an action plan, which includes timescales to give the student every opportunity to make good the identified deficits. It is good practice to involve the student’s personal tutor in the midway assessment meeting.

Resolved? The student’s performance improves and they achieve the required outcomes by the end of the placement. If at the time of the final assessment the student’s performance has not improved: You must inform the PEF and the student’s personal tutor. In completing the final assessment you must ensure that you, as the mentor, clearly identify the reasons for non-achievement of the outcomes expected of the student and record this in the student's practice documentation. It is essential to involve the student’s personal tutor in the final assessment meeting. You may also be asked to provide additional written comments.

What happens next? The personal tutor will complete the appropriate documentation for the examination board and outline an appropriate plan of action for the student’s next placement.

Please note if a student’s performance or behaviour in practice brings into question their fitness to practise then you must contact the PEF or the student’s personal tutor immediately for advice and guidance, as it may be necessary to remove the student from practice pending formal investigation. At all times, students and mentors should follow the School's Cause for Concern policy which can be found overleaf.

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SECTION 1

MENTOR SIGNATURE RECORD (INCLUDING EXAMPLE) AND ESSENTIAL SKILLS

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MENTOR SIGNATURE RECORD PLEASE COMPLETE AT THE START OF EVERY PLACEMENT to indicate that you are on the live mentor register.

Placement

Placement Name Placement Dates

Mentor Name (print) Mentor Signature confirming you are on the mentor register.

Mentor Initials

Date of your last triennial review or mentor prep course (within last 3 years).

Date of your last annual update (within last 12 months)

One

Two

Three

Four

Five

Six

Students should sign to confirm that they have read the School’s Fitness to Practise Policy and that all signatures in this document are authentic.

Student’s signature: ______________________________________ Date: _________________________

Key to recording achievement: Please enter the appropriate code with your initials and the date

Skill achieved: S (Satisfactory) Skill not achieved: U (Unsatisfactory) Skill unavailable: N/A (Not Available)

Individual skills may be signed off by any appropriately qualified health or social care professional with whom the student has worked. The final report MUST be completed by the designated mentor, who must be a registered nurse. Where a student is given an ‘unsatisfactory’ for any component an action plan must be completed by the personal tutor, on return to University Skills Achievement Criteria: For a skill to be assessed as ‘satisfactory’ in Part One

Year General level criteria Criteria to be achieved in the progression point placement 1 Participates in previously observed care under the direct observation and

guidance of a Registered Practitioner. Demonstrates understanding of the care and relates this to their developing knowledge base.

Performs care safely and effectively with close supervision within an appropriate time limit. Is able to demonstrate clear understanding of the care and must be able to relate this to their developing knowledge base. May occasionally lack confidence and seek clarification from their mentor.

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ESSENTIAL SKILLS PART ONE

CARE, COMPASSION AND COMMUNICATION

ORGANISATIONAL ASPECTS OF CARE

NUTRITION AND FLUID MANAGEMENT

MEDICINES MANAGEMENT

Promotes a professional image based on the underpinning values of The Code (NMC 2008).

Undertakes the assessment of physical, emotional, psychological, social, cultural and spiritual needs, including risk factors by working with the person and records, shares and responds to clear indicators and signs.

Ensures that people are ready for the meal; that is, in an appropriate location, position, offered opportunity to wash hands, offered appropriate assistance.

Is competent in basic medicines calculations (*) relating to:

• tablets and capsules • liquid medicines • injections including:

• unit dose • sub/multiple unit dose • SI unit conversion.

P1

P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6

Takes a person-centred, personalised approach to care, delivered in a warm, sensitive, kind and compassionate manner.

Accurately undertakes and records weight, height, temperature, pulse, respiration and blood pressure, using manual and electronic devices (*), and routine diagnostic tests.

Ensures appropriate assistance and support is available to enable people to eat.

Safely participates in administration of medicines under direct supervision, including orally, intramuscular and sub-cutaneous injection.

P1

P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6

Ensures dignity is maintained taking account of the individual’s culture, religion, spiritual beliefs, gender and sexuality.

Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations.

Note: students will not have completed theory regarding medicine administration before placement 4, and not studied injection technique

before placement 5.

Child field students should consult their personal tutor concerning

medicine administration

P1

P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6

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Communicates effectively, orally and in writing, including active listening skills and recording information accurately and confirming understanding.

Responds appropriately when faced with an emergency or a sudden deterioration in a person’s physical or psychological condition (for example, abnormal vital signs, collapse, cardiac arrest, self harm, extremely challenging behaviour, attempted suicide) including seeking help from an appropriate person.

P1

P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6

Protects and keeps confidential all information relating to people in their care, except where sharing information is required for the purposes of safeguarding and public protection.

Uses support systems to recognise, manage and deal with own emotions.

P1 P2 P3 P4 P5 P6 P1 P2 P3 P4 P5 P6

Skill Satisfactory: S Skill Unsatisfactory: U Skill Not available: N/A

General level criteria Criteria to be achieved in the progression point placement Participates in previously observed care under the direct observation and guidance of a Registered Practitioner. Demonstrates understanding of the care and relates this to their developing knowledge base.


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CARE, COMPASSION AND COMMUNICATION

ORGANISATIONAL ASPECTS OF CARE

NUTRITION AND FLUID MANAGEMENT

MEDICINES MANAGEMENT

Seeks consent based on understanding and informed choice prior to undertaking any intervention.

Works as a member of the multiprofessional team accepting delegated activities within limitations of own role, knowledge and skills.

P1

P2 P3 P4 P5 P6 P1

P2 P3 P4 P5 P6

Works under supervision, within legal frameworks to manage risk and ensure the safety of service users, co-workers and self.

P1 P2 P3 P4 P5 P6

Skill Satisfactory: S Skill Unsatisfactory: U Skill not available: N/A

General level criteria Criteria to be achieved in the progression point placement Participates in previously observed care under the direct observation and guidance of a Registered Practitioner. Demonstrates understanding of the care and relates this to their developing knowledge base.


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PRACTICE AREA SPECIFIC SKILLS

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SECTION 2

MENTORS’ REPORTS (INCLUDING SERVICE USERS’ ASSESSMENT)

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Placement One ........................................................................ Dates from .................... to .........................

Mentor ...........................................................

Orientation to the area completed, including the expectations of the student, and induction to key aspects of safety and operation of the area, including emergency (incl. fire) situations.

Please note that you are also signing to say that you have seen the student’s University photo ID, and that you can confirm that you have checked that this is the correct student.

Mentor’s Signature ................................................................. Date ............................................

Student’s signature .................................................................

Initial Meeting Date ________________ (note: you should also set a date for the midway and final review now, and record those tentative dates on the subsequent pages)

Proposed date for midway review: ____________________ Proposed date for final review: _______________

Agreed Outcomes

Mentor’s Signature ..................................................Date................ Student’s Signature .................................................Date................

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Midway Feedback Date …………………….

Mentor:

Student:

Mentor’s Signature ..................................................Date................

Student’s Signature .................................................Date................

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Mentor’s Final Report Placement One ........................................................................ Dates from .................... to .........................

Domain One: Professional Values

Please tick if appropriate professional attitude and behaviour Conducts themselves in a professional manner

Displays honesty and integrity Adheres to School and practice placement policies and protocols

Identifies personal development needs Respects the privacy and dignity of clients/patients

Is punctual Accepts accountability for their own actions

Conforms to uniform policy Accepts and acts on constructive feedback

Comments If any of the above attributes have not been achieved, please give reasons

Domain Two: Communication and interpersonal skills

Domain Three: Nursing practice and decision making

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Domain Four: Leadership, management and team working

Service User’s Assessment: For mentor to obtain formative feedback from service users.

Overall comments:

Overall result for placement: (please delete) SATISFACTORY / UNSATISFACTORY

If UNSATISFACTORY please complete an action plan identifying the areas which require further attention

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Student Comments:

Mentor’s signature ....................................................................................................................................... Date .........................................

Student’s signature ...................................................................................................................................... Date .............................................

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Placement Two ........................................................................ Dates from .................... to .........................

Mentor ...........................................................







Agreed Outcomes


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Mentor:

Student:



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Mentor’s Final Report Placement Two ........................................................................ Dates from .................... to .........................

Domain One: Professional values






Comments: If any of the above attributes have not been achieved, please give reasons.



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Overall comments:



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Student Comments:



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Placement Three ........................................................................ Dates from .................... to .........................

Mentor ...........................................................







Agreed Outcomes


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Mentor:

Student:



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Mentor’s Final Report Placement Three ........................................................................ Dates from .................... to .........................







Comments: If any of the above attributes have not been achieved, please give reasons



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Overall comments:



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Student Comments:



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Placement Four ........................................................................ Dates from .................... to .........................

Mentor ...........................................................







Agreed Outcomes


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Mentor:

Student:



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Mentor’s Final Report Placement Four ........................................................................ Dates from .................... to .........................










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Overall comments:



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Student Comments:



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Placement Five ........................................................................ Dates from .................... to .........................

Mentor ...........................................................







Agreed Outcomes


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Mentor:

Student:



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Mentor’s Final Report Placement Five ........................................................................ Dates from .................... to .........................










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Overall comments:



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Student Comments:



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Placement Six ........................................................................ Dates from .................... to .........................

Mentor ...........................................................







Agreed Outcomes


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Mentor:

Student:



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Mentor’s Final Report Placement Six ........................................................................ Dates from .................... to .........................










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Overall comments:



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Student Comments:



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MENTOR / STUDENT NOTES Date Time Detail Signature

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AGREED PLAN OF ACTION (if required) To be completed by personal tutor or mentor following discussion with the student

Placement: ..............................................................................………….. Date: .........…………

Student Signature: ................................................................. Personal Tutor / Mentor signature: ...............................................................

Outcome/achievement of plan. Achieved Not achieved Date:

Notes:

Student’s signature: ……………………… Mentor’s/personal tutor’s signature: ………………………..

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Placement: ..............................................................................………….. Date: .........…………



Notes:


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Placement: ..............................................................................………….. Date: .........…………



Notes:


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FIRST PROGRESSION POINT CRITERIA to be completed by the mentor in the progression placement in Year One

Related competency domains

Criteria that must be met as a minimum requirement by progression point one in any practice setting where people are receiving care, or through simulation.

Achieved

Initials

Not achieved Initials

Areas associated with safety and safeguarding people of all ages, their carers and their families

Professional values Communication and interpersonal skills Nursing practice and decision making

1 Demonstrates safe, basic, person-centred care, under supervision, for people who are unable to meet their own physical and emotional needs.


2 Meets people’s essential needs in relation to safety and security, wellbeing, comfort, bowel and bladder care, nutrition and fluid maintenance and personal hygiene, maintaining their dignity at all times.

Communication and interpersonal skills Nursing practice and decision making Leadership, management and team working

3 Seeks help where people’s needs are not being met, or they are at risk.

Nursing practice and decision making Leadership, management and team working

4 Is able to recognise when a person’s physical or psychological condition is deteriorating, demonstrating how to act in an emergency and administer essential first aid.

Professional values 5 Demonstrates an understanding of how to work within legal and professional frameworks and local policies to safeguard and protect people, particularly children, young people, and vulnerable adults.

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Achieved Initials


Professional values Nursing practice and decision making

6 Is able to recognise, and work within, the limitations of their own knowledge and skills and professional boundaries, understanding that they are responsible for their own actions.

Professional values Communication and interpersonal skills Nursing practice and decision making Leadership, management and team working

7 Demonstrates the ability to listen, seek clarity, and carry out instructions safely.


8 Uses and disposes of medical devices safely under supervision according to local and national policy, reporting any incidents or near misses.


9 Understands and works within the laws governing health and safety at work. Demonstrates safe manual handling techniques, and understands how nurses can help reduce the risk of infection, including effective hand washing.

Communication and interpersonal skills Nursing practice and decision making

10 Recognises signs of aggression and takes appropriate action to keep themselves and others safe.


11 Safely and accurately carries out basic medicines calculations.


12 Demonstrates safe and effective communication skills, both orally and in writing.

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Areas associated with professional values and expected attitudes and behaviours towards people, their carers and their families


Achieved Initials



13 Displays a professional image in their behaviour and appearance, showing respect for diversity and individual preferences.


14 Demonstrates respect for people’s rights and choices.


15 Acts in a manner that is attentive, kind, sensitive, compassionate and non-discriminatory, that values diversity and acts within professional boundaries.


16 Understands the principles of confidentiality and data protection. Treats information as confidential, except where sharing is required to safeguard and protect people.

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Achieved Initials



17 Practises honestly and with integrity, applying the principles of The code: Standards of conduct, performance and ethics for nurses and midwives (2008) and the Guidance on professional conduct for nursing and midwifery students (2009).


18 Acts in a way that values the roles and responsibilities of others in the team and interacts appropriately.

Overall Pass / Fail (delete as appropriate) Mentor’s Signature Date

Student’s Signature Date

Note for students: by signing this you are confirming that all mentor signatures are authentic. Inclusion of a non-authentic signature will contravene the School’s Fitness to Practise Policy

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SECTION THREE

STUDENT ATTENDANCE RECORD

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Timesheets

Students are expected to complete 37.5 hours practice per week.

A core shift is 7.5 hours A “12 hour shift” is 11.5 hours – these will require adding of hours over more than one week to average 37.5 hours a week in the placement

if they are used. Mentors must confirm the number of hours worked by the student in each week. This is required to ensure that students meet the required number of hours set by the NMC. The total number of hours worked should be entered in the summary table at the end of each placement Students must fully complete the timesheet daily

Where the hours have been worked on night duty mentors should enter N after the number of hours worked

Mentor to check and sign where indicated at the end of each week

It is also important that the category for non-attendance is identified in the section marked ‘Reason Not Worked’ with one of the following

Sample timesheet Placement name: Glossyhill surgery Placement name: Ward 57 South Royal Hospital Date Hours Worked Reasons Not

Worked Date Hours Worked Reasons Not

Worked Monday 1 June 7.5 Monday 8 June 3.0 Tuesday 2 June 7.5 Tuesday 9 June DO Wednesday 3 June 7.5 SD Wednesday 10 June DO Thursday 4 June 7.5 Thursday 11 June DO Friday 5 June 7.5 Friday 12 June 11.5 Saturday 6 June DO Saturday 13 June 11.5 Sunday 7 June DO Sunday 14 June 11.5 Total Hours Worked 37.5 Total Hours Worked 37.5 Mentors Signature Barry Farrell Mentors

Signature Margaret McAllen

DO - Day(s) Off SL - Sick Leave SD - Study Day (record as 7.5 hours worked) AA - Authorised Absence UA - Unauthorised Absence

This information does not replace the voicemail system. Where a student does not attend practice, both the student, and the mentor must notify the sickness absence line on 01382 388194

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Placement name: Placement name: w/b ___ Date Hours Worked Reasons Not

Worked w/b ___ Date Hours Worked Reasons Not

Worked Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Saturday Saturday Sunday Sunday Total Hours Worked Total Hours Worked Mentor Signature

Mentor Signature




Mentor Signature


Sickness Absence recording line must also be used - 01382 388194

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Mentor Signature




Mentor Signature



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Mentor Signature




Mentor Signature



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Mentor Signature




Mentor Signature



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Mentor Signature




Mentor Signature



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Mentor Signature




Mentor Signature



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The total number of hours worked should be entered in the table below at the end of each placement Summary Table Placement

Location Date started

Date finished

Number of weeks

Total required hours (weeks x 37.5)

Hours worked

Mentor's signature Student's signature Date

1 2 3 4 5 6

Total hours worked in this part

Please note: Mentors must fully complete the timesheet Where the hours have been worked on night duty students should enter N after the number of hours worked Mentor to check and sign where indicated at the end of each week It is also important that the category for non-attendance is identified in the section marked ‘Reason Not Worked’ with one of the following

DO - Day(s) Off SL - Sick Leave SD - Study Day AA - Authorised Absence UA - Unauthorised Absence

I confirm that the information provided on this timesheet is an accurate record Student Signature

Date

I confirm that I have read the information on this timesheet Personal Tutor

Date

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FIRST PROGRESSION POINT – retrieval placement. This section to be completed by the mentor if the student requires a retrieval of their progression point placement, following the exam board.


Criteria that must be met as a minimum requirement by progression point one in any practice setting where people are receiving care, or through simulation.

Achieved

Initials




1 Demonstrates safe, basic, person-centred care, under supervision, for people who are unable to meet their own physical and emotional needs.


2 Meets people’s essential needs in relation to safety and security, wellbeing, comfort, bowel and bladder care, nutrition and fluid maintenance and personal hygiene, maintaining their dignity at all times.

Communication and interpersonal skills Nursing practice and decision making Leadership, management and team working

3 Seeks help where people’s needs are not being met, or they are at risk.

Nursing practice and decision making Leadership, management and team working

4 Is able to recognise when a person’s physical or psychological condition is deteriorating, demonstrating how to act in an emergency and administer essential first aid.

Professional values 5 Demonstrates an understanding of how to work within legal and professional frameworks and local policies to safeguard and protect people, particularly children, young people, and vulnerable adults.

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Achieved Initials



6 Is able to recognise, and work within, the limitations of their own knowledge and skills and professional boundaries, understanding that they are responsible for their own actions.


7 Demonstrates the ability to listen, seek clarity, and carry out instructions safely.


8 Uses and disposes of medical devices safely under supervision according to local and national policy, reporting any incidents or near misses.


9 Understands and works within the laws governing health and safety at work. Demonstrates safe manual handling techniques, and understands how nurses can help reduce the risk of infection, including effective hand washing.


10 Recognises signs of aggression and takes appropriate action to keep themselves and others safe.


11 Safely and accurately carries out basic medicines calculations.


12 Demonstrates safe and effective communication skills, both orally and in writing.

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Achieved Initials



13 Displays a professional image in their behaviour and appearance, showing respect for diversity and individual preferences.


14 Demonstrates respect for people’s rights and choices.


15 Acts in a manner that is attentive, kind, sensitive, compassionate and non-discriminatory, that values diversity and acts within professional boundaries.


16 Understands the principles of confidentiality and data protection. Treats information as confidential, except where sharing is required to safeguard and protect people.

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Achieved Initials



17 Practises honestly and with integrity, applying the principles of The code: Standards of conduct, performance and ethics for nurses and midwives (2008) and the Guidance on professional conduct for nursing and midwifery students (2009).


18 Acts in a way that values the roles and responsibilities of others in the team and interacts appropriately.

Overall Pass / Fail (delete as appropriate) Mentor’s Signature Date

Student’s Signature Date

Note for students: by signing this you are confirming that all mentor signatures are authentic. Inclusion of a non-authentic signature will contravene the School’s Fitness to Practise Policy

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NMC DOMAINS

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NMC DOMAINS Domain 1: Professional values Generic standard for competence All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and accountable for safe,

compassionate, person-centred, evidence-based nursing that respects and maintains dignity and human rights. They must show professionalism and integrity

and work within recognised professional, ethical and legal frameworks. They must work in partnership with other health and social care professionals and

agencies, service users, their carers and families in all settings, including the community, ensuring that decisions about care are shared.

Adult nurses must also be able at all times to promote the rights, choices and wishes of all adults and, where appropriate, children and young people, paying

particular attention to equality, diversity and the needs of an ageing population. They must be able to work in partnership to address people’s needs in all

healthcare settings.

Mental health nurses must work with people of all ages using values-based mental health frameworks. They must use different methods of engaging people,

and work in a way that promotes positive relationships focused on social inclusion, human rights and recovery, that is, a person’s ability to live a self-directed

life, with or without symptoms, that they believe is meaningful and satisfying.

Children’s nurses must understand their role as an advocate for children, young people and their families, and work in partnership with them. They must deliver

child and family-centred care; empower children and young people to express their views and preferences; and maintain and recognise their rights and best

interests.

Domain 2: Communication and interpersonal skills All nurses must use excellent communication and interpersonal skills. Their communications must always be safe, effective, compassionate and respectful.

They must communicate effectively using a wide range of strategies and interventions including the effective use of communication technologies. Where people

have a disability, nurses must be able to work with service users and others to obtain the information needed to make reasonable adjustments that promote

optimum health and enable equal access to services.

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Adult nurses must demonstrate the ability to listen with empathy. They must be able to respond warmly and positively to people of all ages who may be anxious,

distressed, or facing problems with their health and wellbeing.

Mental health nurses must practise in a way that focuses on the therapeutic use of self. They must draw on a range of methods of engaging with people of all

ages experiencing mental health problems, and those important to them, to develop and maintain therapeutic relationships. They must work alongside people,

using a range of interpersonal approaches and skills to help them explore and make sense of their experiences in a way that promotes recovery.

Children’s nurses must take account of each child and young person’s individuality, including their stage of development, ability to understand, culture, learning

or communication difficulties and health status. They must communicate effectively with them and with parents and carers.

Domain 3: Nursing practice and decision-making All nurses must practise autonomously, compassionately, skilfully and safely, and must maintain dignity and promote health and wellbeing. They must assess

and meet the full range of essential physical and mental health needs of people of all ages who come into their care. Where necessary they must be able to

provide safe and effective immediate care to all people prior to accessing or referring to specialist services irrespective of their field of practice. All nurses must

also meet more complex and coexisting needs for people in their own nursing field of practice, in any setting including hospital, community and at home.

All practice should be informed by the best available evidence and comply with local and national guidelines. Decision-making must be shared with service

users, carers and families and informed by critical analysis of a full range of possible interventions, including the use of up-to-date technology. All nurses must

also understand how behaviour, culture, socioeconomic and other factors, in the care environment and its location, can affect health, illness, health outcomes

and public health priorities and take this into account in planning and delivering care.

Adult nurses must be able to carry out accurate assessment of people of all ages using appropriate diagnostic and decision-making skills. They must be able to

provide effective care for service users and others in all settings. They must have in-depth understanding of and competence in medical and surgical nursing to

respond to adults’ full range of health and dependency needs. They must be able to deliver care to meet essential and complex physical and mental health

needs.

Mental health nurses must draw on a range of evidence-based psychological, psychosocial and other complex therapeutic skills and interventions to provide

person-centred support and care across all ages, in a way that supports self-determination and aids recovery. They must also promote improvements in physical

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and mental health and wellbeing and provide direct care to meet both the essential and complex physical and mental health needs of people with mental health

problems.

Children’s nurses must be able to care safely and effectively for children and young people in all settings, and recognise their responsibility for safeguarding

them. They must be able to deliver care to meet essential and complex physical and mental health needs informed by deep understanding of biological,

psychological and social factors throughout infancy, childhood and adolescence.

Domain 4: Leadership, management and team working All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare.

They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create

and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills during their

period of preceptorship and beyond.

Adult nurses must be able to provide leadership in managing adult nursing care, understand and coordinate interprofessional care when needed, and liaise with

specialist teams. They must be adaptable and flexible, and able to take the lead in responding to the needs of people of all ages in a variety of circumstances,

including situations where immediate or urgent care is needed. They must recognise their leadership role in disaster management, major incidents and public

health emergencies, and respond appropriately according to their levels of competence.

Mental health nurses must contribute to the leadership, management and design of mental health services. They must work with service users, carers, other

professionals and agencies to shape future services, aid recovery and challenge discrimination and inequality.

Children’s nurses must listen and respond to the wishes of children and young people. They must influence the delivery of health and social care services to

optimise the care of children and young people. They must work closely with other agencies and services to ensure seamless and well-supported transition to

adult services.

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