bsc (hons) nursing (mental health) ongoing …...1 university of gloucestershire: preregistrati- on...

1 University of Gloucestershire: Pre-Registration BSc (Hons) Nursing (Mental Health): Assessment of Practice Learning Year 1 (Vr 3 Mar 18)

BSc (Hons) Nursing (Mental Health) Ongoing Achievement Record

Assessment of Clinical Practice

Year 1

Student Details Name: Number: Cohort:

If found please return to: Mental Health Nursing, University of Gloucestershire, Oxstalls Lane, GL2 9HW


CONTENTS PAGE

SECTION ONE: INTRODUCTORY INFORMATION: ASSESSMENT OF PRACTICE LEARNING

3

SECTION TWO: YEAR ONE: INFORMATION AND DOCUMENTATION

13


PRE-REGISTRATION NURSING PROGRAMME: ASSESSMENT OF PRACTICE LEARNING This Ongoing Achievement Record is very important as it demonstrates your progression and achievement of the Nursing and Midwifery Council Standards for Competence - NMC (2010) Standards for Pre-Registration Nurse Education, Essential Skills Clusters (ESC) and progression criteria. It is your responsibility to keep it safe, make it available at all times and accept responsibility for accurate and timely completion.

NAME:

STUDENT NUMBER:

COHORT:

PROGRAMME: BSC (Hons) Nursing (Mental Health)

PERSONAL TUTOR:

TELEPHONE NUMBER:

EMAIL:

Please indicate below if you have a specific learning difficulty, or are identified as having a specific learning difficulty during the course of your nurse education. This information allows your mentor and the team supporting your practice learning to make creative reasonable adjustments and support strategies, which are professionally acceptable and ensure patient safety.

This Ongoing Achievement Record document provides an ongoing record of your progress and achievement across the programme. This requires you to share the information it contains across successive mentors, practice facilitators/educators, coaches in practice and personal Tutor as necessary. Please ensure that any entries made into this document respect service users and their families right to confidentiality. Please sign to confirm you understand and give consent to the information contained within this document being shared to aid your progression and achievement:

STUDENT NAME:

SIGNATURE:


Please ensure that the following sections are completed:

MANDATORY TRAINING YEAR ONE

DATE SIGN MOVING AND HANDLING

BASIC LIFE SUPPORT

FIRE LECTURE BY UNIVERSITY/TRUST

YEAR ONE INDUCTION TO PRACTICE PROGRAMME

DATES FOR MID-POINT, FINAL INTERVIEW AND SUBMISSION OF FINAL INTERVIEW SHEET AND RECORD OF ATTENDANCE ACROSS THE PROGRAMME: Please complete as the dates become available. Please note it is your responsibility to confirm the date and time of your mid-point interview

PRACTICE LEARNING EXPERIENCE

MID POINT INTERVIEW DATE

FINAL INTERVIEW DATE

SUBMISSION OF FINAL INTERVIEW SHEET AND RECORD OF ATTENDANCE

YEAR ONE, SEMESTER ONE ND 4303 PRACTICE BASED LEARNING 1

YEAR ONE, SEMESTER TWO ND 4306 PRACTICE BASED LEARNING 2


ASSESSMENT OF PRACTICE LEARNING Great emphasis is placed on learning within a supportive and supervised practice learning environment. The aim of practice learning assessment is to facilitate the development of students to become proactive at delivering safe, effective, high quality care in diverse, rapidly changing, complex healthcare environments across the health-illness continuum. Furthermore, it ensures that the public are safeguarded by developing responsible, accountable and autonomous professionals. It aims to support students to become registered nurses who are fit for purpose and able to meet the key nursing needs of all patient groups. Additionally, it aims not to lose sight of the uniqueness of each field of practice, developing practitioners who are exceptional at meeting the complex and co-existing nursing and healthcare needs of service users and their families from their chosen field of practice. The programme has a 50% practice-based learning requirement, with practice learning modules providing 50% of the credit for your programme each year. Practice learning modules are mandatory and you are required to complete six practice based learning modules, one for each semester of the programme:

YEAR ONE YEAR TWO YEAR THREE SEMESTER 1 SEMESTER 2 SEMESTER 1 SEMESTER 2 SEMESTER 1 SEMESTER 2 ND4303

ND4306

ND5303

ND5306

ND6303

ND6305

Within these modules the Nursing and Midwifery Council (NMC) (2010) Essential Skills Clusters (ESC) and Standards for Competence have been utilised to provide learning outcomes. Your Ongoing Achievement Record has been aligned to these modules learning outcomes, which are written to reflect your level of study. Your Ongoing Achievement Record has been developed to facilitate formative and summative assessment of your practice learning across the three years of the programme. It incorporates progression outcomes to be achieved across each year of the programme. The progression outcomes are mapped to the NMC domains and incorporate Essential Skills Clusters, to aid your development and achievement of the outcomes. Assessment of practice learning is an important component of the total assessment process of preparation of nurses for their roles in professional life. Assessment of practice learning is continuous throughout the programme and has been designed to be progressive and reflects the expected development of a registered nurse.

Practice learning modules are predominantly delivered in the practice learning environment in a range of diverse, hospital and community based settings, these experiences are supplemented by clinical skills sessions simulation days and applied theory. Applied Theory You will have one day per week to undertake applied theory. Applied theory is directed academic study undertaken within your work place or place of study supported by the Virtual Learning Environment, Mentor/Supervisor and your Coach in Practice, which will contribute towards the theoretical hours for the programme and include assessment for applied learning in practice.


You could spend time on the following activities:

∗ Applying theory learnt to patient care ∗ Service improvement project ∗ Specialist Nurse/Practitioner ∗ Worksheets on Moodle ∗ Simulation In University

This is not an exhaustive list. Opportunities of where you can study applied theory include:

∗ On the ward delivering patient care ∗ In University ∗ In trust/organisation ∗ In library

Figure 1. Illustrates how applied theory sessions fits into your clinical practice modules.

Your Ongoing Achievement Record is a generic document for all Pre-Registration Nursing students, adult, children’s and mental health fields of practice. The progression outcomes and essential skills are designed to be met in a range of practice learning. This key document accompanies your practice learning log and Applied Theory Evidence environments. If you are concerned that your practice learning environment does not facilitate the achievement of the progression outcomes, you must notify the practice facilitator/educator as soon as possible. They will work alongside your mentor and the coach in practice to support your learning. Exceptionally, where it is not possible to assess a specific skill in the practice learning environment, simulation may be used. To facilitate achievement of all ESC, if you have opportunity to complete a skill which is not contained within one of the progression outcomes for your current practice learning experience. It is also possible to complete it, making sure your mentor signs when appropriate and as required. There are six summative assessments of practice learning points across the programme, occurring each semester at the end of your practice learning experience. This is the process of evaluating


your learning in the practice setting and you must successfully pass these summative assessments to allow you to pass the associated module.

There are 18 progression outcomes in year one and 20 in year two and three. You are required to work with your mentor to identify which progression outcomes are best achieved in which practice learning environment. You must be summatively assessed and pass half the progression outcomes by the end of semester one each year and all progression outcomes must be achieved by the progression point at the end of year one and two and prior to registration in year three. Except for progression outcome 16 ‘demonstrates the skills of safe medicines management and safely and accurately carries out medicines calculations’, which in year one must be completed in your second placement and during years two and three needs to be completed across both practice learning experiences with formative assessment at the end of the first placement in the year and summative assessment in second practice learning experience. Once a progression outcome has been achieved it is your responsibility to ensure that it is maintained. By 3pm on the pre-planned submission date, you are required to submit your completed FINAL INTERVIEW FORM, AND RECORD OF ATTENDANCE FORM’S via MOODLE. The university will not be held responsible if these are submitted by any other means. Non-submission of these documents by the submission date will result in a fail being recorded for your practice learning module.

Your final interview sheet will be kept in your student file and work based learning support will use the attendance records to record your hours and evidence of 24 hour care on your training record. Your Ongoing Achievement Record will be reviewed by your personal Tutor and they will consider your progress and achievement and return your documents to you during your end of semester tutorial.

Summative assessment of practice learning is pass/fail only and does not contribute to the classification of the Honours degree you are awarded.

The NMC have set minimum criteria that must be met at set progression points during your programme (at the end of year one and year two) – this criteria must be met for you to progress with your studies. By the end of your programme and prior to registration with the NMC you must be able to evidence your achievement of both the NMC competencies and essential skills clusters; this requires you to pass ALL practice learning modules to gain registration with the Nursing and Midwifery Council.


ROLES AND RESPONSIBILITIES IN THE PRACTICE-BASED LEARNING AND ASSESSMENT PROCESS

PRACTICE BASED LEARNING SUPPORT

• Allocate student learning experience in partnership with PF and Placement Lead (PL)

• Takes account of programme requirements, placement availability and capacity, student transport and previous experiences

• Student notified via ARC page • Notify placements, PF and PL of where students are

in practice learning experiences • Keep a record of student attendance and

absence/sickness • Notify of Coach in Practice

STUDENT

• Keeping safe and making available your Ongoing Achievement Record

• Initiating, arranging and attending the preliminary, mid-point and final interviews

• Notify coach in practice of date and time of mid-point interview

• Take full advantage of all learning opportunities • Ensure your conduct is professional and your practice is

safe at all times • Submitting final interview sheet, attendance record and

Ongoing Achievement Record by allocated date • Evaluate practice learning experiences at the end of each

semester ACTIVE MENTORS

• Primary responsibility for supervising, providing guidance and assessing students in the practice learning experience

• Act as a good role model • Ensure students are supernumerary • Identify and facilitate a full range of learning

opportunities including ‘spoke’ experiences • Review Ongoing Achievement Record and practice

portfolio regularly • Provide constructive feedback • Liaise with ACL, PL and CiP particularly when

concerns exist about student progress and action plans need developing to promote student achievement

• Gain service user/family feedback on student performance

• Completed appropriate mentorship course, attend regular mentor updates, must be on mentor register and complete triennial review

PRACTICE FACILITATORS (PF)

• Affiliated to each practice learning environment • Complete practice learning environment profiles (LEP’s) • Help identify learning opportunities and ensure appropriate

number and level of mentors are available • First point of call when mentor or student has concerns • Liaise with ACL, PL, personal Tutor, and CiP • Support mentor and student when action plans are needed • Support mentors when student failing to meet placement

expectations • Lead mentor updates • Identify and help facilitate 'spoke' experiences

ACADEMIC COURSE LEADER/COACH IN PRACTICE/PLACEMENT LEAD

• Facilitate interface between University, practice learning environment and students

• Work in partnership with PF, ACL. PL & CiP • Support mentors/PF's when concerns about a student

exist • Support students with concerns over practice

learning environment including whistle blowing • PL to convene practice placement panel to review

fails in practice and moderate Ongoing Achievement Records

SIGN-OFF MENTOR

• Final practice learning experience • Experienced mentor from students chosen field of practice • Dedicated 1 hour a week • Overall review of progress and achievement in practice • Sign generic and appropriate field of practice NMC

competencies • Sign to confirm that student has met all required

competencies and skills and is for entry to the NMC register

COACH IN PRACTICE

• Part of University teaching team - increases visibility of academics in practice learning environment • Involved in tripartite arrangements a practice based relationship between the student and their active mentor linked to the

setting. • Primarily link with placements related to own field of practice, but work as part of a team for consistency and parity of cover

particularly during holidays • Promote robust and consistent arrangement for the assessment of practice learning • PL to notify zoned team when students in placement - team discuss student support • Placements provided with information about Coach in Practice allocated to their setting • Attend formative mid-point interview of all student's (with the active mentor) • Work closely with mentor and allows students who are struggling to be identified early • Provide student centred educational support, explore with students their learning experiences and opportunities and

strengthen the integration of theory with practice • Focus on the students theoretical knowledge base and application – based on the evidence provided by the student • The role of the CiP is not to assess the student’s competence in practice but to support the mentor in their assessment

decision • Work with mentor, PF, PL and student when they are struggling to meet mentor expectations to develop an action plan • Ongoing support provided to weak and struggling students, including involvement as appropriate in their final summative

interview with the active mentor


PRACTICE LEARNING PROCESS

• Allocated practice learning placement Support Team- details via ARC page • Please contact placement 4 weeks prior to date of commencement

WITHIN 2 DAYS OF COMMENCING PRACTICE LEARNING EXPERIENCE

• You and your active mentor must sign the declaration of mentorship form • Complete practice induction • Complete self-assessment - based on previous experiences • Review progress to date • Complete initial interview • Identify progression outcomes to be completed in this practice learning experience • Identify learning opportunities, including 'spoke' experiences, Applied Theory, learning needs and goals • Dates for your mid-point and final Interviews must be confirmed, it is your responsibility to ensure that all interviews take

place as planned or to notify the practice facilitators /educators if problems exist

FORMATIVE MID-POINT INTERVIEW

• With mentor and coach in practice (practice facilitators /educators may be present if concerns about progress). It is your responsibility to notify the coach in practice of the date and time of this interview

• Formal review of progress • Review record of attendance • Interim boxes indicating your development in the selected progression outcomes completed • You will be required to provide evidence of your progress in your practice portfolio • Reflect on your own performance • Feedback will be provided by your mentor and coach in practice (and practice facilitator/educator) • Advice and guidance on further development • If you are struggling to meet expectations an action plan will be developed in partnership with you

SUMMATIVE FINAL INTERVIEW

• Usually final week of practice learning experience • You must complete a minimum of 80% attendance for a pass in the final interview • Involves you and your mentor, unless you have struggled to meet the placements expectations when a coach in

practice and/or practice facilitator/educator will be involved • You are expected to provide direct evidence to your mentor of your progression and achievement of the progression

outcomes, competencies and essential skills • Your mentor will also seek anonymous service user/family feedback on your performance in the practice learning

environment. Where exceptionally this is not possible your mentor will document this • Your mentor will provide written feedback on your performance, both on a final interview sheet and also against each

specific progression outcome • This feedback will highlight your achievement and areas for development • You must pass all selected progression outcomes(including all sub-sections) in each semester, failure in any one

outcome, will lead to a fail overall • Your mentor will also sign to confirm professional behaviour and safe practice related to your stage of the programme • Self-assessment of professional development

SUBMISSION OF FINAL INTERVIEW SHEET, RECORD OF ATTENDANCE AND ONGOING ACHIEVEMENT RECORD

• You must submit these by the set date or you may fail due to non-submission SUMMATIVE ASSESSMENT AT PROGRESSION POINTS

• Additionally, required to provide evidence of pass (80%, 90%, 100%) in numeracy assessment to demonstrate safe numeracy and medicines management in the practice learning setting

FINAL SUMMATIVE ASSESSMENT OF THE PROGRAMME ND6303

• In addition to the above final interview process a sign-off mentor signs to confirm you are fit to enter NMC register


RETRIEVAL OF FAILS

• Failure in any one outcomes, will lead to a fail overall • Written evidence must be provided by your mentor clearly explaining the reason why you have failed • Fail reviewed by PRACTICE PLACEMENT PANEL

RE-SIT PLACEMENT

• Usually 4 weeks (unless this is deemed insufficient time- when alternative arrangements will be made) • Usually in the same practice learning environment • You, with your mentor, in conjunction with the practice facilitator/educator and where appropriate the coach

in practice, will agree and document an action plan to facilitate your achievement of the failed progression outcomes

• You will be given opportunity to successfully complete the failed progression outcomes • Both practice learning modules in each year must be completed within 12 weeks of progression into the

next year of study RE-SIT FINAL INTERVIEW

• Final opportunity to successfully complete the practice learning module • With your mentor and a practice facilitator/educator and/or coach in practice • Your personal Tutor may also be present if requested • Be prepared for this interview with evidence of your achievement of the progression outcomes as indicated

in the re-sit action plan • Where you have not achieved a competency your mentor will sign and date the fail column on the re-sit of

practice interview form and will comment on your performance to justify their decision • The practice facilitator/educator will forward the completed documentation to the progression lead and

Programme Lead notified

• Failure in the original and reassessment opportunity will result in withdrawal from the programme

• You will be notified of this decision in writing • No opportunities exist to retake practice learning

modules – you are entitled to 2 attempts only unless you have a claim for mitigating circumstances

• If you are successful in the re-sit final interview you will continue on the programme and complete remaining theory and practice learning modules


The check list below is designed to ensure you are supported and prepared for your practice learning placement. If you familiarise yourself with your documentation, Please bring this document with you to your Tutorial before you commence practice learning placement. When you have discussed this form with your Personal Tutor, please scan it or take a photograph

ACTION DATE ACHIEVED

STUDENT SIGNATURE

I have received my Ongoing achievement record and log of practice hours I understand the interview process during placement. This means I understand what takes place during and how I can prepare for my Initial, Mid-point and Final Interviews

I understand how to use Moodle, including how to share my portfolio with my Personal Tutor, Coach in practice and Mentor

I understand how to access my ARC to find out where my placement is and how to use this to find out information related to my placement and contact details for my placement

Using my On-going Achievement Record, I understand that, in discussion with my Mentor, I must select 9 Progression Outcomes to complete in placement 1 and 9 Progression Outcomes to complete in Placement 2 of year 1

I understand how to complete the following sections of my On-going Achievement Record: EU Directive Learning Log Inter-Disciplinary Learning and Working Formative Service User/ Family Feedback on Student Performance Feedback from Spoke Experiences and Additional Visits Student & active mentor declaration Student conduct

I understand how to complete my record of attendance sheet within my On-going Achievement Record and how to submit this to MOODLE

I understand where I can get Help for travel claims if this if required I have attended the following mandatory sessions: Fire Lecture Manual Handling Basic Life Support

I understand the need to contact placement at least 2 weeks before starting to introduce myself, request off duty and begin to read about the type of conditions patients/ service users will have I understand how to find out who my Practice Facilitator/ Educator is for this placement and how to contact them

I understand how to find out who my Coach in practice is for this placement and how to contact them Understand the need to negotiate the date of the mid-point interview with mentor and CIP by contacting CIP in the first week of placement

I understand how to find out where and when my Trust Induction will take place

I am aware of the escalating concerns flow chart and I understand how to get help, support and advice whilst I am in practice learning placement I understand that I must raise any concerns regarding patient/ client safety or standards of practice by following the Escalating Concerns flowchart

I understand how to scan/ photocopy/photograph and submit my Final Interview form & place a copy on MOODLE. If I do not submit the documents on time I will fail the placement.

I understand that an Action Plan is produced, if required, to provide additional support to help me achieve my selected Progression Outcomes during placement

I understand what happens if I fail my Practice Learning Placement I understand the expectation of 100% attendance, reporting sickness and Absence and the requirement to achieve a minimum of 80% for final interview

PRE-REGISTRATION NURSING STUDENT NURSE: PRACTICE LEARNING CHECKLIST


I understand that when on clinical placement if wearing uniform, that it must be covered when not actually on placement, or I must change into my own clothes – this applies to travelling to and from placement, going to the shops etc. When I can wear my uniform around campus during skills week. However, when driving to and from campus, or when walking around public places (e.g. shops) I must cover my uniform or change into my own clothes.

Student: Signed ................................................... Date .............................. Name (Please print)............................................... Student number …. ............................ . Personal Tutor: Signed ............................................... Date ............................................

Name (Please print) ……..............................................


Documents required for submission Placement 1 Documents need to be scanned and uploaded to Moodle Formative submission

• Page 23 – Placement supervisor declaration • Page 32 – Midpoint interview • Page 33 – Midpoint action plan • Page 34 Student conduct/safe practice declaration

Summative submission

• Page 35 – Final interview paperwork Placement 2 Formative submission

• Page 36 – Placement supervisor declaration • Page 44 – midpoint interview • Page 45 – midpoint action plan • Page 46 – student conduct/safe practice declaration

Summative Submission

• Page 47 – final interview paperwork If you experience a problem uploading to MOODLE ensure that you contact IT and log a call as well as notifying your personal tutor for advice You may be required to submit a hard copy of your practice document. If this is the case, you will be notified via moodle or your university Email.

Please access your University email regularly. If you experience a problem uploading to MOODLE ensure that you contact IT and log a call and ensure that you notify your personal tutor for advice.

Please access your University email regularly.


PRE-REGISTRATION NURSING PRACTICE LEARNING INDUCTION At the start of each practice learning experience (within 2 days) your mentor must complete and initial the following:

INDUCTION INFORMATION FOR EACH PRACTICE LEARNING EXPERIENCE PRACTICE LEARNING EXPERIENCES 1 2 3 4 5 6

Personal issues • Any learning or health needs

Introduction to team Orientation to the placement Include:

• Mentor/sign-off mentor details

• Practice facilitator/educator details

• Coach in practice details • Toilets • Changing rooms • Meal arrangements • Visitors

Professional conduct • Uniform policy • Professional behaviour

and attitudes • Wearing ID badge • Confidentiality

Policy and procedures • Moving and handling equipment

• Fire policy • Emergency resuscitation

equipment • Emergency resuscitation

procedures • Reporting accidents/near

misses/adverse incidents • Infection control – needle

stick/MRSA/hand washing

• Organisational policy documents e.g. health and safety, smoking, security, safeguarding, human resources e.g. bullying/harassment/ complaints

Attendance • Sickness and absence reporting

• Punctuality • Transport/travel issues • Duty rota – requests,

weekends/evenings/ nights/bank holidays

• Number of students per shift

Telephone • Answering the telephone • Taking messages • Bleeping/paging system • Necessary contact

details


YEAR ONE


SEMESTER ONE: PRACTICE LEARNING MODULE 1 (ND4303)

SEMESTER TWO: PRACTICE LEARNING MODULE 2

(ND4306)


YEAR ONE PRACTICE LEARNING MODULES MAPPED TO NMC DOMAINS & MENTAL HEALTH FIELD SPECIFIC COMPETECIES, ESSENTIAL SKILLS CLUSTERS (ESC) AND PROGRESSION OUTCOMES

NMC DOMAINS AND MHFS COMPETENCIES

PROGRESSION OUTCOMES ESC THAT WILL DEMONSTRATE ACHIEVEMENT OF THE MODULE LEARNING OUTCOMES

ND4303 PRACTICE

LEARNING 1

Intended Learning Outcomes On successful completion of the module, students should be able to: 1.Demonstrate, with structured support, the relevant and essential skills which strengthen the professional values of safe nursing practice 2.Display the appropriate

communication and interpersonal skills that demonstrate safe nursing practice

3.Reflect on own leadership

skills and their development in relation to nursing practice

4.Demonstrate working as part

of the healthcare team 5.With structured support,

demonstrate the skills required for safe nursing practice and decision making across the lifespan

6.With structured support,

demonstrate the requirements of competency and skills based

1)Professional Values (1.1, 2.1, 3.1,4.1 & 8.1)

2)Communication and interpersonal skills (1.1,1.2,4.1,5.1 &6.1)

3)Nursing practice and decision making (1.1, 3.1.,4.1, 5.1,6.1,7.1, 7.2,8.1,9.1)

4)Leadership, management and team working (4.1,5.1,6.1)

Please refer to appendix 1 for your student mapping information highlighting your specific Mental Health Field Specific Competencies (mapped to this section)

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

2.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

3.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

4.Demonstrates respect for people’s rights

and choices 5.Practises honestly and with integrity,

applying the principles of NMC: The Code (2015)

6.Seeks help where people’s needs are not

being met, or they are at risk 7.Demonstrates the ability to listen, seek

clarity, and carry out instructions safely 8.Recognises signs of aggression and

takes appropriate action to keep themselves and others safe

9.Demonstrates safe and effective

communication skills, both orally and in writing

CARE, COMPASSION AND COMMUNICATION Articulates the underpinning values of The Code: Professional Standards of practice and behaviour for nurses and midwives (The Code) (NMC 2015) Works within limitations of the role and recognises own level of

competence Promotes a professional image

Shows respect for others Is able to engage with people and build caring professional

relationships Takes a person-centred, personalised approach to care

Demonstrates respect for diversity and individual preference, valuing differences, regardless of personal view Engages with people in a way that ensures dignity is maintained through making appropriate use of the environment, self and skills and adopting an appropriate attitude Uses ways to maximise communication where hearing, vision or speech is compromised Demonstrates an understanding of how culture, religion, spiritual beliefs, gender and sexuality can impact on illness and disability Respects people’s rights Adopts a principled approach to care underpinned by The Code (NMC

2015) Is attentive and acts with kindness and sensitivity

Takes into account people’s physical and emotional responses when engaging with them Interacts with the person in a manner that is interpreted as warm, sensitive, kind and compassionate, making appropriate use of touch Provides person centred care that addresses both physical and emotional needs and preferences


assessment

(ND4306) PRACTICE

LEARNING 2

Intended Learning Outcomes On successful completion of the module, students should be able to: 1.Demonstrate with structured

support the relevant and essential skills which strengthen the professional values of safe nursing practice

2.Display the appropriate

communication and interpersonal skills that demonstrate safe nursing practice

3.Reflect on own leadership

skills and their development in relation to nursing practice

4.Demonstrate working as part

of the healthcare team 5.With structured support,

demonstrate the skills required for safe nursing practice and decision making across the lifespan

6.Develop numeracy and

pharmacology skills and evidence a pass rate of 80% in numeracy test

7.With structured support,

demonstrate the requirements

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

11. Demonstrates safe, basic, person-

centred care, under supervision, for people who are unable to meet their own physical and emotional needs

12. 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

13. 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

14. Uses and disposes of medical devices

safely under supervision according to local and national policy, reporting any incidents or near misses

15. 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

16. Safely and accurately carries out basic medicines calculations (must be completed in the semester 2 practice learning module PRNP1002)

17. Acts in a manner that is attentive, kind,

sensitive, compassionate and non-

Evaluates ways in which own interactions affect relationships to ensure that they do not impact inappropriately on others Communicates effectively both orally and in writing, so that the meaning is always clear Records information accurately and clearly on the basis of observation and communication Always seeks to confirm understanding Responds in a way that confirms what a person is communicating Effectively communicates people’s stated needs and wishes to other professionals Applies the principles of confidentiality Protects and treats information as confidential except where sharing information is required for the purposes of safeguarding and public protection Applies the principles of data protection

Applies the principles of data protection

Seeks consent prior to sharing confidential information outside of the professional care team, subject to agreed safeguarding and protection procedures ORGANISATIONAL ASPECTS OF CARE 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 Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty Uses support systems to recognise, manage and deal with own emotions

Responds appropriately to compliments and comments

Works within The Code (NMC 2015) Accepts delegated activities within limitations of own role, knowledge and skill


of competency and skill based assessment

discriminatory, that values diversity and acts within professional boundaries 18.Acts in a way that values the roles and responsibilities of others in the team and interacts appropriately

Recognises when situations are becoming unsafe and reports appropriately

Recognises when situations are becoming unsafe and reports appropriately

Understands and applies the importance of rest for effective practice

Under supervision, works within clinical governance frameworks

Reports safety incidents regarding service users to senior colleagues

Reports safety incidents regarding service users to senior colleagues

Under supervision assesses risk within current sphere of knowledge and competence Follows instructions and takes appropriate action, sharing information to minimise risk Under supervision works within legal frameworks to protect self and others Knows and accepts own responsibilities and takes appropriate action Recognises signs of aggression and responds appropriately to keep self and others safe Assists others or obtains assistance when help is required Safely uses and disposes of medical devices under supervision and in keeping with local and national policy and understands reporting mechanism relating to adverse incidents INFECTION PREVENTION AND CONTROL Follows local and national guidelines and adheres to standard infection control precautions Demonstrates effective hand hygiene and the appropriate use of standard infection control precautions when caring for all people Adheres to local policy and national guidelines on dress code for prevention and control of infection, including: footwear, hair, piercing and nails Maintains a high standard of personal hygiene Wears appropriate clothing for the care delivered in all environments NUTRITION AND FLUID MANAGEMENT Reports to an appropriate person where there is a risk of meals being missed


Follows food hygiene procedures in accordance with policy MEDICINES MANAGEMENT Is competent in basic medicines calculations relating to:

• tablets and capsules • liquid medicines • injections including • unit dose • sub and multiple unit dose • SI unit conversion


CRITERIA FOR ASSESSING EVIDENCE IN RELATION TO PROGRESSION OUTCOMES During year one you are expected to participate in care, under the supervision of your mentor or another allocated professional, you are expected to safely care for the essential needs of a range of service users and their families, respecting professional boundaries and demonstrating knowledge of the basic care needs and service user wellbeing. You must not undertake activities beyond your level of competence. All three criteria are of equal importance and should be borne in mind when assessing the student.

PASS KNOWLEDGE SKILLS PROFESSIONAL

ATTITUDE/APPROACH TO CARE

Demonstrates:

• Relevance: to progression outcomes

• Currency: knowledge

reflects current debates and developments

• Range of evidence:

are differing sources used for evidence, e.g. policy, journals, observations

• Accuracy: is

information presented factual? Can the student evaluate the credibility of sources?

Demonstrates and applies:

• Theory to practice (supported by reflection)

• The use of

appropriate clinical skills for the practice learning environment

• Safe and competent

practice

Demonstrates:

• Confidentiality

• A non-judgemental approach to care

• An equitable

approach to care

• Compliance with the NMC (2015) The Code

• Authenticity in

producing own work

• Compliance with placement policies/practices

• Acknowledges own

limitations and competence level

FAIL

• You have not achieved the progression outcomes to the required standard • You have made several attempts under direct observation and are unable to

demonstrate safe practice of one or more elements of a skill • You are inconsistent, lack skills, confidence, co-ordination or timing • You are rarely able to focus on the service user/family • Your behaviour is inappropriate and lacks professionalism.


DECLARATION BY ACTIVE MENTOR: PRACTICE LEARNING EXPERIENCE ONE

All mentors must undergo a formal period of preparation for the role and are required to attend regular updates as per requirements of the NMC (2008) Standards to Support Learning and Assessment in Practice http://www.nmc-uk.org/Educators/Standards-for-education/Standards- to-support-learning-and-assessment-in-practice. An assessment is invalid if the above criteria are not met. Information provided by mentors within this document will be shared to aid student progression and achievement. ACTIVE MENTOR DECLARATION: I confirm that I have read and understood the above statement and that I meet the NMC criteria for mentors. I AGREE TO BE THE NAMED ACTIVE MENTOR FOR:

SIGNATURE OF ACTIVE MENTOR:

DATE OF LAST MENTOR UPDATE:

PLEASE PRINT YOUR NAME:

NMC PIN:

http://www.nmc-uk.org/Educators/Standards-for-education/Standards-to-support-learning-and-assessment-in-practice



STUDENT PLACEMENT CONDUCT AND HEALTH AND SAFETY AGREEMENT

To be completed by the Student prior to the commencement of Placement

STUDENT’S NAME STUDENT NUMBER PROGRAMME/COURSE

This agreement outlines the expectations of the University and the responsibilities of the Student in respect of the provision of placement learning, work shadowing or visits that are required as part of your University of Worcester course/programme of study. The Student, as a representative of the University (and its collaborative partners), will behave in a professional and responsible manner and in accordance with University Regulations. The Student will attend any pre-placement briefing, induction and/or health and safety training offered by the Placement/WBL Learning Provider or the University (or its collaborative partners). If the Student has to be withdrawn from the Placement for disciplinary reasons, action may be taken in accordance with the University’s Academic Regulations and Procedures: Student Code of Conduct and the associated disciplinary procedures.

Where placements form part of academic qualifications leading to a professional qualification, admission to a professional body and/or statutory registration, the University must be satisfied that the student will be a safe and suitable entrant to the given profession. The ‘Principles relating to Student Behaviour’ in the University’s Fitness to Practise Procedures are relevant here and these procedures will apply in investigating cases where there are grounds for concern regarding a student's fitness to practise. The Student on Placement agrees: • To not act in any way that brings the University of Gloucestershire (and its collaborative

partners) into disrepute and to actively work to promote a good reputation for the University (and its collaborative partners) and their fellow students

• To inform the University (and its collaborative partner) of any personal factors or changes to personal factors (e.g. health, disability, linguistic or cultural) that may affect the level of risk or may require reasonable adjustments to be made whilst on placement, work shadowing or visits.

• To attend/complete any health, safety or other briefing provided as part of their placement, visit or work shadowing opportunity and familiarise themselves with all information provided

• To abide by all rules regarding health and safety requirements, and other practices and procedures of the host organisation

• To carry out the work specified by the Placement Learning Provider under the supervision of the specified Supervisor/Mentor(s)/Contact(s), agreed to be appropriate to the learning experience

• To evaluate their learning experience providing feedback to the University (and its collaborative partner) as required

• When on placement, to report to the University (or collaborative partner) Placement/WBL Coordinator if any incidents or issues occur or if they have any concerns about health and safety at their host organisation, that may jeopardise their welfare and/or the success of the learning experience.

• To allow personal data which is reasonably believed to be relevant to the host organisation to be shared by the University (and/or collaborative partner) and the Placement Learning Provider, if appropriate

http://www.worcester.ac.uk/registryservices/documents/StudentCodeofConduct.pdf



http://www.worcester.ac.uk/registryservices/documents/FitnesstoPractiseProcedures.pdf


• To confirm that any vehicle insurance covers travel to/from work and business use if requested to travel during the placement (if driving to the placement by private vehicle).

• To consult with the University (or collaborative partner) prior to seeking any changes in the terms and duration of the placement.

• To share next of kin information with the placement host if required

I have read and agree to the above. Student name

(print in CAPITALS): Signature:

Please upload a copy of this form to your Moodle Portfolio.

Use this space to state any information that the Placement/WBL Coordinator should be aware of in relation to your personal circumstances while on placement:


MENTOR/PRACTITIONER SIGNATURE SHEET: PRACTICE LEARNING EXPERIENCE ONE AND TWO It is important that all staff who sign a student as having demonstrated competently a skill, knowledge or attitude provide the information required below. A signature will not be accepted if this information is not given.

PRINT NAME SIGNATURE INITIALS DESIGNATION AND WORK TELEPHONE NUMBER AND EMAIL

PRACTICE LEARNING AREA


SELF ASSESSMENT OF PROFESSIONAL DEVELOPMENT To be completed prior to starting each placement. Please base the self-assessment on your previous practice learning experiences, except in your first placement when you will need to draw on life experiences. These will form the basis of your initial interview with your mentor.

RECORD OF VISITS AND ‘SPOKE’ EXPERIENCES DURING PRACTICE LEARNING EXPERIENCE ONE

DATES HOURS COMPLETED

VISIT OR ’SPOKE’ EXPERIENCE DETAILS

NAME OF CONTACT

SIGNATURE OF CONTACT

CONTACT DETAILS (TEL. NO/EMAIL)

SELF ASSESSMENT – PRACTICE LEARNING EXPERIENCE ONE STRENGTHS: WEAKNESSES:

CONCERNS: EXPECTATIONS:


INITIAL INTERVIEW – PRACTICE LEARNING EXPERIENCE ONE NAME OF PRACTICE LEARNING ENVIRONMENT:

NHS TRUST/PROVIDER:

NAME OF MENTOR:

PLACEMENT DATES:

DATE OF MID-POINT INTERVIEW: COACH IN PRACTICE NOTIFIED BY STUDENT (DATE AND TIME):

DATE OF FINAL INTERVIEW:

PRACTICE LEARNING EXPERIENCE INDUCTION COMPLETED:

• Mentor to discuss with student the learning opportunities that the practice learning experience can offer.

• Identify and discuss progression outcomes that will be summatively assessed during this experience.

• Identify and discuss areas of knowledge, skills and professional attitude that the student needs to focus on.

• Identify ‘spoke’ experiences and how these will be facilitated.

SIGNATURE OF STUDENT:

SIGNATURE OF MENTOR:

DATE:


FEEDBACK FROM ‘SPOKE’ EXPERIENCES AND ADDITIONAL VISITS PRACTICE LEARNING EXPERIENCE ONE

SPOKE EXPERIENCE/ VISIT DETAILS

COMMENTS ON STUDENT’S PROGRESS AND ACHIEVEMENTS PRACTITIONER SIGNATURE PRINT NAME DATE


FORMATIVE SERVICE USER/FAMILY FEEDBACK ON STUDENT PERFORMANCE PRACTICE LEARNING EXPERIENCE ONE

Please provide your mentor and personal tutor with a copy of your service user testimonial sheet. Mentor to summarise feedback obtained from the service user or family and discuss with the student. Where exceptionally this is not possible please give reasons below. MENTORS SUMMARY OF SERVICE USER/FAMILY COMMENTS: SIGNATURE: DATE:

EU DIRECTIVE LEARNING LOG – PRACTICE LEARNING EXPERIENCE ONE

Student must engage in meeting the needs of a diverse range of service users and their families. Please use this section to provide evidence relation to: Medical, surgical and home nursing, child care and paediatrics, maternity care, mental health and the older adult & learning disabilities

MENTOR/PRACTITIONER SIGNATURE: DATE:


INTER-DISCIPLINARY LEARNING AND WORKING – PRACTICE LEARNING EXPERIENCE ONE

Nursing students must learn and work with a range of other health and social care professionals. Please use this section to provide evidence of your experiences of learning and working as part of the inter-disciplinary team, this can include reflection on experiences in the practice learning setting and from the inter-disciplinary learning workshop days.



MID-POINT INTERVIEW – PRACTICE LEARNING EXPERIENCE ONE

To be completed half way through experience Please complete following discussion between student, mentor and coach in practice

STUDENTS REVIEW OF PROGRESS: Summarise your views on your progress, including strengths and areas needing development. Identify any barriers to your learning.

MENTOR REVIEW OF PROGRESS: Summarise how the student is progressing including their strengths, areas for improvement and any factors affecting performance.

COACH IN PRACTICE COMMENTS: Identify ways in which the student could extend their learning experience and make links between theory and practice. Help identify areas for development.

RECORD OF ATTENDANCE AND ANY ABSENCES/SICKNESS DISCUSSED:

SIGNATURES OF:

MENTOR:

STUDENT:

COACH IN

PRACTICE: DATE:


IS THE STUDENT MAKING

MID-POINT INTERVIEW - ACTION PLAN PRACTICE LEARNING EXPERIENCE ONE

SATISFACTORY PROGRESS: YES / NO (Please circle) If no, please contact the practice facilitator/educator immediately for support with developing an action plan PRACTICE FACILITATOR/EDUCATOR COMMUNICATION RECORD:


STUDENT CONDUCT – PRACTICE LEARNING EXPERIENCE ONE Students are required at all times to demonstrate professional attitudes, behaviour and conduct in line with the NMC (2015) The Code I confirm that this student has demonstrated the above:

MENTOR SIGNATURE:

DATE: SAFE PRACTICE – PRACTICE LEARNING EXPERIENCE ONE STUDENTS MUST ALWAYS PRACTICE SAFELY, IN ACCORDANCE WITH THEIR LEVEL OF NURSE EDUCATION I confirm that this student has demonstrated the above:

MENTOR SIGNATURE:

DATE:

If the mentor is unable to sign to confirm professional conduct and safe practice – the student will fail the practice learning experience and comments must be provided below to justify the fail and mentors must notify the practice facilitator/educator immediately.

MENTOR COMMENTS: If unable to sign one or both of the above declarations

PRACTICE FACILITATOR/EDUCATOR NOTIFIED:

MENTOR SIGNATURE: DATE:


THIS PAGE MUST BE SCANNED AND PRINTED/COPIED TO ALLOW A COPY TO BE RETAINED IN THE STUDENTS’ RECORD

FINAL INTERVIEW ND4303 PRACTICE

LEARNING 1

STUDENT NAME: STUDENT NO:

MENTOR NAME: PLACEMENT NAME:

FIELD OF PRACTICE: PERSONAL TUTOR:

DATE OF FINAL INTERVIEW: COHORT:

MINIMUM 80% ATTENDANCE ACHIEVED YES NO Moodle REVIEWED YES NO PROFESSIONAL CONDUCT YES NO SAFE PRACTICE YES NO FORMATIVE SERVICE USER/FAMILY FEEDBACK YES NO N/A PLEASE INDICATE WHICH PROGRESSION OUTCOMES HAVE BEEN COMPLETED DURING THIS PRACTICE LEARNING EXPERIENCE: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 STUDENT SELF ASSESSMENT OF PRACTICE LEARNING EXPERIENCE: STUDENT SIGNATURE: MENTOR COMMENTS ON THE STUDENTS PROGRESSION AND ACHIEVEMENT AND AREAS FOR DEVELOPMENT: PORTFOLIO REVIEWED: Y / N (PLEASE CIRCLE)

PASS As active mentor for the above student I declare that they have achieved all the required elements of the summative assessment process. PASS AT FIRST ATTEMPT: Y / N (PLEASE CIRCLE) SIGNATURE:

NAME:

DATE:

FAIL As the active mentor for the above student I declare that the student has not achieved all the required elements of the summative assessment process. SIGNATURE:

NAME:

DATE:

RESULT PROVISIONAL UNTIL CONFIRMED BY THE BOARD OF EXAMINERS YOU MUST SUBMIT A COPY OF THIS FORM TO THE UNIVERSITY BY THE SUBMISSION DATE. FAILURE TO DO SO WILL RESULT IN A FAIL BEING RECORDED FOR THIS PRACTICE LEARNING MODULE.


DECLARATION BY ACTIVE MENTOR: PRACTICE LEARNING EXPERIENCE TWO

All mentors must undergo a formal period of preparation for the role and are required to attend regular updates as per requirements of the NMC (2008) Standards to Support Learning and Assessment in Practice http://www.nmc-uk.org/Educators/Standards-for-education/Standards- to-support-learning-and-assessment-in-practice. An assessment is invalid if the above criteria are not met. Information provided by mentors within this document will be shared to aid student progression and achievement. ACTIVE MENTOR DECLARATION: I confirm that I have read and understood the above statement and that I meet the NMC criteria for mentors. I AGREE TO BE THE NAMED ACTIVE MENTOR FOR:

SIGNATURE OF ACTIVE MENTOR:

DATE OF LAST MENTOR UPDATE:

PLEASE PRINT YOUR NAME:

NMC PIN:





STUDENT PLACEMENT CONDUCT AND HEALTH AND SAFETY AGREEMENT

To be completed by the Student prior to the commencement of Placement

STUDENT’S NAME STUDENT NUMBER PROGRAMME/COURSE

This agreement outlines the expectations of the University and the responsibilities of the Student in respect of the provision of placement learning, work shadowing or visits that are required as part of your University of Worcester course/programme of study. The Student, as a representative of the University (and its collaborative partners), will behave in a professional and responsible manner and in accordance with University Regulations. The Student will attend any pre-placement briefing, induction and/or health and safety training offered by the Placement/WBL Learning Provider or the University (or its collaborative partners). If the Student has to be withdrawn from the Placement for disciplinary reasons, action may be taken in accordance with the University’s Academic Regulations and Procedures: Student Code of Conduct and the associated disciplinary procedures.

Where placements form part of academic qualifications leading to a professional qualification, admission to a professional body and/or statutory registration, the University must be satisfied that the student will be a safe and suitable entrant to the given profession. The ‘Principles relating to Student Behaviour’ in the University’s Fitness to Practise Procedures are relevant here and these procedures will apply in investigating cases where there are grounds for concern regarding a student's fitness to practise. The Student on Placement agrees: • To not act in any way that brings the University of Gloucestershire (and its collaborative

partners) into disrepute and to actively work to promote a good reputation for the University (and its collaborative partners) and their fellow students

• To inform the University (and its collaborative partner) of any personal factors or changes to personal factors (e.g. health, disability, linguistic or cultural) that may affect the level of risk or may require reasonable adjustments to be made whilst on placement, work shadowing or visits.

• To attend/complete any health, safety or other briefing provided as part of their placement, visit or work shadowing opportunity and familiarise themselves with all information provided

• To abide by all rules regarding health and safety requirements, and other practices and procedures of the host organisation

• To carry out the work specified by the Placement Learning Provider under the supervision of the specified Supervisor/Mentor(s)/Contact(s), agreed to be appropriate to the learning experience

• To evaluate their learning experience providing feedback to the University (and its collaborative partner) as required

• When on placement, to report to the University (or collaborative partner) Placement/Placement Team if any incidents or issues occur or if they have any concerns about health and safety at their host organisation, that may jeopardise their welfare and/or the success of the learning experience.

• To allow personal data which is reasonably believed to be relevant to the host organisation to be shared by the University (and/or collaborative partner) and the Placement Learning Provider, if appropriate

http://www.glos.ac.uk/docs/download/Key/fitness-to-practise-procedures.pdf


• To confirm that any vehicle insurance covers travel to/from work and business use if requested to travel during the placement (if driving to the placement by private vehicle).

• To consult with the University (or collaborative partner) prior to seeking any changes in the terms and duration of the placement.

• To share next of kin information with the placement host if required

I have read and agree to the above. Student name

(print in CAPITALS): Signature:

Please upload a copy of this form to your Portfolio.

Use this space to state any information that the Placement/UoG Placement Lead should be aware of in relation to your personal circumstances while on placement:


SELF-ASSESSMENT OF PROFESSIONAL DEVELOPMENT To be completed prior to starting each placement. Please base the self-assessment on your previous practice learning experiences, except in your first placement when you will need to draw on life experiences. These will form the basis of your initial interview with your mentor.

RECORD OF VISITS AND ‘SPOKE’ EXPERIENCES DURING PRACTICE LEARNING EXPERIENCE TWO

DATES HOURS COMPLETED

VISIT OR ’SPOKE’ EXPERIENCE DETAILS

NAME OF CONTACT

SIGNATURE OF CONTACT

CONTACT DETAILS (TEL. NO/EMAIL)

SELF ASSESSMENT – PRACTICE LEARNING EXPERIENCE TWO

STRENGTHS: WEAKNESSES:

CONCERNS: EXPECTATIONS:


INITIAL INTERVIEW – PRACTICE LEARNING EXPERIENCE TWO NAME OF PRACTICE LEARNING ENVIRONMENT:

NHS TRUST/PROVIDER:

NAME OF MENTOR:

PLACEMENT DATES:

DATE OF MID-POINT INTERVIEW: COACH IN PRACTICE NOTIFIED BY STUDENT (DATE AND TIME):


PRACTICE LEARNING EXPERIENCE INDUCTION COMPLETED:

• Mentor to discuss with student the learning opportunities that the practice learning experience can offer.

• Identify and discuss progression outcomes that will be summatively assessed during this experience.

• Identify and discuss areas of knowledge, skills and professional attitude that the student needs to focus on.

• Identify ‘spoke’ experiences and how these will be facilitated. SIGNATURE OF STUDENT:

SIGNATURE OF MENTOR:

DATE:


FEEDBACK FROM ‘SPOKE’ EXPERIENCES AND ADDITIONAL VISITS PRACTICE LEARNING EXPERIENCE TWO

SPOKE EXPERIENCE/ VISIT DETAILS

COMMENTS ON STUDENT’S PROGRESS AND ACHIEVEMENTS PRACTITIONER SIGNATURE PRINT NAME DATE


FORMATIVE SERVICE USER/FAMILY FEEDBACK ON STUDENT PERFORMANCE PRACTICE LEARNING EXPERIENCE TWO

Please provide your Mentor with your Service User Testimonial Sheet. Mentor to summarise feedback obtained from the service user or family and discuss with the student. Where exceptionally this is not possible please give reasons below.

MENTORS SUMMARY OF SERVICE USER/FAMILY COMMENTS: SIGNATURE: DATE:

EU DIRECTIVE LEARNING LOG – PRACTICE LEARNING EXPERIENCE TWO

Student must engage in meeting the needs of a diverse range of service users and their families. Please use this section to provide evidence relation to: Medical, surgical and home nursing, child care and paediatrics, maternity care, mental health and the older adult & learning disabilities



INTER-DISCIPLINARY LEARNING AND WORKING – PRACTICE LEARNING EXPERIENCE TWO

Nursing students must learn and work with a range of other health and social care professionals. Please use this section to provide evidence of your experiences of learning and working as part of the inter-disciplinary team, this can include reflection on experiences in the practice learning setting and from the inter-disciplinary learning workshop days.

MENTOR /PRACTITIONER SIGNATURE: DATE:


MID-POINT INTERVIEW – PRACTICE LEARNING EXPERIENCE TWO

To be completed half way through experience Please complete following discussion between student, mentor and coach in practice

STUDENTS REVIEW OF PROGRESS: Summarise your views on your progress, including strengths and areas needing development. Identify any barriers to your learning.

MENTOR REVIEW OF PROGRESS: Summarise how the student is progressing including their strengths, areas for improvement and any factors affecting performance.

COACH IN PRACTICE COMMENTS: Identify ways in which the student could extend their learning experience and make links between theory and practice. Help identify areas for development.

RECORD OF ATTENDANCE AND ANY ABSENCES/SICKNESS DISCUSSED:

SIGNATURES OF:

MENTOR:

STUDENT:

COACH IN

PRACTICE: DATE:


IS THE STUDENT MAKING

MID-POINT INTERVIEW - ACTION PLAN PRACTICE LEARNING EXPERIENCE TWO

SATISFACTORY PROGRESS: YES / NO (Please circle) If no, please contact the practice facilitator/educator immediately for support with developing an action plan COACH IN PRACTICE COMMUNICATION RECORD:


STUDENT CONDUCT – PRACTICE LEARNING EXPERIENCE TWO Students are required at all times to demonstrate professional attitudes, behaviour and conduct in line with the NMC (2015) The Code I confirm that this student has demonstrated the above:

MENTOR SIGNATURE:

DATE: SAFE PRACTICE – PRACTICE LEARNING EXPERIENCE TWO STUDENTS MUST ALWAYS PRACTICE SAFELY, IN ACCORDANCE WITH THEIR LEVEL OF NURSE EDUCATION I confirm that this student has demonstrated the above:

MENTOR SIGNATURE:

DATE:

If the mentor is unable to sign to confirm professional conduct and safe practice – the student will fail the practice learning experience and comments must be provided below to justify the fail and mentors must notify the practice facilitator/educator immediately.

MENTOR COMMENTS: If unable to sign one or both of the above declarations

COACH IN PRACTICE NOTIFIED:

MENTOR SIGNATURE: DATE:



FINAL INTERVIEW ND4306 PRACTICE

LEARNING 2





MINIMUM 80% ATTENDANCE ACHIEVED YES NO MOODLE REVIEWED YES NO PROFESSIONAL CONDUCT YES NO SAFE PRACTICE YES NO FORMATIVE SERVICE USER/FAMILY FEEDBACK YES NO N/A PLEASE INDICATE WHICH PROGRESSION OUTCOMES HAVE BEEN COMPLETED DURING THIS PRACTICE LEARNING EXPERIENCE: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 STUDENT SELF ASSESSMENT OF PRACTICE LEARNING EXPERIENCE: STUDENT SIGNATURE: MENTOR COMMENTS ON THE STUDENTS PROGRESSION AND ACHIEVEMENT AND AREAS FOR DEVELOPMENT: PORTFOLIO REVIEWED: Y / N (PLEASE CIRCLE)

PASS As active mentor for the above student I declare that they have achieved all the required elements of the summative assessment process. PASS AT FIRST ATTEMPT: Y / N (PLEASE CIRCLE) SIGNATURE:

NAME:

DATE:

FAIL As the active mentor for the above student I declare that the student has not achieved all the required elements of the summative assessment process. SIGNATURE:

NAME:

DATE:



PROGRESSION OUTCOMES YEAR ONE: PRACTICE LEARNING MODULES ND4303 – PRACTICE LEARNING 1 AND ND4306 PRACTICE LEARNING 2

1. DISPLAYS A PROFESSIONAL IMAGE IN THEIR BEHAVIOUR AND APPEARANCE, SHOWING RESPECT FOR DIVERSITY AND INDIVIDUAL PREFERENCES. ESC

a. Promotes a professional image SIGNATURE

b. Shows respect for others

c. Is able to engage with people and build caring professional relationships

d. Takes a person–centred, personalised approach to care

e. Demonstrates respect for diversity and individual preference, valuing difference, regarding of personal view

STUDENT TO INDICATE WHAT EVIDENCE THEY WILL BE PROVIDING TO DEMONSTRATE PROGRESSION AND ACHIEVEMENT:

MENTOR COMMENTS: Please comment on student progress MID-POINT INTERVIEW: FINAL INTERVIEW:

METHOD OF ASSESSMENT (PLEASE TICK): DIRECT OBSERVATION:

REFLECTIVE PIECE: QUIZ/TEST: OTHER (PLEASE STATE):

NOT ASSESSED: STUDENT HAS ACHIEVED ALL ABOVE:

STUDENT HAS NOT ACHIEVED ALL ABOVE:

COMPLETED IN PRACTICE LEARNING EXPERIENCE ONE:

COMPLETED IN PRACTICE LEARNING EXPERIENCE TWO:

MENTOR SIGNATURE: MENTOR SIGNATURE:


2. 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. ESC

a. Uses support systems to recognise, manage and deal

with own emotions

SIGNATURE

b. Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty

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

d. Under supervision, works within clinical governance frameworks

e. Under supervision works within legal frameworks to protect self and others







COMPLETED IN PRACTICE LEARNING EXPERIENCE ONE: COMPLETED IN PRACTICE LEARNING EXPERIENCE TWO:



3. 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.

ESC

a. Accepts delegated activities within limitations of own

role, knowledge and skill

SIGNATURE

b. Recognises when situations are becoming unsafe and reports

c. Understands and applies the importance of rest for effective practice

d. Under supervision assesses risk within current sphere of knowledge and competence

e. Knows and accepts own responsibilities and takes appropriate action










4. DEMONSTRATES RESPECT FOR PEOPLE’S RIGHTS AND CHOICES.

ESC

a. Shows respect for others

SIGNATURE

b. Demonstrates respect for diversity and individual preference, valuing differences, regardless of personal view

c. Respects people’s rights










5. PRACTISES HONESTLY AND WITH INTEGRITY, APPLYING THE PRINCIPLES OF THE CODE (2015). ESC

a. Articulates the underpinning values of The Code (NMC

2015)

SIGNATURE

b. Adopts a principled approach to care underpinned by the code (NMC 2015)

c. Works within The Code (NMC 2015)










6. SEEKS HELP WHERE PEOPLE’S NEEDS ARE NOT BEING MET OR THEY ARE AT RISK.

ESC

a. a. Reports safety incidents regarding service users to senior colleagues

SIGNATURE

b. b. Follows instructions and takes appropriate action, sharing information to minimise risk

c. Reports to an appropriate person where there is a risk of meals being missed










7. DEMONSTRATES THE ABILITY TO LISTEN, SEEK CLARITY, AND CARRY OUT INSTRUCTIONS SAFELY.

ESC

a. Uses ways to maximise communication where

hearing, vision or speech is compromised

SIGNATURE

b. Always seeks to confirm understanding

c. Responds in a way that confirms what a person is communicating










8. RECOGNISES SIGNS OF AGGRESSION AND TAKES APPROPRIATE ACTION TO KEEP THEMSELVES AND OTHERS SAFE. ESC

a. Takes into account people’s physical and emotional

responses when engaging with them

SIGNATURE

b. Recognises signs of aggression and responds appropriately to keep self and others safe

c. Assists others or obtains assistance when help is required










9. DEMONSTRATES SAFE AND EFFECTIVE COMMUNICATION SKILLS, BOTH ORALLY AND IN WRITING.

ESC

a. Is able to engage with people and build caring

professional relationships

SIGNATURE

b. Evaluates ways in which own interactions affect relationships to ensure that they do not impact inappropriately on others

c. Communicates effectively both orally and in writing, so that the meaning is always clear

d. Records information accurately and clearly on the basis of observation and communication










10. UNDERSTANDS THE PRINCIPLES OF CONFIDENTIALITY AND DATA PROTECTION. TREATS INFORMATION AS CONFIDENTIAL, EXCEPT WHERE SHARING IS REQUIRED TO SAFEGUARD AND PROTECT PEOPLE.

ESC

a. Applies the principles of confidentiality

SIGNATURE

b. Protects and treats information as confidential except where sharing information is required for the purposes of safeguarding and public protection

c. Applies the principles of data protection

d. Seeks consent prior to sharing confidential information outside of the professional care team, subject to agreed safeguarding and protection procedures










11. DEMONSTRATES SAFE, BASIC, PERSON-CENTRED CARE, UNDER SUPERVISION, FOR PEOPLE WHO ARE UNABLE TO MEET THEIR OWN PHYSICAL AND EMOTIONAL NEEDS. NMC DOMAINS

• Professional values • Communication and

interpersonal skills • Nursing practice and

decision making

ESC

a. Takes a person-centred, personalised approach to care

SIGNATURE











12. 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. ESC

a. Provides person centred care that addresses both physical and emotional needs and preferences

SIGNATURE

b. Follows food hygiene procedures in accordance with policy










13. 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.

NMC DOMAINS

• Nursing practice and decision making

• Leadership, management and team working

ESC a. 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

SIGNATURE










14. USES AND DISPOSES OF MEDICAL DEVICES SAFELY UNDER SUPERVISION ACCORDING TO LOCAL AND NATIONAL POLICY, REPORTING ANY INCIDENTS OR NEAR MISSES. NMC DOMAINS

• Professional values

• Communication and interpersonal skills

• Nursing practice and decision making

ESC a. Safely uses and disposes of medical devices under supervision and in keeping with local and national policy and understands reporting mechanism relating to adverse incidents

SIGNATURE










15. 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. ESC

a. Follows local and national guidelines and adheres to standard infection control precautions

SIGNATURE

b. Demonstrates effective hand hygiene and the appropriate use of standard infection control precautions when caring for all people










16. SAFELY AND ACCURATELY CARRIES OUT BASIC MEDICINES CALCULATIONS. *TO BE COMPLETED IN PRACTICE LEARNING EXPERIENCE TWO (ND4303) ESC

a. Medicines calculations relating to:

I. Tablets and capsules II. Liquid medicines

III. Injections including: IV. Unit dose V. Sub and multiple unit dose

VI. SI unit conversion

SIGNATURE

b. Provides evidence of numeracy assessment of 80%







MATHS TEST COMPLETED VIA AUTHENTIC WORLD: YES/NO

NUMERACY TEST SCORE:

HAS DEMONSTRATED SAFE NUMERACY SKILLS IN PRACTICE: YES/NO

MENTOR SIGNATURE:


17. ACTS IN A MANNER THAT IS ATTENTIVE, KIND, SENSITIVE, COMPASSIONATE AND NON DISCRIMINATORY, THAT VALUES DIVERSITY AND ACTS WITHIN PROFESSIONAL BOUNDARIES. ESC

a. Engages with people in a way that ensures dignity is maintained through making appropriate use of the environment, self and skills and adopting an appropriate attitude

SIGNATURE

b. Demonstrates an understanding of how culture, religion, spiritual beliefs, gender and sexuality can impact on illness and disability

c. Is attentive and acts with kindness and sensitivity

d. Interacts with the person in a manner that is interpreted as warm, sensitive, kind and compassionate, making appropriate use of touch




REFLECTIVE PIECE:

QUIZ/TEST: OTHER (PLEASE STATE):







18. ACTS IN A WAY THAT VALUES THE ROLES AND RESPONSIBILITIES OF OTHERS IN THE TEAM AND INTERACTS APPROPRIATELY. ESC

a. Works within limitations of the role and recognises own level of competence

SIGNATURE

b. Effectively communicates people’s stated needs and wishes to other professionals

c. Responds appropriately to compliments and comments




REFLECTIVE PIECE:

QUIZ/TEST: OTHER (PLEASE STATE):







ACTIVITY LOG – PRACTICE LEARNING EXPERIENCE ONE

Please identify significant activities completed during this practice learning experience that demonstrate achievement of the progression outcomes and ESC. E.g. records and documents vital signs, completion of a mental state examination, completion of risk assessment and development of a safety plan for aggression or suicide or self-harm ACTIVITY

PLEASE DATE:

RELATED TO PROGRESSION OUTCOME AND/OR ESC

MENTOR /PRACTITIONER SIGNATURE


ACTIVITY LOG – PRACTICE LEARNING EXPERIENCE ONE

Please identify significant activities completed during this practice learning experience that demonstrate achievement of the progression outcomes and ESC. E.g. records and documents vital signs, completion of a mental state examination, completion of risk assessment and development of a safety plan for aggression or suicide or self-harm ACTIVITY PLEASE DATE:




ACTIVITY LOG – PRACTICE LEARNING EXPERIENCE TWO


PLEASE DATE:




RETRIEVAL OF FAILS IN THE PRACTICE LEARNING ENVIRONMENT The following are only applicable for any student who fails their practice learning experience (and therefore the associated practice learning module) during year one. Students will be offered a minimum 4 week re-sit placement. A meeting will be convened between the student, mentor and practice facilitator and usually the coach in practice – this will result in clear identification of the failed elements of the assessment and the development of an agreed action plan. The student may choose to involve their personal Personal Tutor. Please contact your Coach in Practice, Personal Tutor or Academic Course Leader for an action plan template

PLEASE COMPLETE THE FOLLOWING: CLEARLY IDENTIFY FAILED PROGRESSION OUTCOMES AND ANY ASSOCIATED ESC

ACTION PLAN COMPLETED TO FACILITATE RETRIEVAL OF THE FAIL (Action plan template to be used)

Yes / No (please circle) Date complete: Location of Action Plan: (please indicate location)

(please circle)

PLEASE PRINT AND SIGN BELOW: STUDENT: MENTOR: COACH IN PRACTICE: DATE:



RETRIEVAL OF FAIL FINAL INTERVIEW

PLEASE INDICATE WHICH PRACTICE LEARNING EXPERIENCE AND ASSOCIATED PRACTICE LEARNING MODULE THAT IS BEING REASSESSED: PRACTICE LEARNING EXPERIENCE ONE ND4303 PRACTICE LEARNING 1

PRACTICE LEARNING EXPERIENCE TWO ND4306 PRACTICE LEARNING 2




DATE OF RETRIEVAL OF FAIL FINAL INTERVIEW: COHORT:

MINIMUM 80% ATTENDANCE ACHIEVED YES NO MOODLE REVIEWED YES NO PROFESSIONAL CONDUCT YES NO SAFE PRACTICE YES NO FORMATIVE SERVICE USER/FAMILY FEEDBACK YES NO N/A PROGRESSION OUTCOME AND IF APPLICABLE ASSOCIATED ESC TO BE ACHIEVED

ACHIEVED

YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO MENTOR COMMENTS ON THE STUDENTS REASSESSMENT PERIOD:

PORTFOLIO REVIEWED: Y / N (PLEASE CIRCLE)

PASS As active mentor for the above student I declare that they have achieved all the required elements of the summative on assessment process on 2nd attempt. MENTOR AND COACH IN PRACTICE SIGNATURE: NAMES:

DATE:

FAIL As the active mentor for the above student I declare that the student has not achieved all the required elements of the summative assessment process on 2nd attempt. MENTOR AND COACH IN PRACTICE SIGNATURE: NAMES:

DATE:



Appendix 1 Student Practice Assessment Document Map for NMC competency domains


Course Learning Outcomes Alignment to Course Aim

Related NMC Competency Domain

Practice Modules

1. Apply knowledge gained about professional and personal development for health and well-being, to identify strategies for personal resilience

1.2.3.5 Professional Values Communication and Interpersonal Skills

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2. Identify the skills, attitudes and conduct for therapeutic engagement in person centred care to all those in your care including children, individuals with a learning disability or mental health illness

1.2.3.4 Communication and Interpersonal Skills Nursing Practice and decision making

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3. Recognise how the normal structure and function of the human body reacts to external and internal influences and a range of illnesses and disease processes

1.2.3.4 Nursing Practice and decision making

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4. Explain, through an understanding of research appreciation, how evidence based care

1.2.3.4 Nursing Practice and decision making Leadership, Management and team working

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5. Outline the physical and emotional needs of a person from a holistic perspective across

1.2.3.4.5 Communication and Interpersonal Skills Nursing Practice and decision making

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6. Illustrate the nurses’ role in caring and supporting individuals, and their carer’s, with complex and diverse mental health conditions

1.2.3.4 Professional Values Communication and Interpersonal Skills Nursing Practice and decision making

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7. Explain what ‘risk’ is and how to manage it in the clinical environment

1.2.3.4 Professional Values Nursing Practice and decision making Leadership, Management and team working

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8. Examine leadership and management styles and identify constructive approaches to apply in practices, and to lead and manage care within a values based mental health framework

1.2.3.4 Professional Values Leadership, Management and team working

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9. Analyse the principles of shared decision making in healthcare practice


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10. Compare and contrast the delivery of mental health care services from an organisational, legal and policy context

1.2.3.4 Leadership, Management and team working

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11. Create and critically discuss a teaching plan for colleagues or the public and evaluate its implementation

1.2.3.4 Communication and Interpersonal Skills Leadership, Management and team working

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12. Reflect on challenges in the workplace and critically examine leadership and management skills to

1.2.3.4 Professional Values

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generate change

Leadership, Management and team working

13. Generate a potential service improvement and evaluation report, through critical review of literature


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14. Explain the principles of promoting public health; priorities and practice

1.2.3.4.5 Professional Values Communication and Interpersonal Skills

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19. Field specific competency mapping

Competency Domain Module


1.1 Mental health nurses must understand and apply current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life

1.Professional Values

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2.1 Mental health nurses must practise in a way that addresses the potential power imbalances between professionals and people experiencing mental health problems, including situations when compulsory measures are used, by helping people exercise their rights, upholding safeguards and ensuring minimal restrictions on their lives. They must have an in depth understanding of mental health legislation and how it relates to care and treatment of people with mental health problems.


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3.1 Mental health nurses must promote mental health and wellbeing, while challenging the inequalities and discrimination that may arise from or contribute to mental health problems.


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4.1 Mental health nurses must work with people in a way that values, respects and explores the meaning of their individual lived experiences of mental health problems, to provide person-centred and recovery-focused practice


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8.1 Mental health nurses must have and value an awareness of their own mental health and wellbeing. They must also engage in reflection and supervision to explore the emotional impact on self of working in mental health; how personal values, beliefs and emotions impact on practice, and how their own practice aligns with mental health legislation, policy and values-based frameworks.


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1.1 Mental health nurses must use skills of relationship-building and communication to engage with and support people distressed by hearing

2.Communication and interpersonal skills

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voices, experiencing distressing thoughts or experiencing other perceptual problems. 1.2 Mental health nurses must use skills and knowledge to facilitate therapeutic groups with people experiencing mental health problems and their families and carers.


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4.1 Mental health nurses must be sensitive to, and take account of, the impact of abuse and trauma on people’s wellbeing and the development of mental health problems. They must use interpersonal skills and make interventions that help people disclose and discuss their experiences as part of their recovery.


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5.1 Mental health nurses must use their personal qualities, experiences and interpersonal skills to develop and maintain therapeutic, recovery-focused relationships with people and therapeutic groups. They must be aware of their own mental health, and know when to share aspects of their own life to inspire hope while maintaining professional boundaries.


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6.1 Mental health nurses must foster helpful and enabling relationships with families, carers and other people important to the person experiencing mental health problems. They must use communication skills that enable psychosocial education, problem-solving and other interventions to help people cope and to safeguard those who are vulnerable.


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1.1 Mental health nurses must be able to recognise and respond to the needs of all people who come into their care including babies, children and young people, pregnant and postnatal women, people with physical health problems, people with physical disabilities, people with learning disabilities,

3. Nursing practice and decision-making

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older people, and people with long term problems such as cognitive impairment. 3.1 Mental health nurses must be able to apply their knowledge and skills in a range of evidence-based individual and group psychological and psychosocial interventions, to carry out systematic needs assessments, develop case formulations and negotiate goals.


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4.1 Mental health nurses must be able to apply their knowledge and skills in a range of evidence-based psychological and psychosocial individual and group interventions to develop and implement care plans and evaluate outcomes, in partnership with service users and others.


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5.1 Mental health nurses must work to promote mental health, help prevent mental health problems in at-risk groups, and enhance the health and wellbeing of people with mental health problems


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6.1 Mental health nurses must help people experiencing mental health problems to make informed choices about pharmacological and physical treatments, by providing education and information on the benefits and unwanted effects, choices and alternatives. They must support people to identify actions that promote health and help to balance benefits and unwanted effects.


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7.1 Mental health nurses must provide support and therapeutic interventions for people experiencing critical and acute mental health problems. They must recognise the health and social factors that can contribute to crisis and relapse and use skills in early intervention, crisis resolution and relapse management in a way that ensures safety and security and promotes recovery.


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7.2 Mental health nurses must work positively and proactively with people who are at risk of suicide or self-harm, and use evidence-based models of suicide prevention, intervention and harm reduction to minimise risk.


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8.1 Mental health nurses must practise in a way that promotes the self determination and expertise of people with mental health problems, using a range of approaches and tools that aid wellness and recovery and enable self-care and self-management.


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9.1 Mental health nurses must use recovery-focused approaches to care in situations that are potentially challenging, such as times of acute distress; when compulsory measures are used; and in forensic mental health settings. They must seek to maximise service user involvement and therapeutic engagement, using interventions that balance the need for safety with positive risk-taking.


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4.1 Mental health nurses must actively promote and participate in clinical supervision and reflection, within a values-based mental health framework, to explore how their values, beliefs and emotions affect their leadership, management and practice.

4. Leadership, management and team working

ND4303 and all practice based learning

5.1 Mental health nurses must help raise awareness of mental health, and provide advice and support in best practice in mental health care and treatment to members of the multi professional team and others working in health, social care and other services and settings.


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6.1 Mental health nurses must contribute to the management of mental health care environments by giving priority to actions that enhance people's safety, psychological security and therapeutic outcomes, and by ensuring effective


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communication, positive risk management and continuity of care across service boundaries.

This document has been adapted with permission from University of Worcestershire