bsc in nursing studies / registered nurse field: learning

i

BSc in Nursing Studies / Registered Nurse

Field: LEARNING DISABILITIES

Practice Assessment Document

3

Student Name: Guidance Tutor (GT): GT Tel No: GT Email: GT Group Number: Base Trust: Practice Placement Facilitator:

Submission Dates First submission: 09/01/17 Second submission: 24/07/17

1

VERIFICATION PAGE to be completed by anyone who signs this document

SURNAME FIRST NAME DESIGNATION LOCATION SIGNATURE NMC Pin Number

Any assessment should only be completed by a registered nurse. Any professional completing any aspect of the documentation should have undergone training and development that has enabled them to be competent to support and assess students. The final assessment decision regarding achievement of competence in practice for entry to the register must be made by a sign-off mentor who is a registered nurse from the same nursing field as that which the student intends to enter.

2

EVIDENCE DEVELOPMENT OPPORTUNITIES—YEAR 3

PLACEMENT ONE: HUB EXPERIENCE ONE

SPOKE ONE PLACEMENT TWO: HUB EXPERIENCE TWO

Skills Passport* Safe Medicate Summative*

Direct Observation of Practice

(DOP)

Skills Passport*

Leading and Managing Care Assessments

(LMC)

Team Assessment of Performance in

Practice (TAPP)

Direct Observation of Practice

(DOP)

Total Client Care

Assessments (TCC)

SPOKE TWO

Spoke report

Total Client Care (TCC) assessments to be completed twice during the first placement. Leading and Managing Care (LMC) assessments to be

completed twice in placement two.

Team Assessment of Performance in Practice (TAPP) assessments can be completed throughout the year, if appropriate, however assessments

completed in placement two will reflect more closely student performance towards the end of the programme.

Direct Observation of Practical Skills (DOPS) can be completed at any time in placement during year two and three and more than once as

required.

TAPP Report**

* Evidence from University and available at the beginning of the indicated placements

** TAPP reports will be available if and when the appropriate documentation has been completed

Spoke report

3

Any individual who signs within this document must complete the verification section on page two

At the start of any practice learning experience the student and mentor should carefully study the content of this practice assessment documentation. This should include a review of the students overall progress so far and previous practice assessment and development plans

At any point the mentor or student may contact the Practice Learning Team (GT or PPF) for additional support or clarification

An initial interview between mentor and student should be conducted within the first week of any placement or spoke learning opportunity and documented in the appropriate section. This interview should consider learning opportunities (including the collection of evidence), goals and expectations

In this final year the student will experience two PASS/FAIL placements and in addition a number of spoke placements that are formatively assessed

Evaluation of student performance in individual competencies can take place throughout the practice experience. Competencies can be assessed in all placements (this includes spoke placements). Prior to the evaluation of an individual competency the student should collect and identify relevant evidence

Spoke specific guidance:

In the final week of the practice experience the student and mentor should complete the spoke report

PASS/FAIL placements, specific guidance:

During the initial interview the student and mentor should identify the competencies that will be targeted, this will help the mentor identify if the student is making appropriate progress towards competencies at the mid point and end of the placement and will therefore inform the decision to pass or fail the student

A mid placement review must be conducted and documented

If the student is failing to make the required progress or any other areas of concern are identified at any point during the practice experience,

contact MUST be made with the Guidance Tutor or PPF

The student must be made aware of any concerns as soon as possible and an action plan should be developed

During the final week of the first and second PASS/FAIL placements the summative assessment of the students overall performance should occur. This will involve the completion of the appropriate summative assessment form

By the end of the year student ability in ALL competencies listed within this document must be evaluated and in addition any carried over from the previous year and identified in the supplemental assessment document. To progress onto the register the student must reach the level of skilled in ALL competencies

Sign off mentor guidance:

The sign off mentor must indicate by signing the appropriate declaration, at the end of the final hub experience, that the student has achieved ALL relevant competencies, is capable of safe and effective practice and has reached the expected standards for registration

Further guidelines and the declaration form can be found at the end of this document

ASSESSMENT GUIDANCE

See pass/fail criteria on the following page and the student and mentor guides for year three for additional information and guidance.

4

COMPETENCY SCALE

MEETS EXPECTATIONS FOR REGISTRATION

Accomplished

Demonstrates capability for independent practice and often exceeds expectations

Skilled

Demonstrates capability for independent practice

BORDERLINE FOR REGISTRATION

Supported

Needs occasional direct supervision or support

Assisted

Needs regular direct supervision or support

NEEDS DEVELOPMENT FOR REGISTRATION

Dependent

Needs constant direct supervision or support

Criteria for Appraisal of Competence Adapted from Bondy, K. N. (1983) Criterion-referenced definitions for rating scales in clinical evaluation. Journal of Nursing Education, 22(9); 376-382

Both main placements will be assessed on a pass/fail basis by the students mentor.

The spokes are formatively assessed. Mentors within the spoke areas should complete the appropriate spoke reports and aid the student to develop evidence to illustrate competency. They may, if they wish, assess individuals competence providing the student is in agreement and appropriate evidence can be provided.

Mentors should triangulate evidence from a variety of tools and sources to aid and inform the evaluation of competency and the students overall performance. The final decision to pass or fail a student at the end of the first and second main placements remains with the students identified mentor.

The student may be identified as failing for the following

reasons :

The student fails to act with professionalism, integrity and/or within recognised ethical and legal frameworks.

The student is unable to practise safely or demonstrate an

awareness of their own limitations.

The student fails to make the required progress towards the target competencies by the end of the episode of clinical practice/year.

The student fails to provide appropriate evidence.

By the end of the year the student must reach the level of SKILLED or above in ALL competencies. This includes any competencies carried over from the previous year

PASS/FAIL CRITERIA—YEAR 3

Levels of Practice

ACHIEVED *SKILLED IS THE MINIMUM PASS LEVEL IN THE FINAL YEAR

5

PR

OG

RE

SS

Competency Tick box when Achieved (Skilled

or above)

P

rofe

ss

ion

al V

alu

es

A4

A5

A8

A9

A2.1

A3.1

A4.1

Co

mm

un

ica

tion

an

d

inte

rpers

on

al s

kills

B4

B5

B3.1

B4.1

Competency Tick box when achieved (Skilled

or above)

Nu

rsin

g p

rac

tice

a

nd

d

ec

isio

n m

akin

g

C1

C4

C1.1

C3.1

C5.1

Lea

ders

hip

m

an

ag

em

en

t an

d te

am

w

ork

ing

D1

D2

D3

D5

D6

D7

D1.1

D1.2

D2.1

D6.1

D6.2

List competencies

carried over from previous year

Tick box when Achieved (Skilled or

above)

i.e. A1.1

INSTRUCTIONS FOR USE This progress chart can be completed by the mentor, guidance tutor or student at any time but should be kept up to date. It is a summary of what has been assessed and the level of competency achieved. A1– D7 refer to the competencies that must be assessed by the end of the year . The documentation for their assessment can be found towards the end of this document. In addition the student may have a supplemental assessment document containing competencies from the previous year that were not assessed at skilled or above. The student may document these competencies in the final column Remember the student must reach a minimum level of skilled in all competencies.

Final Year Competencies

6

Glossary of terms & evidence:

PAD - Practice Assessment Document. All associated evidence should be documented within your PAD and stored within your PPDF. PPDF - Personal and Professional Development File. The PPDF is the file in which you store your record of learning, development and achievements in university and in practice. Potential evidence for triangulation with observed student performance (examples are given for each progression criteria/competency on their associated page):

TAPP - Team Assessment of Performance in Practice report

TCC - Total Client Care assessment

LMC - Leading and Managing Care assessment

DOPS - Direct Observation of Practical Skills assessment

Safe Medicate - report

Skills Passport - evidence of session attendance

Structured reflection - template available in the PPDF

Documented discussion with mentor - template available in the PPDF

Witness Testimony report - template available in the PPDF

Module assessments

Other forms of relevant evidence that may be identified by mentor or student

7

YEARLY PLACEMENT ATTENDANCE RECORD

Week Commencing:

Location (eg Ward 5, STGH)

Monday Tuesday Wednesday Thursday Friday Saturday Sunday Mentor Signature

Student Signature

07/11/16

14/11/16

21/11/16

28/11/16

05/12/16

12/12/16

06/03/17

13/03/17

20/03/17

27/03/17

10/04/17

17/04/17

24/04/17

01/05/17

08/05/17

15/05/17

22/05/17

05/06/17

12/06/17

19/06/17

26/06/17

03/07/17

10/07/17

17/07/17

Student Name_________________________________Please Print)

The chart below must be completed weekly and signed by the student and mentor or another member of the nursing staff. Please record the number of HOURS worked each day. Please enter ZERO or DO for a day off (do not leave blank) and also document sickness and absence. This record must be completed prior to each submission, failure to do so could cause disruption to your registration. * Please note students are required to complete 37.5 hours per week in practice.

THE ATTENDANCE SHEET MUST BE WRITTEN IN INK AND MUST NOT BE ALTERED. TIPPEX SHOULD NOT BE USED.

8

Additional Placement Comments

This page can be used by the student, mentor or other member of the Practice Learning Team to make additional comments or for the Guidance Tutor to record details of a clinical visit.

Date Comment Signature Designation Outcome/Action

9

PLACEMENT ONE

Clinical area: _____________________________________ Mentor: _________________________________________ Dates: From: _____________ To: ______________

MENTOR / STUDENT CHECK LIST

1. Pre placement contact

2. Orientation to practice area

3. Initial interview

4. Mid point formative assessment at 3 weeks

5. Discussion of reasonable adjustments

6. TCC Assessments completed

7. DOPS completed*

8. Summative assessment

* (If appropriate)

10

Learning plan:

Identified Competency Targets (document in the boxes below)

Mentor Signature & Date

Student Signature & Date

INITIAL INTERVIEW—PLACEMENT ONE

This interview should be completed within the first week. A learning plan should be developed and documented below

The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence

The student and mentor should set goals which will include identifying target competencies, please summarise below

Target competencies should reflect the students previous experience, their current learning needs and the nature of the clinical environment. Please refer to the Development Plan completed in the previous placement and take account of overall progress towards competency achievement in each domain (documented on page five). Initial focus should be on any competencies carried over from

the previous year.

When target competencies have been identified consideration should be given to what learning strategies and resources will be utilised to achieve these targets

A suitable week for the mid placement formative assessment and review of this learning plan should be identified

Please summarise details of this interview below and document the target competencies. Competency targets can be revised or added to at the mid placement review.

11

FORMATIVE ASSESSMENT

Student’s Name: ________________________________________________ Intake: ___________________ Placement: ___________________

Student reflection on progress and self assessment

Mentor comments on progress and areas for development

Mentor / Educator signature: _________________________ Student signature: _________________________ Date: ____________________

Additional Action Plan required? (please circle):

No Yes

For further guidance on Action Planning see the reverse of this sheet. If an additional Action Plan is required the students Guidance Tutor and/or the PPF should be contacted for support.

12

Criteria Actions / Resources

No additional Action Plan

required

Is identified as working successfully towards all of the agreed learning outcomes /progression criteria/ competencies .

No remedial action is necessary; to continue as per original learning plan

Is working successfully towards most of the agreed learning outcomes /progression criteria/ competencies in the practice setting. However needs development in the identified area listed on the action plan.

Inform GT/PPF of action plan status and arrange meeting as required

Identify the specific learning outcome /progression criteria/ competency that needs development in an agreed action plan

Identify how opportunities and evidence will be provided. Regularly review the action plan (See the practice placements website for the action plan template)

Additional Action Plan required Is not progressing as required to meet the agreed

learning outcomes/ progression criteria/competencies. Failure to reach the appropriate level in these areas by the end of the identified practice experience will result in the student failing the placement and the associated module to which this period of practice is attached.

Arrange a tripartite meeting with GT and seek support from practice learning team

Identify specific learning outcomes/progression criteria/competencies that need development in an agreed action plan

Identify criteria for success and identify how opportunities and evidence will be provided

Instigate regular meetings between the mentor and student and provide regular feedback to the Guidance Tutor

(See the practice placements website for the action plan template)

13

Replace this page with the SPA2 document

14

RECORD OF STUDENT FAILURE

To be completed by the mentor if the student has failed

Please indicate areas for concern and the associated competencies

RECORD OF VARIANCE

Please record a detailed rationale where a decision has been made to mark a competency as achieved when the available evidence would suggest non-achievement. Or the student has not achieved a competency despite evidence to the contrary.



15




16

SPOKE EXPERIENCE ONE



1. Pre experience contact with clinical area



4. Spoke Feedback

17

SPOKE VISIT INITIAL INTERVIEW

This interview should be completed within the first few days. A learning plan should be developed and documented be-

low

The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence

The student and mentor should set goals. Please summarise details of this interview below

The student should review progress towards the end of the spoke experience and before the formative assessment

Spoke learning plan & goals:

Mentor signature: _________________________ Student signature: _________________________ Date: ____________________

18

SPOKE REPORT: PART 1

Student’s Name: ________________________________________________ Intake: ___________________


Mentor comments on overall progress and areas for development *


* Please provide more detailed comments on specific achievements and progress towards competencies on the following page

19

SPOKE REPORT—PART 2


Professional values Communication and interpersonal skills

Nursing practice and decision making Leadership, management & team working

Write brief comments on the students progress and main achievements in the following areas of practice

Mentor signature: _________________________ Date:___________________

20

SPOKE EXPERIENCE TWO



1. Pre experience contact with clinical area



4. Spoke Feedback

21

SPOKE VISIT INITIAL INTERVIEW

This interview should be completed within the first few days. A learning plan should be developed and documented be-

low

The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence.

The student and mentor should set goals. Please summarise details of this interview below.

The student should review progress towards the end of the spoke experience and before the formative assessment

Spoke learning plan & goals:


22




Mentor comments on overall progress and areas for development *


* Please provide more detailed comments on specific achievements and progress towards competencies on the following page

23



Professional values Communication and interpersonal skills

Nursing practice and decision making Leadership, management & team working

Write brief comments on the students progress and main achievements in the following areas of practice

Mentor signature: _________________________ Date:___________________

24

PLACEMENT TWO



1. Pre placement contact



4. Discussion of reasonable adjustments

5. Mid point formative assessment - to be completed 4-6 weeks before final submission.

6. TCC Assessments completed

7. DOPS completed*

8. Summative assessment

9. Sign Off completed

* (If appropriate)

25

This interview should be completed within the first week.

A learning plan should be developed and documented below

The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence.

The student and mentor should set goals which will include identifying the remaining competencies that need achieving prior to registration.

Please refer to the previous Development Plan and take account of overall progress towards competency achievement

in each domain.

When remaining competencies have been identified consideration should be given to what learning strategies and resources will be utilised to achieve these targets.

A suitable week for the mid placement formative assessment and review of this learning plan should be identified.

Learning plan:

Remaining competencies/Target competencies (document in the boxes below)

Mentor Signature & Date

Student Signature & Date

HUB INITIAL INTERVIEW—2ND VISIT

26

FORMATIVE ASSESSMENT

Student’s Name: ________________________________________________ Intake: ___________________ Placement: ___________________


Mentor comments on progress and areas for development


Additional Action Plan required? (please circle):

No Yes

For further guidance on Action Planning see the reverse of this sheet. If an additional Action Plan is required the students Guidance Tutor and/or the PPF should be contacted for support.

27

Criteria Actions / Resources

No additional Action Plan

required

Is identified as working successfully towards all of the agreed learning outcomes /progression criteria/ competencies .

No remedial action is necessary; to continue as per original learning plan

Is working successfully towards most of the agreed learning outcomes /progression criteria/ competencies in the practice setting. However needs development in the identified area listed on the action plan.

Inform GT/PPF of action plan status and arrange meeting as required

Identify the specific learning outcome /progression criteria/ competency that needs development in an agreed action plan

Identify how opportunities and evidence will be provided. Regularly review the action plan (See the practice placements website for the action plan template)

Additional Action Plan required Is not progressing as required to meet the agreed

learning outcomes/ progression criteria/competencies. Failure to reach the appropriate level in these areas by the end of the identified practice experience will result in the student failing the placement and the associated module to which this period of practice is attached.

Arrange a tripartite meeting with GT and seek support from practice learning team

Identify specific learning outcomes/progression criteria/competencies that need development in an agreed action plan

Identify criteria for success and identify how opportunities and evidence will be provided

Instigate regular meetings between the mentor and student and provide regular feedback to the Guidance Tutor

(See the practice placements website for the action plan template)

28


29

RECORD OF STUDENT FAILURE

To be completed by the mentor if the student has failed

Please indicate areas for concern and the associated competencies

RECORD OF VARIANCE Please record a detailed rationale where a decision has been made to mark a competency as achieved when the available evidence would suggest non-achievement. Or the student has not achieved a competency despite evidence to the contrary.



30




31

COMPETENCY: A4 All nurses must work in partnership with service users, carers, families, groups, communities and organisations. They

must manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety.

Further guidance specific to this competency is provided over the page.

Domain: Professional Values

*Signature & Date:

* Signature & Date:

* Only use if re-evaluated (no need to re-evaluate if previously achieved)

Mentor to identify the level of practice based on triangulation of evidence and document below

Level of practice

Level of support Signature & Date:

Accomplished


Meets expectations for registration

Skilled Demonstrates capability for independent practice

Borderline for registration

Supported Needs occasional direct supervision or support

Needs development for registration

Assisted Needs regular direct supervision or support

Dependent Needs constant direct supervision or support

Evidence Reviewed: Please sign in the box that the evidence highlighted

over the page has been reviewed

ACHIEVED *SKILLED IS MINIMUM PASS LEVEL

32

COMPETENCY: A4

Potential evidence for triangulation with observed student performance: Total Client Care Assessment (TCC) Witness testimony report

Student documentation of evidence for review: To be completed by the student prior to evaluation

GUIDANCE:

Supported Level: Progression point two criteria

Skilled Level: Progression point three criteria

10.1 Acts collaboratively with people and their carers enabling and empowering them to take a shared and active role in the delivery and evaluation of nursing interventions

10.6 Provides safe and effective care in partnership with people and their carers within the context of people’s ages, conditions and developmental stages

33

COMPETENCY: A5 All nurses must fully understand the nurse’s various roles, responsibilities and functions, and adapt their practice to

meet the changing needs of people, groups, communities and populations.



*Signature & Date:

* Signature & Date:



Level of practice


Accomplished












34

COMPETENCY: A5

Potential evidence for triangulation with observed student performance: Total Client Care Assessment (TCC) Public health module viva feedback


GUIDANCE:



14.3 Values others’ roles and responsibilities within the team and interacts appro-priately

9.15 Works within the context of a multi-professional team and works collaboratively with other agencies when needed to enhance the care of people, communities and popula-tions

35

COMPETENCY: A8 All nurses must practise independently, recognising the limits of their competence and knowledge. They must reflect on

these limits and seek advice from, or refer to, other professionals where necessary.



*Signature & Date:

* Signature & Date:



Level of practice


Accomplished












36

COMPETENCY: A8

Potential evidence for triangulation with observed student performance: Team Assessment of Performance in Practice (TAPP) Structured reflection


GUIDANCE:



10.2 Works with the limitations of own knowledge and skills to question and provide safe and holistic care 14.4 Reflects on own practice and discusses issues with other members of the team to enhance learning

1.8 Demonstrate clinical confidence through sound knowledge, skills and understanding relevant to field 5.13 Through reflection and evaluation demonstrates commitment to personal and professional development and life-long learning

37

COMPETENCY: A9 All nurses must appreciate the value of evidence in practice, be able to understand and appraise research, apply relevant

theory and research findings to their work, and identify areas for further investigation.



*Signature & Date:

* Signature & Date:



Level of practice


Accomplished












38

COMPETENCY: A9

Potential evidence for triangulation with observed student performance: Total Client Care Assessment (TCC) Evidence based practice module assessment


GUIDANCE:



9.14 Applies research based evidence to practice

39

COMPETENCY: A2.1 Learning disabilities nurses must always promote the autonomy, rights and choices of people with learning disabilities

and support and involve their families and carers, ensuring that each person’s rights are upheld according to policy and the law.



*Signature & Date:

* Signature & Date:



Level of practice


Accomplished












40

COMPETENCY: A2.1

Potential evidence for triangulation with observed student performance: Team Assessment of Performance in Practice (TAPP) Structured reflection Documented discussion with mentor


GUIDANCE:



41

COMPETENCY: A3.1 Learning disabilities nurses must use their knowledge and skills to exercise professional advocacy, and recognise

when it is appropriate to refer to independent advocacy services to safeguard dignity and human rights.



*Signature & Date:

* Signature & Date:



Level of practice


Accomplished












42

COMPETENCY: A3.1

Potential evidence for triangulation with observed student performance: Total Client Care Assessment (TCC) Team Assessment of Performance in Practice (TAPP)


GUIDANCE:



43

COMPETENCY: A4.1 Learning disabilities nurses must recognise that people with learning disabilities are full and equal citizens, and must

promote their health and wellbeing by focusing on and developing their strengths and abilities.



*Signature & Date:

* Signature & Date:



Level of practice


Accomplished












44

COMPETENCY: A4.1

Potential evidence for triangulation with observed student performance: Team Assessment of Performance in Practice (TAPP) Structured reflection Documented discussion with mentor


GUIDANCE:



45

COMPETENCY: B4 All nurses must recognise when people are anxious or in distress and respond effectively, using therapeutic principles,

to promote their wellbeing, manage personal safety and resolve conflict. They must use effective communication strategies and negotiation

techniques to achieve best outcomes, respecting the dignity and human rights of all concerned. They must know when to consult a third

party and how to make referrals for advocacy, mediation or arbitration.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished












Domain: Communication and interpersonal skills

46

COMPETENCY: B4



GUIDANCE:



6.6 Uses strategies to enhance communication and remove barriers to effective communication minimising risk to people from lack or poor communication

4.7 Manages and diffuses challenging situations effectively 5.6 Anticipates how people might feel in a given situation and responds with kindness and empathy to provide physical and emotional comfort 5.11 Recognises circumstances that trigger personal negative responses and takes action to prevent this compromising care 6.13 Uses appropriate and relevant communication skills to deal with difficult and challenging circumstances, for example, responding to emergencies, unexpected occurrences, saying ‘no’, dealing with complaints, resolving disputes, de-escalating aggression, conveying ‘unwelcome’ news

47

COMPETENCY: B5 All nurses must use therapeutic principles to engage, maintain and, where appropriate, disengage from professional

caring relationships, and must always respect professional boundaries.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













48

COMPETENCY: B5



GUIDANCE:



1.6 Forms appropriate and constructive professional relationships with families and other carers

2.12 Acts with dignity and respect to ensure that people who are unable to meet their activities of living have choices about how these are met and feel empowered to do as much as possible for themselves 2.14 Actively helps people to identify and use their strengths to achieve their goals and aspirations 3.7 Uses appropriate strategies to empower and support their choice 5.9 Engages with people in the planning and provision of care that recognises personal-ised needs and provides practical and emotional support

49

COMPETENCY: B3.1 Learning disabilities nurses must use a structured approach to assess, communicate with, interpret and respond

therapeutically to people with learning disabilities who have complex physical and psychological health needs or those in behavioural

distress.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













50

COMPETENCY: B 3.1



GUIDANCE:



51

COMPETENCY: B4.1 Learning disabilities nurses must recognise and respond therapeutically to the complex behaviour that people with

learning disabilities may use as a means of communication.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













52

COMPETENCY: B 4.1



GUIDANCE:



53

COMPETENCY: C1 All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate

findings, influence change and promote health and best practice. They must make person-centred, evidence-based judgments and decisions,

in partnership with others involved in the care process, to ensure high quality care. They must be able to recognise when the complexity of

clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished












Domain: Nursing Practice and Decision Making

54

COMPETENCY: C1

Potential evidence for triangulation with observed student performance: Total Client Care Assessment (TCC) Witness testimony report Documented discussion with mentor


GUIDANCE:



7.4 Distinguishes between information that is relevant to care planning and information which is not 9.2 Accurately undertakes and records a baseline assessment of weight, height, temperature, pulse, respiration and blood pressure using manual and electronic devices 9.8 Collects and interprets routine data under supervision, related to the assessment and planning of care from a variety of sources 9.9 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 9.10 With the person and under supervision, plans safe and effective care by recording and sharing information based on the assessment

9.12 In partnership with the person, their carers and their families, makes a holistic, person centred and systematic assessment of psychological, social, cultural and spiritual needs, including risk, and together, develops a comprehensive personalised plan of nursing care 9.13 Acts autonomously and takes responsibility for collaborative assessment and planning of care delivery with the person, their carers and their family

55

COMPETENCY: C4 All nurses must ascertain and respond to the physical, social and psychological needs of people, groups and

communities. They must then plan, deliver and evaluate safe, competent, person-centred care in partnership with them, paying special

attention to changing health needs during different life stages, including progressive illness and death, loss and bereavement.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













56

COMPETENCY: C4

Potential evidence for triangulation with observed student performance: Total Client Care Assessment (TCC) Witness testimony report


GUIDANCE:



9.3 Understands the concept of public health and the benefits of healthy lifestyles and the potential risks involved with various lifestyles or behaviours, for example, substance misuse, smoking, obesity

9.4 Recognises indicators of unhealthy lifestyles

9.16 Promotes health and well-being, self care and independence by teaching and empowering people and carers to make choices in coping with the effects of treatment and the ongoing nature and likely consequences of a condition including death and dying 9.18 Discusses sensitive issues in relation to public health and provides appropriate advice and guidance to individuals, communities and populations for example, contraception, substance misuse, smoking, obesity 9.22 Works within a public health framework to assess needs and plan care for individuals, communities and populations

57

COMPETENCY: C1.1 Learning disabilities 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 mental health problems, people with physical health problems and disabilities, older people, and people with long term problems such as cognitive impairment.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













58

COMPETENCY: C1.1

Potential evidence for triangulation with observed student performance: Structured reflection Documented discussion with mentor Personal and Professional Development File (PPDF)


GUIDANCE:



59

COMPETENCY: C3.1 Learning disabilities nurses must use a structured, person-centred approach to assess, interpret and respond therapeutically to people with learning disabilities, and their often complex, pre-existing physical and psychological health needs. They must work in partnership with service users, carers and other professionals, services and agencies to agree and implement individual care plans and ensure continuity of care.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













60

COMPETENCY: C3.1



GUIDANCE:



61

COMPETENCY: C5.1 Learning disabilities nurses must lead the development, implementation and review of individual plans for all

people with learning disabilities, to promote their optimum health and wellbeing and facilitate their equal access to all health,

social care and specialist services.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













62

COMPETENCY: C5.1



GUIDANCE:



63

COMPETENCY: D1 All nurses must act as change agents and provide leadership through quality improvement and service development to

enhance people’s wellbeing and experiences of healthcare.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished












Domain: Leadership, Management & Team Working

64

COMPETENCY: D1

Potential evidence for triangulation with observed student performance: Leading and improving module feedback Documented Reflection


GUIDANCE:



14.6 Actively consults and explores solutions and ideas with others to enhance care

14.7 Challenges the practice of self and others across the multi-professional team

14.8 Takes effective role within the team adopting the leadership role when appropriate

65

COMPETENCY: D2 All nurses must systematically evaluate care and ensure that they and others use the findings to help improve people’s

experience and care outcomes and to shape future services.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













66

COMPETENCY: D2

Potential evidence for triangulation with observed student performance: Total Client Care Assessment (TCC) Leadership & Management of Care Assessment (LMC)


GUIDANCE:



10.9 Evaluates the effect of interventions, taking account of people’s and carers’ interpretation of physical, emotional, and behavioural changes 10.10 Involves the person in review and adjustments to their care, communicating changes to colleagues

67

COMPETENCY: D3 All nurses must be able to identify priorities and manage time and resources effectively to ensure the quality of care is

maintained or enhanced.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













68

COMPETENCY: D3

Potential evidence for triangulation with observed student performance: Leadership & Management of Care Assessment (LMC) Witness testimony report


GUIDANCE:



10.7 Prioritises the needs of groups of people and individuals in order to provide care effectively and efficiently 16.5 Manages time effectively 16.6 Negotiates with others in relation to balancing competing and conflicting priorities 17.7 Demonstrates effective time management 17.8 Prioritises own workload and manages competing and conflicting priorities

69

COMPETENCY: D5 All nurses must facilitate nursing students and others to develop their competence, using a range of professional and

personal development skills.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













70

COMPETENCY: D5

Potential evidence for triangulation with observed student performance: Personal and Professional Development Folder (PPDF) Witness Testimony Report


GUIDANCE:



15.4 Prepares, supports and supervises those to whom care has been delegated 15.5 Recognises and addresses deficits in knowledge and skill in self and others and takes appropriate action

71

COMPETENCY: D6 All nurses must work independently as well as in teams. They must be able to take the lead in coordinating, delegating

and supervising care safely, managing risk and remaining accountable for the care given.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













72

COMPETENCY: D6

Potential evidence for triangulation with observed student performance: Total Client Care Assessment (TCC) Leadership & Management of Care Assessment (LMC)


GUIDANCE:



12.8 As an individual team member and team leader, actively seeks and learns from feedback to enhance care and own and others professional development 15.2 Works within the requirements of the code (NMC 2008) in delegating care and when care is delegated to them 15.3 Takes responsibility and accountability for delegating care to others 15.4 Prepares, supports and supervises those to whom care has been delegated

73

COMPETENCY: D7 All nurses must work effectively across professional and agency boundaries, actively involving and respecting others’

contributions to integrated person-centred care. They must know when and how to communicate with and refer to other professionals and

agencies in order to respect the choices of service users and others, promoting shared decision making, to deliver positive outcomes and to

coordinate smooth, effective transition within and between services and agencies.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













74

COMPETENCY: D7

Potential evidence for triangulation with observed student performance: Team Assessment of Performance in Practice (TAPP) Witness Testimony Report Documented Reflection


GUIDANCE:



11.6 Shares information safely with colleagues and across agency boundaries for the protection of individuals and the public 11.7 Makes effective referrals to safeguard and protect children and adults requiring support and protection 11.8 Works collaboratively with other agencies to develop, implement and monitor strategies to safeguard and protect individuals and groups who are in vulnerable situations

75

COMPETENCY: D1.1 Learning disabilities nurses must take the lead in ensuring that people with learning disabilities receive

support that creatively addresses their physical, social, economic, psychological, spiritual and other needs, when assessing,

planning and delivering care.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













76

COMPETENCY: D 1.1

Potential evidence for triangulation with observed student performance: Team Assessment of Performance in Practice (TAPP) Witness testimony report


GUIDANCE:



77

COMPETENCY: D1.2 Learning disabilities nurses must provide direction through leadership and education to ensure that their

unique contribution is recognised in service design and provision.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













78

COMPETENCY: D 1.2

Potential evidence for triangulation with observed student performance: Leadership & Management of Care Assessment (LMC)


GUIDANCE:



79

COMPETENCY: D2.1 Learning disabilities nurses must use data and research findings on the health of people with learning

disabilities to help improve people’s experiences and care outcomes, and shape of future services.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













80

COMPETENCY: D 2.1



GUIDANCE:



81

COMPETENCY: D6.1 Learning disabilities nurses must use leadership, influencing and decision-making skills to engage

effectively with a range of agencies and professionals. They must also be able, when needed, to represent the health needs and

protect the rights of people with learning disabilities and challenge negative stereotypes.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













82

COMPETENCY: D6.1



GUIDANCE:



83

COMPETENCY: D6.2 Learning disabilities nurses must work closely with stakeholders to enable people with learning disabilities

to exercise choice and challenge discrimination.


*Signature & Date:

* Signature & Date:



Level of practice


Accomplished













84

COMPETENCY: D 6.2

Potential evidence for triangulation with observed student performance: Total Client Care


GUIDANCE:



85

Standards of Competence for Entry to the NMC Register—Learning Disabilities

* See over the page for standards in the other two domains

Domain Standards

Pro

fessio

nal V

alu

es

Generic Standard:

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.

Field Specific Standard:

Learning disabilities nurses must promote the individuality, independence, rights, choice and social inclusion of people with learning disabilities and highlight their strengths and abilities at all times while encouraging others do the same. They must facilitate the active participation of families and carers.

Associated Competencies

A1, A1.1, A2, A2.1, A3, A3.1, A4, A5, A6, A7, A8, A9

Co

mm

un

ica

tion

an

d

Inte

rpers

on

al S

kills

Generic Standard:

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.


Learning disabilities nurses must use complex communication and interpersonal skills and strategies to work with people of all ages who have learning disabilities and help them to express themselves. They must also be able to communicate and negotiate effectively with other professionals, services and agencies, and ensure that people with learning disabilities, their families and carers, are fully involved in decision-making.


B1, B1.1, B2, B2.1, B3, B3.1, B4, B4.1, B5, B6, B7, B8

86

Domain Standards

Nu

rsin

g P

rac

tice a

nd

decis

ion

m

akin

g

Generic Standard:

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.


Learning disabilities nurses must have an enhanced knowledge of the health and developmental needs of all people with learning disabilities, and the factors that might influence them. They must aim to improve and maintain their health and independence through skilled direct and indirect nursing care. They must also be able to provide direct care to meet the essential and complex physical and mental health needs of people with learning disabilities.


C1, C1.1, C2, C3, C3.1, C4, C5, C5.1, C6, C7, C8, C8.1, C9, C10

Lead

ers

hip

M

an

ag

em

en

t an

d

Team

Wo

rkin

g

Generic Standard:

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.


Learning disabilities nurses must exercise collaborative management, delegation and supervision skills to create, manage and support therapeutic environments for people with learning disabilities.


D1, D1.1, D1.2, D2, D2.1, D3, D4, D5, D6, D6.1, D6.2, D7

87


bsc in nursing studies / registered nurse field: learning

Documents