practice education handbook and practice …

September 2018 ODP Practice Education Handbook & Practice Assessment Document Oxford Brookes University, Faculty of Health & Life Sciences

PRACTICE EDUCATION HANDBOOK AND PRACTICE ASSESSMENT DOCUMENT BSc OPERATING DEPARTMENT PRACTICE

Faculty of Health and Life Sciences

September 2018


Contents

SECTION 1: PRACTICE EDUCATION HANDBOOK ................................. 1

1.1 WHAT IS PRACTICE EDUCATION? ............................................................................... 1

1.2 STANDARDS OF CONDUCT: FITNESS TO PRACTISE REQUIREMENTS ................... 1

1.3 WHAT ARE THE PRACTICE MODULES FOR YOUR PROGRAMME AND WHAT ARE THE PRACTICE ASSESSMENT REQUIREMENTS? ...................................................... 2

1.3.1 Total number of practice hours required for the programme .................................................. 2 1.3.2 Summary of practice modules and assessment requirements ............................................... 4

1.4 COMPETENCY ASSESSMENT .....................................................................................10

1.5 WHAT PRACTICE HOURS DO I NEED TO DO IN EACH SEMESTER/MODULE?........10

1.6 WHAT WILL YOUR PRACTICE EXPERIENCE LOOK LIKE?.........................................12 1.6.1 Practice experience ................................................................................................................... 12 1.6.2 Simulation and Practice Learning ............................................................................................. 13

1.7 INFORMATION ABOUT YOUR PLACEMENT ALLOCATION ........................................13

1.8 WHAT DOES SUPERNUMERARY STATUS MEAN?.....................................................14

1.9 WHAT SHOULD I DO IF I CAN’T ATTEND PRACTICE? ................................................14

1.10 RECORDING ABSENCE FROM PLACEMENT..............................................................14

1.11 HOW DO I RECORD AND SUBMIT MY PRACTICE HOURS?.......................................16

1.12 WHAT ARE MY RESPONSIBILITIES AS A STUDENT? ................................................17

1.13 HOW SHOULD I PREPARE FOR EACH OF MY PRACTICE PLACEMENTS? ..............17

1.14 WHAT ARE MY RESPONSIBILITIES IN PROVIDING FEEDBACK ON MY PLACEMENT EXPERIENCE? ........................................................................................18

1.15 WHAT SOURCES OF SUPPORT ARE AVAILABLE TO ME DURING PLACEMENT? ...18

1.16 WHAT ARE THE ROLES AND RESPONSIBILITIES OF MY PRACTICE EDUCATOR / ASSESSOR, ASSOCIATE PRACTICE EDUCATOR / ASSESSOR AND PRACTICE STAFF WITH WHOM I WORK?..................................................................................................20

1.17 WHAT ARE THE ROLES AND RESPONSIBILITIES OF MY LINK LECTURER? ...........20

1.18 WHAT DO I DO IF I WITNESS AN ACCIDENT OR AN INCIDENT? ...............................20

1.19 GUIDELINES FOR RAISING AND ESCALATING CONCERNS ABOUT PRACTICE .....21

SECTION 2: PRACTICE ASSESSMENT DOCUMENT .............................. 23

INTRODUCTION

SECTION 2 A COMPETENCY ASSESSMENT FRAMEWORK ...........................................24

2.1. THE COMPETENCY ASSESSMENT CHECKLISTS ......................................................25

2.2. LIST OF PROGRAMME SPECIFIC COMPETENCIES: COMPETENCY CHECKLIST ..26

2.3 PRACTICE EDUCATOR/ASSESSOR SIGNATURES LISTS ............................................28

2.4. COMPETENCY ASSESSMENT .....................................................................................31

2.5 FORMATIVE OSCE FEEDBACK SHEETS ....................................................................51


2.5.1 FORMATIVE SURGICAL INSTRUMENT OSCE ................................................................. 51 2.5.2 FORMATIVE SURGICAL HAND ASEPSIS OSCE .............................................................. 53

2.5.3 FORMATIVE ANAESTHETIC MACHINE OSCE (STANDARD AAGBI ANAESTHETIC APPARATUS CHECK) ...................................................................................................55

2.5.4 FORMATIVE PHYSIOLOGICAL MEASUREMENT OSCE .............................................58

2.6 PORTFOLIO ASSESSMENT FOR YEAR 1 AND YEAR 2 - (MODULES U42105 AND U42126) ......................................................................................................................62

SECTION 2B PORTFOLIO SUMMATIVE ASSESSMENT FOR EACH YEAR ....................66 2B 1 Portfolio Summative Assessment for MODULE U42105 (Year 1) ............................................. 66 2B 2 Portfolio Assessment Year 2 Self-Assessment and Development Review (Module U42171) .. 69 2B 3 Portfolio Assessment Year 3 Self-Assessment and Development Review (Module U42173) ... 72

SECTION 2C INITIAL, MIDWAY AND END OF PLACEMENT ASSESSMENT FORMS .....75 SECTION 2C YEAR 1 INITIAL, MID AND END PLACEMENT FORMS ........................................... 77 SECTION 2C YEAR 2 INITIAL, MID AND END PLACEMENT ASSESSMENT FORMS ................ 107 SECTION 2C YEAR 3 INITIAL, MID AND END PLACEMENT FORMS .......................................... 149

SECTION 2D STUDENT CONFIRMATION OF COMPLETION OF PLACEMENT EVALUATIONS ............................................................................................................ 179

SECTION 2D YEAR 1- STUDENT CONFIRMATION OF COMPLETION OF PLACEMENT EVALUATIONS ........................................................................................................................ 179

SECTION 2D YEAR 2 - STUDENT CONFIRMATION OF COMPLETION OF PLACEMENT EVALUATION ........................................................................................................................... 180

SECTION 2D YEAR 3 - STUDENT CONFIRMATION OF COMPLETION OF PLACEMENT EVALUATION ........................................................................................................................... 181

APPENDICES ......................................................................................... 182

APPENDIX 1 ODP PRACTICE HOURS RECORD SHEET ................................................... 184

APPENDIX 2 CLINICAL SKILLS FOR OPERATING DEPARTMENT PRACTICE STUDENTS186

APPENDIX 3 SHORT PLACEMENT VISITS RECORD SHEETS .......................................... 190

APPENDIX 4: GUIDANCE FOR PRACTICE EDUCATOR/ASSESSOR AND PRE-REGISTRATION NURSING, MIDWIFERY, ODP, PARAMEDIC AND FdSc IN HEALTH AND SOCIAL CARE STUDENTS IN THE EVENT OF THE STUDENT FAILING COMPETENCIES IN PRACTICE .................................................................................. 210

APPENDIX 5: SKILLS REQUIRED FOR REFLECTION ....................................................... 212

APPENDIX 6: FRAMEWORKS FOR REFLECTION ............................................................ 214

APPENDIX 7: TIPS FOR PRACTICE EDUCATOR/ASSESSOR ON GIVING MEANINGFUL MIDWAY AND FINAL WRITTEN FEEDBACK ............................................................. 218


N.B. IF YOU LOSE YOUR HARD COPY OF THIS HANDBOOK AND REQUEST A REPLACEMENT YOU WILL BE CHARGED A FEE.

• You are required to use your Oxford Brookes University email account for all correspondence. Any communication received from a personal email account will be deleted upon receipt.

• You must not remove any written feedback, comments or action plans from your practice assessment document, which is the ongoing record of your achievement.

• You must have your practice assessment document (PAD) record with you at all times whilst in practice and when you are completing a formative OSCE relating to your competencies assessed within the university.

ODP Practice Education Handbook & Practice Assessment Document Oxford Brookes University. Faculty of Health & Life Sciences

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SECTION 1: PRACTICE EDUCATION HANDBOOK

1.1 WHAT IS PRACTICE EDUCATION?

Practice education comprises 60% of the BSc ODP programme. You will be assessed in practice according to Section 2 of this handbook (Practice Assessment Document).

The practice education element of the programme has the following general aims to provide learning opportunities to:

• Apply what you have learned in the university setting to the development of your professional

and practice skills whilst on placement • Develop clinical reasoning and judgement through direct patient care • Promote reflection on and analysis of experience and practice; • Facilitate multi-professional collaboration.

You are required to keep a practice assessment document (PAD) of your experience.

The Practice Assessment Document (PAD) is the formal record of your achievements in practice in meeting the programme requirements related to placement learning.

1.2 STANDARDS OF CONDUCT: FITNESS TO PRACTISE REQUIREMENTS

For you to enter the practice environment, you must have met all the requirements for being issued with a Fitness to Practise identity badge. All placement areas MUST check that you have with you at ALL times in practice your CURRENT Fitness to Practise Identity (ID) badge. If you do not wear this, or it is not current you risk being turned away from the practice area and your progression may be affected if this prevents you from achieving the required practice hours within the set timeframes.

The Fitness to Practise process includes ensuring that all requirements for you to enter practice have been met. This is supported by the Practice Education Management System (PEMS) and includes ensuring that you have met the following:

• Occupational Health clearance • Disclosure and Barring Service (DBS) clearance on admission (and by self-declaration

annually thereafter).

• Mandatory training and other programme specific requirements

• You confirm that you agree to abide by the Standards of Conduct; Fitness to Practise document www.brookes.ac.uk/Documents/Practice-Education/Standards-of-Conduct/Standards-of-Conduct-Pre-reg/ (A hard copy of which you will have been given when you commenced your programme)

• Students have been informed of the Guidance relating to learning professional behaviour www.brookes.ac.uk/Documents/Practice-Education/Standards-of-Conduct/Guidelines-for-Professional-Behaviour/

http://www.brookes.ac.uk/Documents/Practice-Education/Standards-of-Conduct/Standards-of-Conduct-Pre-reg/


http://www.brookes.ac.uk/Documents/Practice-Education/Standards-of-Conduct/Guidelines-for-Professional-Behaviour/



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1.3 WHAT ARE THE PRACTICE MODULES FOR YOUR PROGRAMME AND WHAT ARE THE PRACTICE ASSESSMENT REQUIREMENTS?

N.B. Please refer to your Module Handbooks which are available from the module VLE Moodle sites for details about each of your programme modules.

In Year 1 of the ODP programme you will undertake 3 practice modules as follows:

• Module U42104: Principles of Professional Practice will be undertaken in your first semester when you will also undertake your first practice placement experience.

• Module U42106: Furthering Professional Practice will be undertaken in your second semester.

• Module U42105: Perioperative Practice 1 runs across the two semesters.

In Year 2 of the ODP programme you will undertake 2 practice modules:

• Module U42125: Perioperative Practice 2 will be undertaken in your first semester.

• Module U42126: Perioperative Practice 3 will be undertaken in your second semester.

In Year 3 of the ODP programme you will undertake 2 practice modules as follows:

• Module U42171: Perioperative Practice 4: Advanced Anaesthetics in either Semester 1 or Semester 2

• Module U42173: Perioperative Practice 5: Advanced Surgery in either Semester 1 or Semester 2

• Module U42172 “Perioperative Practice 6: PACU/Recovery” in either Semester 1 or Semester 2

1.3.1 Total number of practice hours required for the programme

Year of Programme Number of practice hours Additional Mandatory Simulation Practice hours

Year 1 550 20

Year 2 660 20

Year 3 760 20

Total 1,970 60

The number of practice hours are allocated to the practice modules as specified in the following Table 1.3.2 Summary of practice modules and assessment requirements page 4. In addition to practice hours, you will also achieve 60 hours of mandatory simulated practice which will include topics such as:


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• Patient monitoring

• Physiological Measurements

• Pain Assessment

• Patient Positioning

• IV Lines

• Preparing the Anaesthetic Room

• Preparing the Surgical Space

• Airway Equipment

• Handling of Surgical Instruments

• Swab Counts

• Safe Handling of Sharps

• Anaesthetic Machine

• Gases and Circuits

• Surgical Scrub

• Gloving and Gowning

• Injections

• Helping with Cannulation

• Plus carious other simulated sessions


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1.3.2 Summary of practice modules and assessment requirements

Year 1

MODULE

NUMBER MODULE TITLE SEMESTER

SUMMATIVE ASSESSMENT

REQUIREMENTS

ASSESSMENT SUBMISSION DATE

U42104 Principles of Professional Practice

Year 1 Semester 1

120 hours of clinical practice.

Formative Mandatory Competencies (1a, 1b, 2a, 2b, 3a, 3b) for one of the following:

• Anaesthetics

• Surgery

• PACU

Plus TWO additional Competencies

This will be in week commencing 10/12/18 and NO LATER than 14/12/18

You are required to hand in to your Link Lecturer the following documents:

• Your Practice Assessment Document (with completed competencies)

• ODP Practice Hours Record Sheet

Your Link Lecturer will confirm place and time for you to submit your PAD for confirmation of summative assessment requirements

U42106 Furthering Professional Practice

Year1 Semester 2

150 hours of clinical practice

Formative Mandatory Competencies (1a, 1b, 2a, 2b, 3a, 3b) for one of the following:

• Anaesthetics

• Surgery

• PACU

Plus FIVE additional Competencies







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Year 1 continued

MODULE NUMBER MODULE TITLE SEMESTER SUMMATIVE ASSESSMENT

REQUIREMENTS ASSESSMENT SUBMISSION DATE

U42105 Perioperative Practice 1

Year 1 Semesters 1 & 2

300 hours of clinical practice

Formative Mandatory Competencies (1a, 1b, 2a, 2b, 3a, 3b) for TWO of the following

• Anaesthetics

• Surgery

• PACU / Recovery Summative Mandatory Competencies (1a, 1b, 2a, 2b, 3a, 3b) for final placement in either:

• Anaesthetics or

• Surgery or

• PACU/Recovery

All remaining competencies, not achieved in U42104 / U42106,

Coursework (Please see module handbook)

Year 1 Portfolio Assessment Requirements (refer PAD Section B and module guidelines).



• Your Practice

Assessment Document (with completed competencies)




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Year 2




Year 2 Semester 1

320 hours of clinical practice Formative Mandatory Competencies (1a, 1b, 2a, 2b, 3a, 3b) can be achieved in any of the following: • Anaesthetics

• Surgery

• PACU / Recovery PLUS FIVE additional competencies



You are required to hand in to your Link Lecturer the following documents: • Your Practice


• ODP Practice Hours

Record Sheets Your Link Lecturer will confirm place and time for you to submit your PAD for confirmation of summative assessment requirements


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Year 2 continued




Year 2 Semester 2

360 hours of clinical practice Summative Mandatory Competencies (1a, 1b, 2a, 2b, 3a, 3b) for final placement in either:

• Anaesthetics or

• Surgery or

• PACU/Recovery

All remaining Competencies, not achieved in U42125

Year 2 Portfolio Assessment Requirements (refer PAD Section B and module guidelines)





• ODP Practice Hours Record Sheets



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Year 3

MODULE NUMBER

MODULE TITLE SEMESTER SUMMATIVE ASSESSMENT REQUIREMENTS

ASSESSMENT SUBMISSION DATE

U42171 Perioperative Practice 4: Advanced Anaesthetics

Year 3 Semester 1 or Semester 2

280 hours of anaesthetic clinical practice (of which a maximum of 75 hours will be achieved in PACU / Recovery) Summative Mandatory Competencies (1a, 1b, 2a, 2b, 3a, 3b) for final placement in either:

• Anaesthetics or • PACU / Recovery

PLUS additional competencies 3c, 3d 3e, 3l, 3j,3m

All remaining Competencies, not achieved in U42123/U42172, if final placement Year 3 Portfolio Assessment Requirements (refer PAD Section B and module guidelines) Coursework (Please see module handbook)

Semester 1 run week commencing 14/12/20 Semester 2 run week commencing 10/05/21





U42172 Perioperative Practice 6: PACU / Recovery


150 PACU / Recovery practice hours Formative Mandatory Competencies (1a, 1b, 2a, 2b, 3a, 3b) for • PACU/Recovery

• High dependency, intensive

care or other critical care areas


Semester 1 run week commencing 14/12/20

Semester 2 run week commencing 10/05/21






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Year 3 continued:



U42173 Perioperative Practice: Advanced Surgery


500 hours of surgical clinical practice (of which a maximum of 75 hours will be achieved in PACU / Recovery). Summative Mandatory Competencies (1a, 1b, 2a, 2b, 3a, 3b) for final placement in either: • Surgery or

• PACU/Recovery Plus additional competencies 3f, 3h All remaining Competencies, not achieved in U42121 / U42172,

Year 3 Portfolio Assessment Requirements (refer PAD Section B and module guidelines) Coursework (Please see module handbook)

Semester 1 run week commencing 14/12/20 Semester 2 run week commencing 10/05/21

You are required to hand in to your Link Lecturer the following documents: • Your Practice Assessment

Document (with completed competencies)

• ODP Practice Hours Record

Sheets Your Link Lecturer will confirm place and time for you to submit your PAD for confirmation of summative assessment requirements

ODP Practice Education Handbook & Practice Assessment Document Oxford Brookes University. Faculty of Health & life Sciences

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1.4 COMPETENCY ASSESSMENT All Mandatory Competencies i.e. 1a, 1b, 2a, 2b, 3a, 3b are assessed formatively in all placements apart from the final placement for each year of the programme, where these will be assessed summatively. You are required to pass all mandatory competencies at the end of each year of the programme in order to progress to the next year.

Once you have had a competency signed off, you are required to continually demonstrate competence thereafter, even when it has been signed off as achieved either earlier in the placement or the academic year. You are therefore required to continue to demonstrate competence throughout each Year. At the end of each placement your competency checklist will be signed by the Practice Educator/Assessor/associate Practice Educator/Assessor whose signature will be verified by the link lecturer. This will be taken as the summative evidence of you consistently demonstrating competence and that will be forwarded to the module leader.

If at any Year there are concerns about your competency achievement or if you are not continually demonstrating competence at a level previously achieved then you will be given feedback and an opportunity to address any concerns.

Please refer to the following for full guidance on achievement of competencies: http://www.hls.brookes.ac.uk/peu/failing-competency-statement Your Link Lecturer will complete the competency checklist in Section 2.2 at the end of each year

1.5 WHAT PRACTICE HOURS DO I NEED TO DO IN EACH SEMESTER/MODULE? All student practice hours are calculated, taking account of professional statutory regulatory body requirements for registration. In order for you to maintain skill development consistently across your placements, you will be required to work a minimum of 3 shifts and a maximum of 4 shifts per week. N.B. In Year 1 Semester 1, you will work Monday to Friday. In Year 1, Semester 2, you will work a range of shifts covering the 24/7 Sunday – Saturday service patterns of the placement. In years 2 and 3, you will be required to work early/late (or daytime 12 hour shifts) AND night duty, which will reflect the 24/7 service delivery patterns of the placement area. You should not normally work more than 12 hours in any 24 hour period. Please see the following policies which govern the maximum practice hours you can achieve and what you can record as practice hours. Guidelines re: maximum student practice and study hours per week: http://www.hls.brookes.ac.uk/peu/guidelines-re-maximum-student-practice-and-study-hours-per-week- pre-qualifying-programmes Recording ODP Student Hours in Practice: http://www.hls.brookes.ac.uk/peu/recording-nursing-midwifery-odp-paramedic-student-hours-in-practice

http://www.hls.brookes.ac.uk/peu/failing-competency-statement

http://www.hls.brookes.ac.uk/peu/guidelines-re-maximum-student-practice-and-study-hours-per-week-pre-qualifying-programmes



http://www.hls.brookes.ac.uk/peu/recording-nursing-midwifery-odp-paramedic-student-hours-in-practice



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Table: Number of practice hours you will be required to complete for each module and for each week in practice

Year / Semester

Module Dates Average number of

practice hours per week

Total Hours required per

module

Year 1 Semester 1

Module U42104: Principles of

Professional Practice

5th November 2018 -14th December 2019

34.5 hours per week

120

Module U42105: Perioperative Practice 1

5th November 2018 – 14th December 2019 87

Year 1 Semester 2

Module U42106: Furthering Professional

Practice

7th January 2019 - 10th May 2020

34 hours per week

150


7th January 2019 - 10th May 2020 193

Year 2 Semester 1


30th September 2019 -13th December 2019 34.5 hours per week 310

Year 2 Semester 2


27th January 2020 - 8th May 2020 35 hours per week 350


Module U42171: Perioperative Practice 4: Advanced Anaesthetics

12th October 2020 – 4th December 2020

OR 22nd February 2021 -

30th April 2021

34 hours per week

270 (of which a

max of 75 hrs will be in PACU /

Recovery)


Module U42173: Perioperative Practice 5:

Advanced Surgery

7th September 2020 – 4th December 2020

OR 25th January 2021 -

15th May 2021

38 hours per week

490 (of which a

max of 75 hrs will be in PACU /

recovery)


Module U42172: Perioperative Practice 6:

Recovery

7th September 2020 – 4th December 2020

OR 22nd February 2021 -

30th April 2021

34 to 38 hours per week

(Incorporated into U42171 and U42173.

See above)

150 (see above)


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1.6 WHAT WILL YOUR PRACTICE EXPERIENCE LOOK LIKE?

1.6.1 Practice experience

Year 1 practice experience

Your practice experience will follow a ‘Placement Cluster’ principle plan. In Year 1, Semesters 1 and 2 you will be allocated to Cluster 1 and 2, which will incorporate Anaesthetics, Surgery and Recovery /Post-Anaesthetic Care Unit (PACU).

Year 1 short placement visits

You may also have the opportunity for gaining experience is some short placements. Please use the forms in Appendix 3 to record your learning from these visits


In Year 2, Semesters 1 and 2, you will be allocated to Clusters 3, 4 and 5. The Cluster Plan allows you to gain a broad exposure to the diversity of practice provided by the organisations in which you will be placed. In the practice setting, you will gain experience in similar types of specialities, picking up enriched learning, whilst focusing on achieving appropriate competencies. As well as experiencing practice being delivered across the perioperative patient care pathway, you may gain knowledge and skills from clinical teams working outside the Operating Theatre domain, e.g. Intensive Care, Mortuary, Wards and specialist services. From a central hub, you may take advantage of the associated services (called ‘Spokes’) related to the hub focus, e.g. In a Cluster focused on General, Urology and Upper Gastro-Intestinal surgery, you may move between those theatres, observing and engaging in care and developing transferrable skills. The ‘Spoke’ placements for this Cluster could be: Breast Care Team, Endoscopy and Pathology visits for enhanced learning. This principle is then applied to each of the 5 Clusters across the programme.




In Year 3 you will be placed in areas to focus upon developing advanced anaesthetics, surgical and PACU/Recovery competence. Your placements may be in the same or different placement areas that you were placed in Year 1 and/or Year 2. However, the focus of your placement learning will be different and at a higher level of competence. You will integrate leadership and management skills, knowledge and attitude development into all your required competencies.




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1.6.2 Simulation and Practice Learning The aim of simulated learning is to provide students with learning opportunities to develop professional practice skills and to help increase student’s confidence during practice learning. Simulated practice learning can enhance practice learning by supporting the application of knowledge, skills and attitude when providing future direct care in the practice setting. Most of the simulated learning opportunities within your programme will take place in designated skills or Theatre suites which will provide a safe and supportive environment for the activities being undertaken. You will be given sufficient time within the simulated learning to fully engage in each activity along with further opportunities to rehearse and practice. The use Scotia medical observation teaching Tool (SMOTS) and playback facilities will permit you to engage in reflection time to offer peer review and constructive feedback of your individual or group performance. You are required to attend all mandatory simulated practice sessions during the semester to ensure you meet the learning outcomes of the modules and to receive supervision and feedback to enhance your practice experience. A record of attendance will be held at all simulation sessions and this will be used to verify your attendance. You will always be supported by a facilitator during the scheduled sessions but may also be given the opportunity to access simulated learning opportunities outside of the normal scheduled lessons, you will be notified of these additional sessions during each module introduction period. Also access to the clinical skills suites can be arranged outside of these times by emailing [email protected]

1.7 INFORMATION ABOUT YOUR PLACEMENT ALLOCATION

All practice education experience placement areas will have been successfully audited in partnership with the placement provider using an approved placement learning environment audit tool (e.g. PLEAT) which meets university, Health and Care Professions Council (HCPC) and the Quality Assurance Agency (QAA) quality assurance requirements.

The placement allocation for all students is provided so you are aware of your allocation in advance of your placement start date. You ARE NOT PERMITTED to take any holiday that clashes with any planned programme activity for the forthcoming year.

Any employment must not coincide with any planned taught or practice hours for the programme. There are agreed principles, which govern placement allocation that you will find on: http://www.hls.brookes.ac.uk/images/pdfs/plu/pre-qualifying-placement-allocation-dec-14.pdf You will be notified of your placement allocation by email from the Practice Education Unit (PEU). This email notification will include access to information about the placement profile and specific cluster plan for the allocation, including the details of the person to contact in advance of the placement start date. In advance of placement allocation, you will be able to complete a placement planning form in the Practice Education Management System (PEMS) which will be used to inform the allocation process. It is this that you can use to state preferences of location for placement. However, it cannot be guaranteed that your preferences will be applied, as allocation principles are complex, and parity of student experience, together with other key principles are required to be applied.

This criteria for placement allocation can be found on the following link: http://www.hls.brookes.ac.uk/images/plu/peg_18_02_12_08_pre-qualifying-placement-allocation-nm-ot-odp-pt-paramedic-and-socialwork.docx In most situations, you will not be able to change placement post allocation. This is only possible in exceptional circumstances. The process for requesting a change in such exceptional circumstances can be found on the following web page: http://www.hls.brookes.ac.uk/peu/placement-locations-and-finance under: Requesting a change in placement after allocation

mailto:[email protected]


http://www.hls.brookes.ac.uk/images/pdfs/plu/pre-qualifying-placement-allocation-dec-14.pdf

http://www.hls.brookes.ac.uk/images/plu/peg_18_02_12_08_pre-qualifying-placement-allocation-nm-ot-odp-pt-paramedic-and-socialwork.docx

http://www.hls.brookes.ac.uk/images/plu/peg_18_02_12_08_pre-qualifying-placement-allocation-nm-ot-odp-pt-paramedic-and-socialwork.docx

http://www.hls.brookes.ac.uk/peu/placement-locations-and-finance


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1.8 WHAT DOES SUPERNUMERARY STATUS MEAN? Whilst in practice, you are regarded as supernumerary, as the primary role of a student on placement is that of a learner.

Supernumerary status of students means that you are additional to the workforce requirement and staffing figures. However, you will make an evolving contribution to the work of the placement area to enable you to learn how to care for clients/patients and meet the professional competence requirements of your programme.

For a full statement on supernumerary status please see the following link: http://www.hls.brookes.ac.uk/plu/statement-in-relation-to-supernumerary-status-of-students-on-pre-qualifying-courses-programmes

1.9 WHAT SHOULD I DO IF I CAN’T ATTEND PRACTICE? You may not be able to attend practice for a number of reasons, the most common being illness. If you are able to foresee the absence, (for example, a planned medical investigation), you should communicate this to your link lecturer and named Practice Educator/Assessor, as soon as possible, so that they can support you and advise you regarding the best course of action to take.

If the absence is unplanned, you MUST inform your placement area as soon as you know you will be absent, where possible this should be before the start of the shift you will be missing.

You should ensure you know and adhere to the local policy for contacting the placement area regarding absence.

You should always take the name of anyone you inform regarding your absence. You should give an indication of how long you think you will be absent for and when you will contact the placement again regarding an update on when you will be returning. When you are able, you should inform the link lecturer (by email) of your absence.

You MUST make sure that, as soon as possible, (NO LATER THAN 12 noon of the first day of absence), you record your absence directly on your PEMS record, and on your ODP Practice Hours Record Sheet. Failure to do so will be regarded as a professional behaviour issue: www.brookes.ac.uk/Documents/Practice-Education/Standards-of-Conduct/Guidelines-for-Professional-Behaviour/ If your absence is likely to continue for more than 1 day, then you must give as much notice as possible to the placement area (and inform your Link Lecturer) of your non-attendance. You will be required to complete a self-certification form for all sickness of up to 1 week duration. In cases of illness extending beyond one week, a medical certificate is required.

1.10 RECORDING ABSENCE FROM PLACEMENT After directly informing your placement area (recording the name of the person you inform) you should inform your link lecturer and then the absence should be reported via your PEMS homepage account.

• Log into PEMS and locate the “Report an absence from placement” link at the bottom of your PEMS home page (The link appears when your placement starts.)

• Click on the link • You may type in absence start and end dates or for quickness we have added buttons to report

an absence for today and yesterday • Select the type of absence from the drop down list • Enter details in the free text box giving further information as necessary. • Confirm that you have already informed the placement area • Submit the form

http://www.hls.brookes.ac.uk/plu/statement-in-relation-to-supernumerary-status-of-students-on-pre-qualifying-courses-programmes

http://www.hls.brookes.ac.uk/plu/statement-in-relation-to-supernumerary-status-of-students-on-pre-qualifying-courses-programmes




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Failure to follow the above process will be considered unprofessional behaviour. When you return to practice you will be offered a meeting with your Practice Educator/Assessor to discuss your fitness for return.

The document: Return to Practice Education Setting Following Sickness – Interview will guide this discussion. http://www.hls.brookes.ac.uk/images/plu/peg_180212_07_return-to-practice-from-sick-leave-june-2018.docx

Screenshot of how to record sickness/absence via PEMS is below:

If you are absent from a shift, including if you are off sick, you will NOT be able to count the hours you have missed towards the total hours for the course. You will have to rebook these placement hours.

Your attendance and absence from practice should be accurately recorded on your ODP Practice Hours Record Sheet. Medical certificates should be gained for absence, to support mitigating circumstances requests.

If you miss practice, it may be difficult or impossible to catch these up within the placement allocation time frames. Your absence may impact on how you meet the assessment criteria for the practice modules. Each of the practice modules requires you to be submitting hours and competencies to demonstrate your achievement in practice. Thus, there may occasionally be a genuine need for a student to request an extension to the assessment deadline, due to illness or other mitigating circumstances.

For further details please refer to the Regulations for the Consideration of Mitigating Circumstances https://www.brookes.ac.uk/students/your-studies/mitigating-circumstances/

http://www.hls.brookes.ac.uk/images/plu/peg_180212_07_return-to-practice-from-sick-leave-june-2018.docx

http://www.hls.brookes.ac.uk/images/plu/peg_180212_07_return-to-practice-from-sick-leave-june-2018.docx

https://www.brookes.ac.uk/students/your-studies/mitigating-circumstances/


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1.11 HOW DO I RECORD AND SUBMIT MY PRACTICE HOURS? ODP Practice Hours Record Sheets (Appendix 1 ODP Practice Hours Record Sheet) are the only evidence of attendance accepted by the Subject Examination Committee. All students must ensure that every day they attend placement is recorded on a timesheet and a registered practitioner signs for that day’s attendance.

ODP Practice Hours Record Sheets must be submitted according to 1.3.2 TABLE: SUMMARY OF PRACTICE MODULES AND ASSESSMENT REQUIREMENTS.

It is your responsibility to ensure YOUR ODP Practice Hours Record Sheets are kept safely.

N.B. IF YOU LOSE ANY OF YOUR SIGNED ODP PRACTICE HOURS RECORD SHEETS: YOU WILL HAVE TO UNDERTAKE EXTRA HOURS TO PROVIDE EVIDENCE OF COMPLETION OF REQUIRED DIRECT CARE HOURS FOR THE PROGRAMME.

You are responsible for:

• Knowing how many hours you are required to achieve to pass each practice module • Submitting your hours using the ODP Practice Hours Record Sheet with accurate completion

and signatures • Submitting your ODP Practice Hours Record Sheets for each semester, by no later than the

practice module deadline according to 1.3.2 Table: Summary of Practice Modules and Assessment Requirements page 4.

• Keeping a copy of any ODP Practice Hours Record Sheets submitted As you complete each shift the registered practitioner (usually your Practice Educator/Assessor or another registrant) that you have worked with for the shift, should sign for the number of hours that you have been present. Any absence should be indicated clearly and the running total calculated taking this into consideration. Thus, the ODP Practice Hours Record Sheet should indicate ALL the times that you are present, or have been absent.

For further information, please read Recording Student Hours in Practice on the following link: http://www.hls.brookes.ac.uk/peu/recording-nursing-midwifery-odp-paramedic-student-hours-in-practice

• For all ODP Practice Hours Record Sheets, you will need to obtain a signature from your

named Practice Educator/Assessor and your link lecturer and submit by each deadline. Summary dates of deadlines can be found in 1.3.2 Table: Summary of Practice Modules and Assessment Requirements page 4.

Following submission of ODP Practice Hours Record Sheets for each module deadline, the hours are recorded onto PEMS by PEU. It is this database that is considered the definitive and final record of your practice hours, and provides reports to Exam Boards.

In the placement area: Each placement area will allocate and record student attendance in different ways. You must make sure you understand the system in place for each new placement area you attend.

It is important to be able to record your presence in practice for periods of time; this is so that you can identify when you will be on duty and who you will be working with. The placement area will then know when to expect you and it will be clear who is supporting you for the shift.

It is important for you to contribute to ensuring an accurate record of staff and student attendance on shift for placement areas, so that should an incident occur there is a record of who was present. If there is not a clear system for recording your shifts within a placement area, you should ask your link lecturer for support in addressing this.



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1.12 WHAT ARE MY RESPONSIBILITIES AS A STUDENT? You are enrolled on a programme designed to enable you to acquire and apply knowledge, therapeutic skills and clinical reasoning, according to your developmental Year in the programme. You will be encouraged to participate in planned learning activities and engage in self-directed learning and open communication in order to meet module learning outcomes and fulfil educational expectations for the particular discipline you are undertaking.

You are required to:

• Demonstrate at all times professional behaviour that is consistent with the Standards of

Conduct: Fitness to Practise, and guidance on Learning professional Behaviour (see www.brookes.ac.uk/Documents/Practice-Education/Standards-of-Conduct/Guidelines-for-Professional-Behaviour/ )

• Assume primary responsibility for meeting the learning outcomes of practice education, participating fully in the practice experience, continually evaluating your own performance by self-critiquing, seeking feedback from the Practice Educator/Assessor, and by monitoring progress towards stated objectives.

• Comply with all placement provider and programme requirements/procedures and protocols as stipulated in this handbook and in any relevant documentation available in the placement area where you are working.

• Recognise your own limitations and seek help appropriately. • Prepare yourself appropriately for the practice placement experience • Develop your reflective practice. • Inform the Practice Educator/Assessor or appropriate person of any factor that may limit

your performance or, of any problem that may arise during your placement activities that has an impact on patient care, on your well-being or your performance. You can also choose to contact your Link Lecturer concerning any such problem.

• Inform the Link Lecturer if you are assigned to a Practice Educator/Assessor who is: (a) a close friend or relative or (b) a close friend or relative works or is a patient, or any other issue that may interfering with the learning experience or placing you in a situation where there might be a conflict of interest.

• Maintain your Practice Assessment Document (PAD). • Comply with the Policy in Appendix 2 Clinical Skills for Operating Department Practice

Students) which provides guidelines about the level of supervision required for certain clinical skills/procedures.

• Inform the Practice Educator/Assessor and/or other registered practitioner immediately in the event of any unexpected incident occurring during patient care, either to the patient or you.

• Complete your placement evaluation at the end of each Cluster placement as requested by email via PEMS and complete the following – 2B 8 YEAR 1 STUDENT CONFIRMATION OF COMPLETION OF PLACEMENT EVALUATIONS (IN PEMS).

1.13 HOW SHOULD I PREPARE FOR EACH OF MY PRACTICE PLACEMENTS? To get the most out of your practice learning experience, there are a number of things that you can do in preparation. As soon as you know where you are to be placed in practice you can:

• Read the Standards of Conduct for Pre-registration Students document: This will provide

you with information regarding the way you should behave as a student of a professional programme.

• Read the placement profile: Read the relevant Cluster placement profile on PEMS upon notification of each of your placement allocations.

• Contact the named person identified on the profile about starting the placement. Make a note of any issues you wish to discuss with your Practice Educator/Assessor and Link Lecturer when you meet them.




18

• Recording your planned shifts: Find out the formal processes in place within your placement

about recording your planned shifts and record all planned shifts in advance on your ODP Practice Hours Record Sheet

• Begin to identify your own personal objectives: What do you want to achieve at this point in

your programme? What areas for development have you identified and what are your action plans for this year?

• Complete the Initial Assessment Form: Consider your own learning needs and goals

in relation to knowledge, skill and competencies to be achieved, in accordance with 1.4 (Competency Assessment Tables) and complete the Initial Assessment Form. This can be achieved with support from your Named Practice Educator/Assessor, your Link Lecturer and/or your Academic Advisor. Think about previous practice learning experiences: What helped you settle in to your previous placements? What sort of relationship do you like to have with your Practice Educator/Assessor? What do you know about your own learning style that will help you plan

successful learning strategies with your Practice Educator/Assessor?

1.14 WHAT ARE MY RESPONSIBILITIES IN PROVIDING FEEDBACK ON MY PLACEMENT EXPERIENCE?

Upon completion of each Cluster placement, you will be required to complete an online Placement Evaluation Form. You will be sent an email with a link to complete the evaluation form (via your PEMS login page). You are also required to confirm that you have completed each Placement Evaluation Form in your PAD as this is a summative assessment requirement for all practice modules. These can be found in this PAD in the following Sections:

• Section 2B8 (Cluster 1 & 2)

• Section 2 C6 (Cluster 3, 4, & 5)

• Section 2 C7 for Year 3 Anaesthetic/PACU/Recovery/Surgery Placements

1.15 WHAT SOURCES OF SUPPORT ARE AVAILABLE TO ME DURING PLACEMENT?

The key people available to support you during your practice learning experience are your Practice Educator/Assessor/Associate Practice Educator/Assessor and your Link Lecturer. It is worth remembering that timely, open and honest communication is the key to successful relationships with your Practice Educator/Assessor and your Link Lecturer and you should keep them informed of any problems you are experiencing. If you require any additional support you can also contact your Academic Advisor, who is available to you for support throughout your programme of study.


19

The link lecturers for your placement allocations are as follows:

Link Lecturer Team

UK Placement Areas Clinical Placement Liaison & Team Leader Becky Adams

Becky Adams [email protected] Tel: 07484 001626 / 01865 485108

Cheltenham General Hospital Gloucester Royal Hospital Southmead Hospital Bristol Great Western Hospital Swindon Torbay District General Hospital Royal Cornwall Hospital (Treliske) St Michael’s Hospital (Hayle) West Cornwall Hospital (Penzance) The Duchy North Devon District Hospital (Barnstaple)

Kim Flinders [email protected] Tel: 0117 3427597

Bristol Royal Infirmary Royal United Hospital Bath Musgrove Park Hospital (Taunton) Weston General Hospital Nuffield Health Taunton

Additional Contact Details, in the event of not being able to reach a Link Lecturer

Nigel Conway, Programme Lead; Tel: Swindon Office : 01865 485199

Email: [email protected]

Dr Sarah Owen, Subject coordinator, Senior lecturer. Tel 01865 485206


Jay Macleod, Lecturer

Tel office: 01865 485177


Chloe Rich, Teaching Fellow Tel office: 01865 485237

Email:[email protected]

Chris Durant Programme Administrator Tel: 01865 485146


Kathy Jefferies Partnerships & Placements Administrator Practice Education Unit Tel: 01865 485184











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1.16 WHAT ARE THE ROLES AND RESPONSIBILITES OF MY PARCTICE EDUCATOR/ ASSESSOR, ASSOCIATE PRACTICE EDUCATOR/ASSESSOR AND PRACTICE STAFF WITH WHOM I WORK?

Practice Educator/Assessor are practice placement staff who will have met the criteria to become a practice assessor for this programme. Practice Educator/Assessor will facilitate your learning by creating a climate which promotes the development of knowledge, skills, behaviours and attitudes relevant to a professional ODP. Their role involves modelling professional practice behaviours, facilitating student participation, learning and liaising with appropriate University personnel. Their point of contact with the university is the Link Lecturer. Link Lecturers are supported by a Placement Lead who is supported by the Head of Practice Education, who oversees the practice experience and placement learning for students on all pre-qualifying professional practice programmes within the Faculty of Health and Life Sciences.

Practice Educator/Assessor are required to:

• Be accountable for setting and maintaining standards of professional practice. • To keep patient and student confidentiality according to faculty & professional body

policies/codes. • Reinforce to the requirements of health and safety practices in placements and be accountable

for their implementation in your practice hours. • be familiar with all learning outcomes of the practice modules and support you in all aspects of

these, • Coordinate the organisation and implementation of the specific practice education

experience at an appropriate academic level within the context of the clinical setting, such that you are enabled to meet the module learning outcomes and practice assessment requirements. This is also to include the provision of relevant information and providing any necessary induction period.

• provide you with the following, using the your Practice Assessment Document (PAD) as guidance:

o supervision o formal/informal teaching in practice o give you feedback regularly, based upon their supervisory experience of your o practice education, o feedback from others with whom you have worked,

• Consult with the Link Lecturer to discuss concerns and to evaluate your progress. • Be accountable for your summative practice assessment. • Accept responsibility for facilitating your practice education and learning.

1.17 WHAT ARE THE ROLES AND RESPONSIBILITIES OF MY LINK LECTURER?

Link Lecturers provide educational support to enable you and your Practice Educator/Assessor to achieve learning outcomes for a particular programme/course. They liaise with placement staff, foster partnership and information exchange between the university and practice areas, and offer educational direction and support to you and Practice Educator/Assessor. Link Lecturers monitor placements and provide a quality assurance role. They are accountable to the Programme Lead. Please refer to the link lecturer standards: http://www.hls.brookes.ac.uk/images/plu/link-lecturer-standards-november-2017.docx

1.18 WHAT DO I DO IF I WITNESS AN ACCIDENT OR AN INCIDENT?

You should report any incidents or accidents that occur. If you witness an incident that is detrimental to patient care/treatment, you have an obligation to safeguard the patient. Any accident that occurs to you in your placement must be recorded in accordance with local

http://www.hls.brookes.ac.uk/images/plu/link-lecturer-standards-november-2017.docx

http://www.hls.brookes.ac.uk/images/plu/link-lecturer-standards-november-2017.docx


21

policies. Please inform your Link Lecturer within 48 hours of completion.

Principles to follow if a pre-registration student is involved in an incident whilst on a practice placement can be found on: http://shsc.brookes.ac.uk/images/pdfs/plu/plc38_principles-to- follow-if-a-pre-registration-student-is-involved-in-an-incident.pdf

1.19 GUIDELINES FOR RAISING AND ESCALATING CONCERNS ABOUT PRACTICE

As a student on a professional programme, you have a duty to put the interests of the people you care for first and to act to protect them if you feel that they may be at risk. Your initial concerns must be raised with your Practice Educator/Assessor/associate Practice Educator/Assessor. If you feel unable to raise the concern in this manner, the Link Lecturer will be your first point of contact.

This duty has become increasingly important for all health and social care programmes. In 2012 the NHS Constitution was amended so that whistle-blowing is enshrined in law, this means health and social care staff who wish to raise concerns of poor patient/client care can do so knowing they will be protected against recrimination.

Support and guidance, for you are found on the following link:

http://www.hls.brookes.ac.uk/peu/guidelines-for-managing-concerns-in-practice-placements

http://shsc.brookes.ac.uk/images/pdfs/plu/plc38_principles-to-follow-if-a-pre-registration-student-is-involved-in-an-incident.pdf



http://www.hls.brookes.ac.uk/peu/guidelines-for-managing-concerns-in-practice-placements


22


23

SECTION 2: PRACTICE ASSESSMENT DOCUMENT

INTRODUCTION

This programme integrates knowledge, skills and attitude. This is achieved through a series of practice experiences that will provide the opportunity for you to gain the combined attributes to practice as an Operating Department Practitioner.

The student PAD is a collection of information and evidence of both your practice progress, and development throughout your programme of study. It is more than a record of achievement. It contains:

• Your developing personal profile, • Regular self-assessment and development reviews, • Critical reflection on practice or academic achievements, • Practice p l a c e m e n t reports and assessments, • Feedback you have received and • Any supplementary evidence of your personal and professional development.

This PAD has the following main functions:

• It provides a record of your practice learning experiences and achievements. • It is the record of the assessment requirements of your practice modules • It contributes to your personal and professional development, by helping you to recognise and

appreciate your skills, achievements and experience.

As a record of your achievement in practice, the student PAD fulfils the requirements of the Health and Care Professions Council Standards of Proficiency for Operating Department Practitioners (HCPC, 2014) the record will also provide evidence of ongoing achievement which can be passed from one placement to the next to enable judgements to be made on your progress.

Please refer http://www.hls.brookes.ac.uk/images/pdfs/plu/guidance-regarding-sharing-of-ongoing-record-of-achievement-for-hsc-pre-qual-students.pdf

When you become a registered Operating Department Practitioner, you will be required to continue to demonstrate responsibility for your own learning through the development of a portfolio of learning and practice (HCPC, 2014). This is also written into the Standards of Continuing Professional Development (HCPC, 2011). The PAD will help you to begin this process.

The PAD will provide you with an opportunity to develop your reflective skills by encouraging you to reflect upon significant events, within the practice and academic domain, which have facilitated your learning.

The PAD includes the following sections: • SECTION 2 A - COMPETENCY ASSESSMENT FRAMEWORK • SECTION 2 B - PORTFOLIO SUMMATIVE ASSESSMENT FOR EACH YEAR • SECTION 2 C - INITIAL, MIDWAY AND END OF PLACEMENT ASSESSMENT FORMS • SECTION 2 D - STUDENT CONFIRMATION OF COMPLETION OF PLACEMENT EVALUATIONS

http://www.hls.brookes.ac.uk/images/pdfs/plu/guidance-regarding-sharing-of-ongoing-record-of-achievement-for-hsc-pre-qual-students.pdf

http://www.hls.brookes.ac.uk/images/pdfs/plu/guidance-regarding-sharing-of-ongoing-record-of-achievement-for-hsc-pre-qual-students.pdf


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SECTION 2A COMPETENCY ASSESSMENT FRAMEWORK

The clinical competencies provide a framework for the development and assessment of specific clinical and practice skills relevant to your programme.

Your programme is designed to enable you, on registration, to apply knowledge, understanding and skills to provide care that patients/clients require in a safe and competently manner.

The competency framework identifies the particular skills, knowledge and attitudes you will need to develop in order to meet the standards, and has been developed to reflect the Health and Care Professions Council Standards of Proficiency for Operating Department Practitioners (HCPC 2014).

As you progress through the programme you will develop your competence and progress through two phases of clinical experience:

• In Year 1: You will observe care being given and, where appropriate assist the multidisciplinary team (MDT) • In Year 2: You will participant fully whilst being aware of your level of skill, knowledge and understanding, whilst under the supervision of

registered practitioners. • In Year 3: You will make an evolving contribution to clinical practice and develop your leadership and management skills in Advanced

Anaesthetics, Advanced Surgery and PACU/Recovery

The competency framework mirrors this development and progression, providing you with a clear indication of the level of competence you should be achieving at each phase of your programme.

Remember, at all times you should only work within your level of understanding and competence and always under the direct supervision of a registered health care practitioner (HCPC 2014).

Within each cluster there may be elements of anaesthetics, surgery and/or PACU/Recovery. For each element a set of 1-6 competencies will be assessed. With the exception of the final set in each Year, these will be Formative in nature. The set at the end of the final cluster placement must be assessed summatively. This summative assessment will incorporate the judgements and feedback from the previous formative assessments, which will have been recorded within the PAD.


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2.1. THE COMPETENCY ASSESSMENT CHECKLISTS

For each practice module/placement you will also be required to complete a competency checklist. The competency checklist has 3 main functions:

• To act as a means of communication between you, your Practice Educator/Assessor and Link Lecturer and the module leader • To provide a record of verification by the Link Lecturer that the competencies have been fully documented within the student PAD • To provide you (and others e.g. Practice Educator/Assessor, Link Lecturer and Academic Advisor) with a quick checklist of competencies yet

to be achieved so that you may plan for future placements and meet module requirements.

The competency checklist should be completed in preparation for the module/s submission. It is your responsibility to ensure that the competency checklist is completed at the appropriate time. Link Lecturers are not permitted to sign the competency checklist unless the Practice Educator/Assessor has signed to confirm achievement of each competence within the competency assessment framework section of your PAD. You will need to photograph/photocopy the complete Competency checklist to send to the module leader.

Whilst the specific competencies which need to be achieved are stated in relation to each practice module, you will need to accept responsibility for planning your competency achievement in negotiation with your Practice Educator/Assessor and with reference to the specific learning opportunities available within each placement.

Competency and achievement is required to comply with the following: http://www.hls.brookes.ac.uk/peu/failing-competency-statement

Guidance for Practice Educator/Assessor and students in the event of the student failing competencies in practice can be found in Appendix 4: (Guidance for Practice Educator/Assessor and pre-registration Nursing, Midwifery, ODP, paramedic and FdSc in Health and Social Care students in the event of the student failing competencies in practice)

http://www.hls.brookes.ac.uk/peu/failing-competency-statement

ODP Practice Education Handbook & Practice Assessment Document

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2.2. LIST OF PROGRAMME SPECIFIC COMPETENCIES: COMPETENCY CHECKLIST (TO BE COMPLETED BY LINK LECTURER) This form provides a checklist of all competency achievement for each year. Students must ensure that the competencies within the practice assessment document are completed so that the LL can complete this form.

End Sem 1 Year 1

End Year 1

End Sem 1 Year 2

End Year 2

End Sem1 Year 3

End Year 3

SECTION 1: PROFESSIONAL AUTONOMY, ACCOUNTABILITY & GOVERNANCE

Core Competency 1a: Personal and Professional Attitude and behaviour

F S F S F S

Core Competency 1b: Clinical effectiveness and time management

F S F S F S

Competency 1c: Safety and risk management F/S S F/S S F/S S

Competency 1d: Ethical and legal approaches F/S S F/S S F/S S

Core Competency 1e: Self-awareness and manages own development

F/S S F/S S F/S S

SECTION 2: PROFESSIONAL RELATIONSHIPS

Core Competency 2a: Professional communication F S F S F S

Core Competency 2b: Effective relationships, team work and leadership

F S F S F S

SECTION 3: OPERATING DEPARTMENT PRACTICE

Competency 3a: Using current evidence/guidance F S F S F S

Core Competency 3b: Assessment of patient needs F S F S F S

Competency 3c: Planning, delivering and evaluating care F S F/S S F/S S


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Link Lecturer: I verify that the competencies signed overleaf have been achieved in full and that the competency framework document within the student Practice Assessment Document has also been completed in full. If failure of any competency has occurred this is clearly indicated overleaf and within the competency framework document within the student Practice Assessment Document.

SECTION 3: OPERATING DEPARTMENT PRACTICE Cont.

Competency 3d: Safeguarding Children and Vulnerable Adults F/S S F/S S F/S S

Competency 3e: Emergency first aid and immediate care F/S S F/S S F/S S

Competency 3f: Prevention and control of infection F/S S F/S S F/S S

Competency 3g: Medicines management F/S S F/S S F/S S

Competency 3h: Health promotion and empowerment F/S S F/S S F/S S

Competency 3i: Medical devices F/S S F/S S F/S S

Competency 3j: Physiological monitoring F/S S F/S S F/S S

Competency 3k: Proficiency in anaesthesia F/S S F/S S F/S S

Competency 3l: Proficiency in post anaesthesia care F/S S F/S S F/S S

Competency 3m: Proficiency within surgical environments F/S S F/S S F/S S

Progression point Link Lecturer Signature Date

End of Year 1

End of Year 2

End of Year 3


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2.3 PRACTICE EDUCATOR/ASSESSOR SIGNATURES LISTS

Year 1

Practice Educator/Assessor/Associate Practice Educator/Assessor: please sign below to provide a signature for authentication of the signatures in the student Practice Assessment Document record.

Enter name of placement area

Practice Educator/Assessor/Associate Practice Educator/Assessor

Please sign and initial

Practice Educator/Assessor/ Associate Practice Educator/Assessor

print name

Date of signature


29

Year 2






print name

Date of signature


30

Year 3






print name

Date of signature


31

2.4. COMPETENCY ASSESSMENT

Section 1: Professional Autonomy, Accountability & Governance Competency 1a: Personal and Professional Attitude and Behaviour

Year One Progression Point One

Prac

tice

Educ

ator

/A

sses

sor

initi

als Year Two

Progression Point Two

Prac

tice

Educ

ator

/A

sses

sor

initi

als Year Three

Entry to the Register

Prac

tice

Educ

ator

/A

sses

sor

initi

als

1. Demonstrates the underpinning values as laid down in the HCPC Standards (2008).

2. Acts in a professional manner respecting others at all times and adopting non-discriminatory behaviour. Is attentive, kind, sensitive, and compassionate and respects diversity, individual preferences, rights and choices, and provides care that is person-centred.

3. Promotes and maintains confidentiality. 4. Accepts responsibility and promotes

accountability, whilst acknowledging limitations of their professional competence.

5. Appreciates the significance of professional self-regulation.

6. Adheres to the Professional dress Code and local policy requirements.

7. Takes appropriate action if own health status is a potential threat to self or others.

8. Informs practice area and University of any non-attendance promptly.

As at Year 1 plus: 1. Accepts, acts on and can give

constructive feedback 2. Critically evaluates own role within

personal sphere of responsibility. 3. Begins to act as a role model for

others

As at Year 2 plus: 1. Acts as a positive role model for others.

Year 1 Semester 1 Year 2 Semester 1 Year 3 Semester 1

Date Formative Named Practice Educator/Assessor Signature




Date Summative Named Practice Educator/Assessor Signature



PRACTICE EDUCATOR/ASSESSOR MUST SIGN ALL COMPETENCIES WITH FULL NAME


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Section 1: Professional Autonomy, Accountability & Governance Competency 1b: Clinical effectiveness and time management


Prac

tice

Educ

ator

/ A

sses

sor

Initi

als

Year Two Progression Point Two

Prac

tice

Educ

ator

/ A

sses

sor

Initi

als

Year Three Entry to the Register

Prac

tice

Educ

ator

/ A

sses

sor

Initi

als

1. Maintains an evaluative portfolio of professional learning.

2. Demonstrates personal accountability for ensuring own clinical competence.

3. Recognises the importance of evidence based practice.

4. Manages time and prioritises workload effectively within the multidisciplinary team.

As at Year 1 plus: 1. Critically evaluates practice to support

enhanced quality of care. 2. Demonstrates knowledge and

understanding of the research process and can critically evaluate research and other evidence to support care.

3. Critically evaluates and manages the variations in available resources.

4. Contributes to and responds constructively to change.

As at Year 2 plus: 1. Applies appropriate leadership skills and

techniques in the management of people and resources.

2. Applies and evaluates quality assurance mechanisms in order to monitor and enhance the quality of practice.

3. Participates in the collection and interpretation of clinical data.

4. Provides informed, safe and timely support in situations, including complex and unpredictable, for healthcare professionals working within anaesthesia, post anaesthesia and critical care.











33

Section 1: Professional Autonomy, Accountability & Governance Competency 1c: Safety and risk management


Prac

tice

Educ

ator

/ A

sses

sor

Initi

als


Prac

tice

Educ

ator

/ A

sses

sor

Initi

als


Prac

tice

Educ

ator

/ A

sses

sor

initi

als

1. Promotes an awareness of, and practises in accordance with Health and Safety requirements.

2. Ensures the safety and wellbeing of patients, carers and staff.

3. Evaluates risks and demonstrates safe management in accordance with national and local guidelines.

4. Recognises unacceptable behaviours, such as bullying, harassment and discrimination and knows how to initiate appropriate actions.

5. Understands the process of risk management, including critical incident reporting and audit.

As at Year 1 plus: 1. Creates and maintains environments,

which promote the health, safety and wellbeing of patients, carers and staff.

2. Promotes the importance of quality and audit processes

As at Year 2 plus: 1. Contributes to clinical governance and

the process of risk management and audit.

2. Is able to implement appropriate risk management strategies

3. Identifies and manages conflicts and challenging behaviours


Formative/Summative (Delete as applicable) Formative/Summative (Delete as applicable) Formative/Summative (Delete as applicable)

Date Named Practice Educator/Assessor Signature Date Named Practice Educator/Assessor Signature Date Named Practice Educator/Assessor Signature






34

Section 1: Professional Autonomy, Accountability & Governance Competency 1d: Ethical and legal approaches


Prac

tice

Educ

ator

/ A

sses

sor

Initi

als


Prac

tice

Educ

ator

/ A

sses

sor

initi

als


Prac

tice

Educ

ator

/ A

sses

sor

Initi

als

1. Understands the legal, ethical and professional responsibilities of practice.

2. Ensures all documentation is completed correctly and in accordance with national and local guidelines.

3. Promotes and applies the principles of informed consent.

4. Respects and cares for patients to promote and maintain their dignity and rights.

5. Complies with legislative frameworks and organisational policies.

As at Year 1 plus: 1. Demonstrates awareness of moral

and ethical dilemmas in healthcare. 2. Demonstrates a knowledge and

understanding of research ethics

As at Year 2 plus: 1. Can apply appropriate solutions to

complex moral and ethical problems









35

Section 1: Professional Autonomy, Accountability & Governance Core Competency 1e: Self-awareness + manages own development


Prac

tice

Educ

ator

/ A

sses

sor

initi

als


Prac

tice

Educ

ator

/ A

sses

sor

Initi

als


Prac

tice

Educ

ator

/ A

sses

sor

Initi

als

1. Uses reflection on and in practice to

appraise and evaluate effectiveness of care

2. Evaluates own limitations in relation to professional practice

3. Uses appropriate developmental resources

As at Year 1 plus: 1. Critically analyses and manages own

personal development plan 2. Demonstrates commitment to

professional development to enhance competence

As at Year 2 plus: 1. Embraces the concept of lifelong

learning, acknowledging changing technology, practice and patterns of healthcare.









36

Section 2: Professional Relationships Competency 2a: Professional communication


Prac

tice

Educ

ator

/ A

sses

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1. Promotes and applies the principles of

good communication. 2. Understands the need for communication

of relevant information to the appropriate people.

3. Contributes to the use of appropriate patient information systems and perioperative records recognising professional standards.

4. Uses verbal and non-verbal communication skills to optimise patient and professional relationships; adapting strategies as necessary.

As at Year 1 plus 1. Promotes high quality care for

patients by providing accurate and concise verbal or written information related to patient care.

As at Year 2 plus: 1. Arranges effective formal and informal

channels of communication within and outside the perioperative team











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Section 2: Professional Relationships Competency 2b: Effective relationships, multidisciplinary team work + leadership


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1. Interacts effectively with the

multidisciplinary team and maintains confidentiality of information.

2. Contributes effectively to multidisciplinary approaches to healthcare.

As at Year 1 plus: 1. Promotes and applies the principles of

effective team working. 2. Promotes the role of the ODP within

multidisciplinary teams. 3. Applies appropriate leadership skills

and techniques in the management of people and resources.

4. Understands the delivery of healthcare and structures and responsibilities of healthcare organisations.

As at Year 2 plus: 1. Demonstrates the capability to act

autonomously and collaboratively within multidisciplinary care teams.

2. Works collaboratively with the multidisciplinary team to improve care provision.

3. Collaborates with professional and support staff, delegating care appropriately.











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Section 3: Operating Department Practice

Competency 3a: Using current evidence/guidance Year One

Progression Point One

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1. Can access and evaluate current

evidence and guidance, using literature databases and other appropriate resources.

2. Utilises an evidence-based approach to inform practice and enhance the quality of patient care in anaesthesia and post anaesthesia

As at Year 1 plus: 1. Demonstrates professional autonomy

in ensuring practices and clinical judgements are consistent with best available evidence.

2. Promotes and utilises an evidence-based approach to inform practice and enhance the quality of patient care in critical care.

As at Year 2 as part of the multidisciplinary team.











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Competency 3b: Assessment of patient needs Year One


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In conjunction with the registered practitioner: 1. Identifies and assesses individual physical

and psychological needs of patients, using a systematic approach and acknowledging patients’ autonomy and dignity.

2. Contributes to collection and recording of relevant patient information from a variety of sources.

3. Demonstrates understanding of normal parameters. Identifies changes in the patient’s physiological condition and initiates appropriate action to restore homeostasis.

4. Understands normal anatomy and physiology across the lifespan and begins to identify changes brought about by disease and trauma.

Under the supervision of the registered practitioner: As at Year 1 plus:

1. Uses a systematic approach to physical and psychological assessment of individual patients in elective and emergency situations.

2. Exercises professional knowledge and judgement in the continuing assessment of patient needs in order to prioritise actions

3. Adapts to and demonstrates problem solving skills in complex and unpredictable situations

4. Identify relevant pre-existing medical conditions.

As part of the multidisciplinary team: As at Year 2 plus:

1. Analyses information gathered from a variety of sources to contribute to problem solving and clinical decision making within the practitioner’s sphere of practice.

2. Interprets and evaluates information from assessment activities and exercises clinical judgement in initiating further treatment or investigations, or referring to other professionals as appropriate.











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Section 3: Operating Department Practice Competency 3c: Planning, delivering and evaluating care


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In conjunction with the registered practitioner: 1. Plans and delivers care in a competent,

safe and timely manner, promoting patients’ autonomy and dignity.

2. Recognises and responds appropriately to emotional needs of patients.

3. Contributes to the formulation of plans of care, which enhance the quality of care.

4. Exercises clinical judgement in the assessment and management of pain.

5. Administers medication in a timely and safe manner, in accordance with relevant policies, procedures and protocols.

6. Critically evaluates the effects of interventions.

7. Recognises situations in which the quality of care might be compromised.

Under the supervision of the registered practitioner:

As at Year 1 plus: 1. Involves patients, families, carers and

other members of the multidisciplinary team in the formulation of plans of care when possible.

2. Demonstrates skill in planning care for patients undergoing elective procedures

3. Interprets findings of clinical investigations and applies these to planning and delivering care.

4. Demonstrates proficiency in care of the ventilated patient.

5. Insertion and care of female urinary catheters.

6. Identifies and makes appropriate responses to situations in which the quality of care might be compromised.


1. Identifies, and initiates, appropriate management for clinical emergencies.

2. Demonstrates clinical skills in line with the role of the ODP.

3. Demonstrates understanding of assessment and short term treatment of critical illness.

4. Insertion and care of male urinary catheters.









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Section 3: Operating Department Practice Competency 3d: Safeguarding children and vulnerable adults


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1. Promotes a culture in which the safety and wellbeing of all service users are paramount

2. Recognises anxiety and stress in patients, carers and others, and acts appropriately.

3. Understands key legal and professional frameworks and local policies/procedures to safeguard and protect people, particularly children, young people and vulnerable adults.

As at Year 1 plus: 1. Discusses with others and can

document concerns and information about people who are vulnerable.

As at Year 2 plus: 1. Recognises and responds when people

are in vulnerable situations or at risk and takes reasonable steps to safeguard them against abuse or harm.

2. Supports people in asserting their human rights. Challenges practices which do not safeguard those in need of support and protection.









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Section 3: Operating Department Practice Competency 3e: Emergency first aid and immediate care


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1. Can state how to appropriately carry out

immediate care and administer essential first aid (ABCDE) treatment; urgently seeking appropriate help

2. Can identify, understand and safely use appropriate emergency equipment.

3. Is able to recognise when a person’s condition is deteriorating and seeks appropriate help

As at Year 1 plus: 1. Under supervision can undertake

ABCDE assessment, recognising when a person’s condition is deteriorating.

2. Understands ethical and legal issues associated with resuscitation, end of life care and organ donation.

3. Demonstrates understanding of treatment for range of acute and chronic cardiovascular conditions, including use of antiarrhythmics, inotropes, vasopressors, antihypertensives and fluid resuscitation of electrolyte imbalance.

As at Year 2 plus: 1. Demonstrates understanding of

principles of triage.









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Section 3: Operating Department Practice Competency 3f: Prevention and control of infection


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1. Promotes and applies the principles of asepsis and aseptic technique.

2. Demonstrates understanding of sources, transmission routes and methods of destruction of pathological organisms.

3. Understands measures designed to prevent or control infection.

4. Safely disposes of contaminated items.

As at Year 1 plus: 1. Promotes and implements local and

national guidelines relating to infection prevention and control.

2. Demonstrates a comprehensive understanding of the principles relating to design of operating departments and related areas.

3. Prepares and maintains a safe and appropriate surgical environment for infection prevention and control.

As at Year 2 as part of the multidisciplinary team.









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Competency 3g: Medicines management Year One


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In conjunction with the registered practitioner: 1. Promotes and applies statutory, national

and local guidance relating to the ordering, storage, checking and administration of medicines.

2. Demonstrates ability in the preparation of prescribed medicines prior to administration to patients.

3. Accurately calculates drug dosages. 4. Administers prescribed medicines using a

variety of techniques in line with national/local policy.

5. Monitors the effects of drugs on patients and takes prompt action in the event of adverse reactions.

6. Consistently completes documentation relating to administration of medicines.


As at Year 1 plus: 1. Demonstrates evidence based

understanding of pharmacokinetics and pharmacodynamics of commonly used drugs within the area of practice. To include: a) Indications and contraindications for use. b) Complications and side effects. c) Interactions, especially in relation to normal and altered physiology.


1. Critically evaluates techniques for the management of acute and chronic pain and post-operative nausea and vomiting and applies findings to the care of individual patients.

2. Demonstrates skill in medicines management; to include drug administration, the recognition and appropriate treatment of any complications or side effects.









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Section 3: Operating Department Practice Competency 3h: Health promotion and empowerment


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1. Behaves in ways that are health promoting and empowering.

2. Contributes to enhancing the health and wellbeing of people by: identifying opportunities for health promotion, supporting them in making healthy lifestyle choices, applies principles of PACU/recovery and PACU/recovery-focused approaches to care.

As at Year 1 plus: 1. Promotes the rights and wellbeing of

patients in anaesthesia, PACU/recovery, surgery and critical care.

2. Under supervision, creates and optimises opportunities to promote health and wellbeing, providing relevant and evidence based health information

As at Year 2 plus: 1. In accordance with local/national

guidelines, creates and optimises opportunities to promote health and wellbeing, providing relevant and evidence based health information.









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Section 3: Operating Department Practice Competency 3i: Medical devices


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In conjunction with the registered practitioner: 1. Uses equipment appropriately and

effectively to reduce risk of harm. 2. Utilises medical devices to measure and

record patients’ physiological parameters, recognising the limitations and potential failings.

3. Ensures that appropriate records and tracking systems are maintained at all times.

4. Demonstrates ability to select, prepare and, where necessary, calibrate a variety of medical devices.

5. Complies with local and national guidance in relation to decontamination, tracking and traceability.


As at Year 1 plus: 1. Promotes and applies good practice

in the introduction and use of medical devices, noting compliance with the principles of product liability and the role and responsibilities of manufacturers in facilitating the safe use of devices.

2. Exercises professional judgement in supervising the performance and correct use of medical devices in accordance with regulations, local policies and manufacturer’s recommendations.


1. Promotes and applies good practice in the introduction and use of medical devices; noting statutory and professional guidance, especially with regard to the participation of patients in clinical trials and product evaluations.









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Section 3: Operating Department Practice Competency 3j: Physiological monitoring


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In conjunction with the registered practitioner: 1. Undertake and accurately record:

• Temperature • Pulse and heart Respiratory rate,

depth, rhythm, breath sounds, peak flows

• Blood pressure • Neurological function (Pupil size,

AVPU, GCS, sensory and motor function)

• Skin integrity rate


As at Year 1 plus: 1. Interpret blood-gas and acid-base

analysis 2. Recognise physiological factors that

may affect respiration 3. Recognise potentially life-threatening

respiratory conditions 4. Identify common cardiac arrhythmias 5. Assess fluid and electrolyte balance


1. Undertake blood-gas and acid-base analysis

2. Recognise normal and abnormal haematological and biochemical values









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Section 3: Operating Department Practice Competency 3k: Proficiency in anaesthesia

Year One: Progression Point One

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Year Two: Progression Point Two

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In conjunction with the registered practitioner: 1. Safely prepares the anaesthetic room and

equipment. 2. Contributes to the care of the patient undergoing

anaesthesia throughout elective procedures, including:

i. Correct identification of patients and their individual care needs, including Mallampati grading.

ii. Correct positioning to prevent musculoskeletal or nerve damage and promote optimum tissue perfusion.

3. Safely uses anaesthetic and critical care equipment in accordance with local and national guidelines, for a range of patients, recognising and understanding the management of potential and actual problems.

4. Understands principles relating to endotracheal intubation and tracheostomy.

5. Demonstrates skill in basic airway manoeuvres, with awareness of potential airway difficulties.

6. Demonstrates understanding of principles of vascular access.

7. Demonstrates proficiency in safe preparation of intravenous fluid therapy, including calculations of infusion rates using manual and automated devices.


As at Year 1 plus: 1. Ensures safe and effective

preparation of equipment and environment.

2. Safely demonstrates skills required when undertaking the role of anaesthetic practitioner throughout care of patients undergoing elective procedures of varying complexity, including management of difficult airway and use of associated techniques and equipment.

3. Demonstrates skill in insertion of laryngeal mask airways.

4. Demonstrates understanding and application of principles of administration of blood and blood products, including autologous transfusion.


1. Demonstrates an holistic approach to assessment, planning, implementation and evaluation of care for a diverse range of patients undergoing a range of procedures, including complex, non-scheduled and emergency.

2. Demonstrates skill in the management of a diverse range of patients’ airways, respiration and circulation; this MUST include the care of children, obstetric patients and patients undergoing shared airway procedures.

3. Safely and effectively performs peripheral venous cannulation.

4. Demonstrates proficiency in administration of intravenous fluids.

5. Can monitor and respond to effects of transfusions, including blood and blood products.

Year 1 Semester 1 Year 2 Semester 1 Year 3 Semester 1 Formative/Summative (Delete as applicable) Formative/Summative (Delete as applicable) Formative/Summative (Delete as applicable)

Date Named Practice Educator/Assessor Signature Date Named Practice Educator /Assessor Signature

Date Named Practice Educator/Assessor Signature


Date Named Practice Educator/Assessor Signature Date Named Practice Educator/Assessor Signature




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Section 3: Operating Department Practice Competency 3l: Proficiency in post anaesthesia care


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In conjunction with the registered practitioner: 1. Participates in the care of the patient in

PACU, monitoring and interpreting patients’ vital signs, using both invasive and non-invasive techniques.

2. Monitor and evaluate fluid balance. 3. Monitor and assess pain, administering

prescribed pain relief as appropriate and monitor effects.

4. Demonstrates understanding of principles and techniques of oxygen therapy.

5. Selects and prepares equipment for supporting respiration, including pharyngeal suctioning.

6. Manage patients surgical wounds and drains.


As at Year 1 plus: 1. Contributes to the care of the patient

in PACU/recovery, including: i. Urinalysis, ii. Principles and practice of renal

replacement therapy. 2. Communicates effectively to facilitate

the safe transfer of patients between locations.


1. Demonstrates skill in managing care of the patient in PACU and other areas of critical care.

2. Undertake endo-bronchial suctioning.









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Section 3: Operating Department Practice Competency 3m: Proficiency within surgical environments


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In conjunction with the registered practitioner: 1. Demonstrates understanding of the

progress of the operating list. 2. Proficient in circulating and fundamental

surgical skills: gloving and gowning, aseptic technique, preparation of instrument trolleys and maintaining sterile field.

3. Can undertake non-complex surgical procedures.

4. Maintains accurate status of accountable items in accordance with local and national policies.

5. Demonstrates proficiency in selection of equipment and materials for a range of routine procedures.

6. Demonstrates understanding of legal and policy requirements relating to handling of human tissue and clinical specimens.


As at Year 1 plus: 1. Demonstrates ability to manage the

progress of the operating list. 2. Demonstrates competence in the scrub

role for elective, non-scheduled and unanticipated complex procedures, including paediatric, obstetric, trauma and major emergency patients.


1. Demonstrates competence in enhanced surgical skills under direct supervision, providing surgical assistance to the operating surgeon or surgical care practitioner.

2. Demonstrates enhanced clinical skills, including: • Skin preparation, assessment of tissue

viability and draping. • Receives and handles surgical

instruments, including, for example, camera holding.

• Skin and tissue retraction. • Cutting of sutures and ties • Use of suction and assist with

haemostasis to maintain a clear operating field

• Assist with wound closure and application of dressings.

3. Practices as an accountable, responsible practitioner within their role limitations.











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2.5 FORMATIVE OSCE FEEDBACK SHEETS

2.5.1 Formative Surgical Instrument OSCE To be completed formatively, in the university setting PRIOR to assessment in practice of competency 3m

Instrumen

Performance Expected

Cutting & Dissecting

Item:

Can describe form Can explain function accurately Can demonstrate or explain issues of safe handling / storage / cleaning

Clamping & Occluding

Item:


Grasping & Holding

Item:


Retracting & Exposing

Item:


Extras: Viewing, Dilators/Probes, Aspiration, Accessories Item:



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Feedback and overall comments cont. Lecturer Signature: Date:

Print Name:


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2.5.2 Formative Surgical Hand Asepsis OSCE To be completed formatively, in the university setting PRIOR to assessment in practice of competency 3m NB. YOU MUST FULLY COMPLY WITH LOCAL TRUST POLICY ON SURGICAL HAND ANTISEPSIS, GOWNING AND GLOVING TO ACHIEVE YOUR COMPETENCY. The checklist below is for guidance only and complies with Association for Perioperative Practice (AfPP) standards and recommendations (2016).

Surgical hand asepsis donning a surgical gown and closed gloving technique

� Professional attire and presentation � Preparation of gown pack and gloves � Nail cleansing � First wash (six stages and arms up to elbows) � Second wash (six stages and two thirds of forearms) � Third wash (six stages and wrist) � Donning surgical gown � Closed gloving technique � Removing gloves and gown (gown over gloves, folded inwards) � Wash hands following glove removal � States rationale for gowning and gloving � If the student is aware they have contaminated the gown or gloves

demonstration of remedial action is required

Overall comments and constructive feedback


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Lecturer Signature: Date: Print Name:


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2.5.3 Formative Anaesthetic Machine OSCE (Standard AAGBI Anaesthetic Apparatus Check) To be completed formatively, IN THE UNIVERSITY SETTING PRIOR to assessment in practice of competency 3k (Assessor to tick each component as it is successfully performed: - All parts in bold are essential, those in Italic are desired, which enforces and demonstrates best practice)

Check self-inflating / Ambu bag available as alternative means of ventilating patient

Test bulb patent for use in leak testing [Aestiva or Aespire anaesthetic machines only]

SUPPLY • Plugged in • Switched on • Back-up battery charged

Take note of any labelling or information regarding the service status of the machine.

GAS SUPPLIES AND SUCTION

• Gas and vacuum pipelines – “Tug Test” • Cylinders filled and turned off • Flowmeters working (if applicable)and spinning • Hypoxic guard working • Oxygen flush working • Suction clean and working both on high & low,

demonstrates ability to change settings • Alternative means of oxygen supply

Gain explanation as to why rotameters should spin.

Check anaesthetic machine connected to adequate supply of oxygen, nitrous oxide and air. Ensure reserve supply of oxygen available. Check operation of emergency oxygen bypass.

Pressure gauges to register 400 – 500 kPa

BREATHING SYSTEM • Whole system patent and leak free using “two bag” test

• Vaporisers – fitted correctly, filled, leak free, plugged in (if necessary)

• Soda lime – colour checked • Alternative systems (Bain, T-piece) – checked

Check for leak in bag, lot number (& record in logbook) by closing APL valve. Check circuit clean. Check soda lime canister seated properly and excess moisture vented. Check vaporisers adequately filled and fitted. Back bar test. Back bar leak test


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VENTILATOR

• Working and configured correctly Calibrate oxygen sensor to 21% and knowledge of when 100% employed. Check default settings for both pressure and volume control. Ensure bellows rises and falls and no leaks are evident. Checks disconnect alarm functions effectively.

Check pressure relief valve works effectively.

Test auxiliary common gas outlet and switch. Using bulb test for leaks in circuit.

SCAVENGING

• Working and configured correctly Check to ensure scavenging effectively connected to machine outlet port. Identify bobbin falls within correct range of scale on AGSS and action if incorrect.

MONITORS

• Working and configured correctly • Alarm limits and volume set

Ensure Pulse oximetry, BP and ECG available. Ensure capnography fitted and working – test via atmosphere not breathe test. Ensure free of obstructions

AIRWAY EQUIPMENT • Full Range required, working, with spares This applies to all aspects of the intubation / airway trolley and should include long and short blade as well as alternative sizes of ET tube, facemask. All connectors and filters should be available

DOCUMENTATION • Record date & time of check and lot number of breathing circuit in anaesthetic log book

Include details of servicing or faults


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This assessment form has been designed in line with the AAGBI safety checklist for Anaesthetic Equipment and can be implemented for all types of Anaesthetic machines used within clinical practice.

Overall Feedback

Lecturer Signature: Date:

Print Name:


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2.5.4 Formative Physiological Measurement OSCE To be completed formatively, IN THE UNIVERSITY SETTING PRIOR to assessment in practice of competency 3j

Activity Performance Expected

Professional Behaviour

Behaves in a professional manner consistent with professional standards Performed the activity with due respect to patient safety, privacy & dignity Cleans hands before any procedures are carried out

Adheres to the school professional dress code

Communication Skills

Introduces themselves to patient giving name and status Asked what patient would like to be called Checks patient identity verbally, and against the patient’s ID bracelet by:

- asking the patient to confirm their identity - repeats the information back to the patient while at the same time

checking the patient’s ID bracelet Offers clear answers to any questions the patient may ask Gains informed consent by

- explaining the procedure - stating the purpose of the procedure - gaining permission

Verbally concludes the procedure and ensures the comfort of the patient Demonstrates appropriate positioning / body language / eye contact use of touch

whilst explaining / performing the procedures. Speaks clearly Uses open-ended questions

Tympanic

Thermometer

Explains to the patient the purpose of the procedure including basic anatomy and physiology

Gently inserts into the ear canal, adjacent to but not touching tympanic membrane Leaves thermometer in for correct amount of time – indicated by a bleeping sound Covers and removes thermometer and discards probe without contaminating

hands Reads temperature accurately (within 0.5 degrees of examiner’s reading)

Examiner’s reading………..

Student’s reading………….

Examiner’s checked reading………..

Informs the patient of the reading and if it is within an acceptable range and states the appropriate action

Informs the patient of the normal ranges for temperature measurement for the client group as taught by the Department of Clinical Health Care

Replaces equipment appropriately

Pulse Rate Recording


Checks for recent physical activity Checks that patient’s arm is resting comfortably Locates radial / brachial pulse accurately Using watch with second hand counts for 60 seconds Heart rate noted correctly (within 6 of the examiner’s reading)

Examiner’s reading………

Student’s reading………..



Informs the patient of the normal ranges for pulse measurement for the client group as taught by Department of Clinical Health Care


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Respiratory Rate Recording


Checks for recent physical activity Observes / feels / listens for respirations for 60 seconds Respiratory rate noted correctly (within 2 [adults] or 4 [children] of the

examiner’s reading) Examiner’s reading…….….

Student’s reading…………



Informs the patient of the normal ranges for respiratory rate measurement for the client group as taught by Department of Clinical Health Care

Blood Pressure

Recording


Checks for recent physical activity Ensures that tight or restrictive clothing is removed from the arm Patient’s arm is well supported at the patient’s heart level with palm of the

patient’s hand facing upwards Brachial pulse palpated to ensure correct placement of cuff Cuff correct size selected i.e. cuff covers 80% of the circumference of the upper arm Bottom edge of cuff placed about 2.5 cm above the ante-cubital fosse Cuff applied firmly but not too tightly Radial pulse palpated and cuff inflated until pulse disappears, cuff deflated

immediately States estimated systolic pressure Stethoscope ear pieces inserted into ears correctly Brachial pulse palpated and the centre of bladder placed directly over it Cuff inflated to 20-30 mmHg above the stated estimated systolic Cuff deflated at an approximate rate of 2-3mmHg per second Promptly releases cuff at the end of the procedure Systolic and diastolic pressures correctly noted (student’s systolic reading to be

within + or – 10mmHg of the examiner’s systolic reading and student’s diastolic reading to be within + or – 6mmHg of examiner’s diastolic reading) Examiner’s reading……….

Student’s reading………



Informs the patient of the normal ranges for BP measurement for the client group as taught by Department of Clinical Health Care

Stethoscope ear pieces cleaned with an alcohol wipe Clothing replaced and patient left comfortable

Pain Assessment

Explains to the patient how to measure their own pain Checks the patient understands how to assess their pain. Offers explanations as

needed and answers any questions. Uses an appropriate pain assessment scale Asks the patient to describe their current pain levels, includes:

- level of pain - where on the body - what kind of pain (shooting / dull etc)

Advises the patient they will inform their mentor of pain levels


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Documentation

Patient’s full name, D.O.B, and hospital number has been clearly written on the observation chart and can be easily read by others

All observations are dated (date, month and year) and timed All observations are charted accurately All alterations or additions are dated, timed, and signed The written record is clear and legible

Overall Comments and feedback

Signature: Date:

Print Name:


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2.6 PORTFOLIO ASSESSMENT FOR YEAR 1 AND YEAR 2 - (MODULES U42105 AND U42126)

You will need to complete a professional portfolio in Year 1 and build upon this in Year 2 and Year 3. This provides an overview of your skills, achievements and experience. The professional portfolio will help you to:

• Assess your current level of knowledge, skills, attitudes and achievements in practice and academic work;

• Develop your analytical skills through reflection; • Enable you to review and evaluate your experiences and learning to help you plan for the future; • Provide effective and current information when you apply for a job.

Reflective practice is a key feature of all the pre-registration programmes. Within this part of the student PAD you will be encouraged to use reflection to provide evidence of your learning. Components of your professional portfolio for YEAR 1 (Module U42103) Personal profile This is similar to your curriculum vitae (CV) in that it provides personal details and information about your education, work experiences and voluntary work undertaken prior to commencement of your pre- registration programme. In addition, you are asked to carry out a pre-course, self-assessment of skills and achievements. At first you may not think that you have any relevant skills or achievements but do not reject anything at this Year. Consider your work experience, voluntary work or even your school, home and life experiences, what skills have you acquired as a result of these? These may be communication skills, time management skills, negotiation skills or leadership skills. You may have increased your confidence in certain environments, have had the opportunities to work in a team or be familiar with information technology. Be as creative as you can in considering your skills and achievements in this section. You might also want to consider your learning and academic skills at this Year. What helps you to learn? What experiences of learning have you had? What are your concerns about your study skills? Identification of these at this Year may help you in your development. There are a number of frameworks and resources that may help you to identify the way in which you learn. You may find the following reference of use: Cottrell, S. (2013) The Study Skills Handbook (4th Edition) Palgrave: Basingstoke, UK. It would also be useful to include in your profile your interests and any other information that you think is relevant to your professional studies. For example, what made you choose a career in health care? What information did you include in your UCAS application? Initial, Midway and End of Placement reviews for each Cluster Placement A key component of the assessment for the above modules is for you to be able to demonstrate appropriate reflection upon your clinical practice. nd of each Cluster placement you should take time to consider your personal development and your achievements. Consider your academic and practice development, as well as any other achievements that you think is relevant to your professional growth. How have your knowledge, skills and attitudes developed over the year? Think about all the experiences you have had throughout the year, what have you learnt? Identify those areas of the programme that you enjoyed and those that you did not. Why was this? Often there is more scope for improvement in those areas that you enjoyed least and found more difficult. How are your academic and study skills developing? Are you meeting your own expectations with your academic progress? If not, why not? Review your practice achievements and skills development. What are you good at? What do you need to work on further? What is your understanding of your professional role and how has this changed over time? What about your role within a multi-professional context? What have you learnt about health and health care? Review the previous year’s action plan, how well was this fulfilled? What hindered your achievements? What helped? Where does this leave you now?

For each of the Cluster Placement allocations, and for your placements in year 3, you will need to complete the following:


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2.6.1 TABLE OF REQUIRED INITIAL ASSESSMENTS, MIDWAY REVIEWS AND END OF PLACEMENT REVIEWS

Cluster Anaesthetics Surgery PACU/Recovery YEAR 1 RECORD THESE IN SECTION 2B 1 • An Initial

Assessment • A Midway Review • An End of

Placement Review

• An Initial Assessment

• A Midway Review • An End of

Placement Review

2 • An Initial Assessment


Placement Review



Placement Review



Placement Review YEAR 2 RECORD THESE IN SECTION 2B 3 • An Initial


Placement Review



Placement Review



Placement Review



Placement Review



Placement Review



Placement Review



Placement Review YEAR 3 RECORD THESE IN SECTION 2B Semester 1



Placement Review



Placement Review

• An Initial


Placement Review Semester 2 • An Initial


Placement Review



Placement Review

• Summary of previous achievement/learning: Look back at your personal profile and development review. What have you achieved and what knowledge, skills and attitudes do you possess that are relevant to this practice learning experience? How can you build on these? What have you identified as part of your development plan that may be achievable during this practice learning experience? Think about your last placement and look at the feedback you received, what did you achieve and what areas need further development? What did you identify for future development?

• Goals and priorities: As soon as you receive the module handbook you should read the learning outcomes and check which practice competencies are mandatory for this practice learning experience? Having completed the first section can you begin to identify your goals and priorities for this practice learning experience? How can you build on your strengths and improve those areas you have identified for development?

The rest of the initial placement assessment should be completed within 2 weeks of commencing your placement.


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• Opportunities available: You should discuss your previous achievement/learning and your goals and priorities for this practice learning experience with your Practice Educator/Assessor/Associate assessor. They will be able to indicate to you whether or not your goals are achievable within the placement area. They will also be able to suggest what opportunities for learning exist within the placement. There may be an opportunity to work with specialist practitioners or other members of the multi professional team. After identifying the learning opportunities you may wish to review and/or add to your goals and priorities.

• Practice Educator/Assessor response: Ask your Practice Educator/Assessor to complete this section. Ask him/her to comment on your goals and priorities. Can they identify any additional resources that may be required? Can they identify any constraints that may impact on your learning?

• Agreed action plans: Set out an action plan with your Practice Educator/Assessor / Associate and Link Lecturer that will meet your learning objectives. Ensure that you set yourself SMARTER ER objectives that have measurable outcomes and a time frame.

Try and set SMARTER objectives:

S Specific M Measurable A Achievable / Agreed R Realistic / Resourced T Time related E Evaluation R Review

You may also wish to discuss and clarify expectations with your Practice Educator/Assessor and your Link Lecturer. Ask about levels of supervision, who else you may work with, who you should report to if you are sick and how often you will meet to discuss progress. Finally, you should discuss your initial placement assessment with your Link Lecturer. Remember to ensure that you sign the form and get the signature of your Practice Educator/Assessor and your Link Lecturer. Specific requirements for cluster placement reviews You will need to ensure that you have effectively incorporated the following specific requirements into your cluster placement reviews in anaesthetics/surgery and PACU/Recovery:

• General surgery

• Trauma surgery

• Gynaecological & obstetrics surgery / procedures

• Ear, nose and throat surgery

• Genito-urinary surgery

• Basic care of patients (adult, older person, children & paediatrics, mental health and psychiatric conditions)

• Orthopaedic surgery

• Care of the critically ill patient

• Specialist surgery (e.g. reconstructive surgery, neurosurgery, ophthalmic surgery)


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Providing evidence for your placement reviews

Your reviews should be based on evidence. There are a number of ways in which you can provide evidence. One of these is to use reflection to assist in your analysis of a certain event/situation which then illustrates your learning and achievement. Reflection is particularly useful for developing your understanding of practice and your own developing skill as a professional practitioner. However, it can also be used to illustrate learning that takes place within the academic domain.

Reflective learning requires the development of certain skills. A summary of these can be found in Appendix 5: Skills Required for Reflection. Clearly your ability to engage in reflective learning and reflective practice will develop over the course of your programme. Your Academic Advisor will be a key person in assisting your development in this area. In addition, many of the modules develop the theme of reflection and provide you with the opportunity to practice its use.

There are a number of frameworks which can be used to assist you in the process of reflection provided in Appendix 6: Frameworks for Reflection. Although there are no definitive rules on how to reflect, you may find these models useful in getting you started and as a way of explaining the process.

Other types of evidence may be included within your Personal Profile and development review. These may be details of specific study events you have attended; examples of your work (practice and academic) which you believe are particularly illustrative of your learning, for example, a care plan or extract of an essay; notes of discussions with your Academic Advisor or feedback you have received from Practice Educator/Assessor, link lecturers or clients. End of Module Self-Assessment and Development Review and Action Plans

In all years, after you have completed all your End of Placement Reviews, you will also need to complete an End of Module Self-Assessment and Development Review which will also inform the development of your Action Plans. Having summarised your personal development and your achievements you are in a position to assess the areas you need to develop in the coming year. It may also be useful to look at the following years programme to see what you can expect to learn in the next year. How can you prepare yourself for this? What are your learning needs? What goals can you set for yourself? Once you have identified areas for development you can devise action plans. What will you have to do and what sort of help will you require? Think about the resources you may require to meet the requirements of your action plan. Also think about how you will measure your achievement. Any goals you set yourself need to be realistic, achievable and measurable, so try to be quite specific when you are thinking about your action plan. Your Academic Advisor may help you with this process.

There is an action plan required at the end of each Year following Module Self-Assessment and Development Review. At the end of YEAR 3, your action plan will be relevant for the following 6 months (e.g. following registration and graduation).

Useful references Bulman, C. and Schutz, S. (Eds) (2013) Reflective Practice in Nursing (5th Edition). Oxford: Blackwell Science Cottrell, S. (2013) The Study Skills Handbook (4th Edition). Basingstoke: Palgrave

Hull C, Redfern L and Shuttleworth A (2005). Profiles and Portfolios: A Guide for Health and Social Care. (2nd Edition). Basingstoke: Palgrave Macmillan

Reed S (2011) Successful professional portfolios for nursing students. Exeter: Learning matters


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SECTION 2B PORTFOLIO SUMMATIVE ASSESSMENT FOR EACH YEAR

2B 1 Portfolio Summative Assessment for Module U42105 (Year 1) Personal profile

Name:

Address:

Contact Numbers/email:

D.O.B. (optional):

Education (most recent first) Educational institution Qualifications Dates

Work Experience/Voluntary Work Employer Job/experience Dates


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Pre-course self-assessment Skills

Achievements


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Write 1000 word summary of why you applied to become an ODP and what you intend to get out of this programme. (You may use your supporting statement from course application as a starting point)

Student signature: Date:


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2B 2 Portfolio Assessment Year 2: Self-Assessment and Development Review (Module U42171)

Portfolio Assessment Year 2

Summary of Personal Development (Consider knowledge, skills and attitudes – practice and academic)

Summary of Achievements


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Additional Information/Interest Areas:


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Areas for Further Development in Year 3(Consider the NHS Knowledge and Skills Framework, including the development of Practice Educator/Assessing skills)

Action Plan (Remember to set SMARTER goals)


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2B 3 Portfolio Assessment Year 3: Self-Assessment and Development Review (Module U42173)

Portfolio Assessment Year 3

Summary of Personal Development (Consider knowledge, skills and attitudes – practice and academic

Summary of Achievements


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Additional Information/Interest Areas:

Action Plan for the Future (6-12 months post qualification/graduation):

Areas for Further Development (Consider the NHS Knowledge and Skills Framework, including the development of Practice Educator/Assessing skills)


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Action Plan for the Future (6-12 months post qualification/graduation):

Action Plan (Remember to set SMARTER goals)


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SECTION 2C INITIAL, MIDWAY AND END OF PLACEMENT ASSESSMENT FORMS

Initial reviews:

You will need to complete one Initial Review Form for each cluster placement, as detailed on page 59. You should plan to meet with your Practice Educator/Assessor within the first week of your placement to complete this form.

Summary of previous achievements/learning: For your first placement look back at your personal profile and development review. For all subsequent forms look back at your end of placement reviews. What have you achieved and what knowledge, skills and attitudes do you possess? What have you and your Practice Educator/Assessor identified as part of your progression which may be achievable during this practice learning experience? Think about your last placement and look at the feedback you have received, what did you achieve and what areas need further development?

Goals and priorities for this placement: Check which practice competencies are mandatory for this practice learning experience. Identify your goals and priorities for this placement. Build upon your strengths and improve those areas you have identified for development.

Opportunities available: You should discuss your previous achievements/learning and your goals and priorities with your Practice Educator/Assessor. They will be able to indicate to you whether your goals are achievable within this placement area. They will also be able to suggest what opportunities for learning will exist within this placement. After identifying the learning opportunities you may wish to review and/or add to your goals and priorities.

Practice Educator/Assessor response: Ask your Practice Educator/Assessor to complete this section. They should comment on your goals and priorities. Can they identify any constraints that may impact on your learning?

Agreed action plans: Set out an action plan with your Practice Educator/Assessor that will meet your learning objectives. Ensure that you set yourself SMARTER objectives that have measurable outcomes and a time frame.

S Specific M Measurable A Achievable/Agreed R Realistic/Resourced T Time related E Evaluation R Review

Remember to ensure to sign and date the form and get the signature of your Practice Educator/Assessor and Link Lecturer.

Midway Reviews

You will need to complete one Midway Review Form for each Cluster placement. You should plan to meet with your Practice Educator/Assessor to review your progress approximately midway through each Cluster Placement. In preparation for this meeting you should record your self-assessment of your practice. To do this, reconsider your initial action plan and record your progression towards your goals. Identify what you have achieved and what still needs to be achieved. Think about your strengths and the areas you still wish to develop. Consider the competencies and identify those you have progressed towards or achieved and those you still need to achieve.

The review of progress will, of course, be a summary of your achievement and progression. You can provide more detail about your achievements and specific evidence of achievement through the use of reflective accounts. You are encouraged to keep a reflective diary noting down significant events and


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using these opportunities for reflection to learn about your practice. Pick out those reflective accounts that illustrate your learning and practice development and include these as evidence with your self-assessment of practice. Please feel free to include any other documentary evidence you have of your practice development. Having completed your self-assessment you are ready to discuss your progress and achievement with your Practice Educator/Assessor.

It is really helpful if your Practice Educator/Assessor gives you specific feedback on a regular basis. This can be done verbally except at the two points already identified – mid-way through your Cluster placement and at the end of each Cluster Placements. Following discussion of your progress you should ask your Practice Educator/Assessor to complete the Practice Educator/Assessor feedback section of the form. This is an opportunity for your Practice Educator/Assessor to record their views of your progress and achievements. As a result of your discussion, you may decide to review/update your action plan. There is space for this on the midway review form.

End of Placement Reviews

You will need to complete an end of placement review for each Cluster Placement. You should prepare for this meeting with your Practice Educator/Assessor in the same way as is suggested for your midway review above. Record your final self-assessment including a final review of your action plan. Ensure that you have provided evidence of your achievements and competence through reflection within the competency framework and additional reflective accounts. Following your final discussion of your progress your Practice Educator/Assessor should provide written feedback on the final assessment form. It is helpful to consider the following:

How have your knowledge, skills and attitudes developed over the practice experience/module? Think about all the experiences you have had throughout the year, what have you learnt? Identify those areas of the programme that you enjoyed and those that you did not. Why was this?

Often there is more scope for improvement in those areas that you enjoyed least and found more difficult.

How are your academic and study skills developing? Are you meeting your own expectations with your academic and clinical progress? If not, why not?

What are you good at? What do you need to work on further? What is your understanding of your professional role and how has this changed over time?

What about your role within a multi-professional context? What have you learnt about health and health care? Review the previous year’s action plan, how

well was this fulfilled? What hindered your achievements? What helped? Where does this leave you now?

Your Link Lecturer will also meet with you during your placement and at the end of the placement to discuss progress and achievements and will be interested to see both of these documents. There is a space for the Link Lecturer to make comments on the back of the forms if required to do so. At the end of the placement when you have had your final feedback session you are in a position to plan for the future. Whilst it is fresh in your memory, it is worthwhile making a note of the areas you wish to develop in your next practice learning experience.


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SECTION 2C YEAR 1 INITIAL, MID AND END PLACEMENT FORMS ONE INITIAL, MID AND END PLACEMENT FORM TO BE COMPLETED FOR EACH CLUSTER IN EACH OF AN ANAESTHETIC, SURGICAL or PACU/RECOVERY PLACEMENT YEAR 1 INITIAL ASSESSMENT (TO BE COMPLETED BY THE STUDENT WITHIN 2 WEEKS OF START). Student Name: .............................................. CLUSTER PLACEMENT NUMBER 1/2 (DELETE AS APPLICABLE)

Anaesthetics, Surgery and PACU/Recovery (DELETE AS APPLICABLE) Practice Educator/Assessor name: Link lecturer name: Student self-assessment Summary of previous achievements/learning (Check (student) previous self-assessments and evaluations, check end of year development review and action plans):

Goals and priorities for this placement: (Remember (student) to set SMARTER goals)

Opportunities available (These may have been formally identified in the (student) placement area):

Practice Educator/Assessor response (To be completed by the Practice Educator/Assessor) (Consider whether or not the student’s goals and priorities are achievable within the placement area. What additional resources may be required? Comment on any constraints which may impact on the student)

Agreed action plans (to be prepared by the student and agreed by the Practice Educator/Assessor)


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(Break down your (student) goals into manageable objectives that have time frames and measurable outcomes. Don’t forget to identify the resources/support you may require)

Have you (the student) completed a local induction? Yes/ No Student signature……………………………………………………….Date: Practice Educator/Assessor signature………………………………………………………..Date:

Link Lecturer signature…………………………………………………Date:


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YEAR 1 MIDWAY REVIEW FORM

Anaesthetics/Surgery/PACU/Recovery (delete as

CLUSTER 1/2 (delete as applicable)

Student Name: Practice Educator/Assessor: Link Lecturer: Midway review of progress: (Have the initial goals/action plans been achieved? What remains to be completed (include competencies)? Comment on specific strengths and areas for development.)

I have had the opportunity to discuss my progress with my Practice Educator/Assessor/Associate: Yes/No Student signature: Date: Practice Educator/Assessor signature: __Date: Link Lecturer signature: _Date:


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Comments by Practice Educator/Assessor, please comment on students progression, for instance are they at the level of practice competency expected at this Year? Do you have any concerns about their progress, if yes, please contact the students link lecturer asap (add additional pages as required)


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YEAR 1 END OF PLACEMENT REVIEW FORM

Practice Educator/Assessor N

Student name

Anaesthetics/ Surgery/ PACU/Recovery (delete as applicable) CLUSTER 1/2 (DELETE AS APPLICABLE) Have you completed the required competencies: Yes/No Comments:

PRACTICE LEARNING EXPERIENCE (To be completed by the Practice Educator/Assessor) Please list the types of evidence used in the compilation of this assessment.


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Advice:

Student print and signature: Date:

Practice Educator/Assessor print and signature: Date:

Link Lecturer print and signature: Date:


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YEAR 1 INITIAL ASSESSMENT (TO BE COMPLETED BY THE STUDENT WITHIN 2 WEEKS OF START). Student Name: ................................................

CLUSTER PLACEMENT NUMBER 1/2 (DELETE AS APPLICABLE)







84


Have you (the student) completed a local induction? Yes/ No Student signature……………………………………………………….Date: Practice Educator/Assessor signature………………………………………………………..Date:

Link Lecturer signature…………………………………………………Date:


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I have had the opportunity to discuss my progress with my Practice Educator/Assessor/Associate: Yes/No Student signature: Date: Practice Educator/Assessor signature: Date: Link Lecturer signature: Date:


86



87



Student name




88

Advice:





89

YEAR 1 INITIAL ASSESSMENT (TO BE COMPLETED BY THE STUDENT WITHIN 2 WEEKS OF START). Student Name: ..................................... CLUSTER PLACEMENT NUMBER 1/2 (DELETE AS APPLICABLE)







90


Have you (the student) completed a local induction? Yes / No Student signature Date: Practice Educator/Assessor signature Date:

Link Lecturer signature Date:


91







92



93



Student name




94

Advice:





95

YEAR 1 INITIAL ASSESSMENT (TO BE COMPLETED BY THE STUDENT WITHIN 2 WEEKS OF START). Student Name: ................................................ CLUSTER PLACEMENT NUMBER 1/2 (DELETE AS APPLICABLE)







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Have you (the student) completed a local induction? Yes / No Student signature………………………………………………………. Date: Practice Educator/Assessor signature………………………………………………………..Date:

Link Lecturer signature………………………………………………… Date:


97







98



99



Student name




100

Advice:





101

YEAR 1 INITIAL ASSESSMENT (TO BE COMPLETED BY THE STUDENT WITHIN 2 WEEKS OF START). Student Name: CLUSTER PLACEMENT NUMBER 1/2 (DELETE AS APPLICABLE)







102


Have you (the student) completed a local induction? Yes / No Student signature………………………………………………………. Date: Practice Educator/Assessor signature………………………………………………………..Date:



103







104



105



Student name




106

Advice:





107

SECTION 2C YEAR 2 INITIAL, MID AND END PLACEMENT ASSESSMENT FORMS ONE INITIAL, MID AND END PLACEMENT FORM TO BE COMPLETED FOR EACH CLUSTER IN EACH OF AN ANAESTHETIC, SURGICAL or PACU / RECOVERY PLACEMENT YEAR 2 INITIAL ASSESSMENT (TO BE COMPLETED BY THE STUDENT WITHIN 2 WEEKS OF START). Student Name: .............................................. CLUSTER PLACEMENT NUMBER 3/4/5 (DELETE AS APPLICABLE)





Agreed action plans (to be prepared by the student and agreed by the Practice Educator/Assessor


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Have you (the student) completed a local induction? Yes / No Student signature………………………………………………………. Date: Practice Educator/Assessor signature……………………………………………………….. Date:



109



CLUSTER 3/4/5 (delete as applicable)




110



111



Student name

Anaesthetics/ Surgery/ PACU/Recovery (delete as applicable) CLUSTER 3/4/5 (DELETE AS APPLICABLE) Have you completed the required competencies: Yes/No Comments:



112

Advice:





113

YEAR 2 INITIAL ASSESSMENT (TO BE COMPLETED BY THE STUDENT WITHIN 2 WEEKS OF START). Student Name: .............................................. CLUSTER PLACEMENT NUMBER 3/4/5 (DELETE AS APPLICABLE)







114





115







116



117



Student name




118

Advice:





119

YEAR 2 INITIAL ASSESSMENT (TO BE COMPLETED BY THE STUDENT WITHIN 2 WEEKS OF START). Student Name: ............................................... CLUSTER PLACEMENT NUMBER 3/4/5 (DELETE AS APPLICABLE)







120





121







122



123



Student name




124

Advice:





125








126





127







128



129



Student name




130

Advice:





131








132





133







134



135



Student name




136

Advice:





137








138





139







140



141



Student name




142

Advice:





143

YEAR 2 INITIAL ASSESSMENT (TO BE COMPLETED BY THE STUDENT WITHIN 2 WEEKS OF START). Student Name: ..............................................

CLUSTER PLACEMENT NUMBER 3/4/5 (DELETE AS APPLICABLE)







144





145







146



147



Student name




148

Advice:





149

SECTION 2C YEAR 3 INITIAL, MID AND END PLACEMENT FORMS ONE INITIAL, MID AND END PLACEMENT FORM TO BE COMPLETED FOR EACH CLUSTER IN EACH OF AN ANAESTHETIC, SURGICAL or PACU/RECOVERY PLACEMENT YEAR 3 INITIAL ASSESSMENT (TO BE COMPLETED BY THE STUDENT WITHIN 2 WEEKS OF START). Student Name: ..............................................







150





151






152



153



Student name

Anaesthetics/ Surgery/ PACU/Recovery (delete as applicable) Have you completed the required competencies: Yes/No Comments:



154

Advice:





155

YEAR 3 INITIAL ASSESSMENT (TO BE COMPLETED BY THE STUDENT WITHIN 2 WEEKS OF START). Student Name: ...............................................







156





157






158



159



Student name




160

Advice:





161








162





163






164



165



Student name




166

Advice:





167








168


Have you (the student) completed a local induction? Yes/ No Student signature………………………………………………………. Date: Practice Educator/Assessor signature……………………………………………………….. Date:



169






170



171



Student name




172

Advice:





173








174





175






176

Comments by Practice Educator/Assessor, please comment on students progression, for instance are they at the level of practice competency expected at this Year? Do you have any concerns about their progress? If yes, please contact the students link lecturer asap (add additional pages as required)


177



Student name




178

Advice:





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SECTION 2 D YEAR 1 - STUDENT CONFIRMATION OF COMPLETION OF PLACEMENT EVALUATIONS (IN PEMS)

At the end of each Cluster Placement, you will be sent a request to complete a placement evaluation for the Cluster. This email will be sent via PEMS and you will be required to complete this evaluation with 2 weeks of receipt of the email.

I confirm that I have completed a Placement Evaluation Form for the following:

Cluster 1, and

Cluster 2

Student Name……………………………………………..

Student Number……………………………………………

Signature……………………………………………………..

Date…………………………………………………………… N.B. There will be ‘spot checks’ to confirm completion and any student that has signed to confirm completion without having completed an evaluation form on PEMs will be considered a Standards of Conduct: Fitness to Practice issue www.brookes.ac.uk/Documents/Practice-Education/Standards-of-Conduct/Standards-of-Conduct-Pre-reg/ .




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At the end of each Cluster Placement, you will be sent a request to complete a placement evaluation (IN PEMS) for the following Clusters. These emails will be sent via PEMS and you will be required to complete these evaluations with 2 weeks of receipt of each email, when the survey will close.

I confirm that I have completed a Placement Evaluation Form for (please tick all that apply):

Cluster 3

Cluster 4

Cluster 5

Student Name……………………………………………..


Signature……………………………………………………..

Date………………………………………………………… N.B. There will be ‘spot checks’ to confirm completion and any student that has signed to confirm completion without having completed an evaluation form on PEMs will be considered a Standards of Conduct: Fitness to Practice issue www.brookes.ac.uk/Documents/Practice-Education/Standards-of-Conduct/Standards-of-Conduct-Pre-reg/




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At the end of each Year 3 Placement, you will be sent an email request to complete a placement evaluation. These emails will be sent via PEMS and you will be required to complete this evaluation with 2 weeks of receipt of the email, when the survey will close.

I confirm that I have completed a Placement Evaluation Form for the following (Please tick all that apply):

• Year 3 Anaesthetic (inc PACU/Recovery/PACU) Placement

• Year 3 Surgical (inc PACU/Recovery/PACU) Placement

Student Name……………………………………………..


Signature……………………………………………………..

Date…………………………………………………………… N.B. There will be ‘spot checks’ to confirm completion and any student that has signed to confirm completion without having completed an evaluation form on PEMs will be considered a Standards of Conduct: Fitness to Practice issue www.brookes.ac.uk/Documents/Practice-Education/Standards-of-Conduct/Standards-of-Conduct-Pre-reg/ .



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Oxford Brookes University. Faculty of Health & life Sciences

APPENDICES


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HOURS FOR U42171 (Year 3, Sem 1 or 2) (Including 75 hrs for U42172 PACU/Recovery)

Anaesthetic PACU/Recovery

HOURS FOR U42173 (Year 3, Sem 1 or 2) (Including 75 hrs for U42172 PACU/Recovery)

Surgery PACU/Recovery

Calculated TOTAL HOURS (Accumulated) Year 3

APPENDIX 1 ODP PRACTICE HOURS RECORD SHEET (For photocopying to record all placements. Other copies available from your PEMS login page).

You are required to complete ODP Practice Hours Record Sheets for each placement. Once completed and signed by the Practice Educator/Assessor and link you are advised to keep a copy before submitting it as part of your practice module assessment requirements. All timesheets will be recorded as stipulated in PEH “How do I record and submit my practice hours?” ODP Practice Hours Record Sheets (p11). For the purposes of this form direct practice hours are defined as ANY DIRECT/INDIRECT PRACTICE EDUCATOR/ASSESSOR SUPERVISED PLACEMENT LEARNING ACTIVITIES. Please refer to http://www.hls.brookes.ac.uk/peu/recording-nursing-midwifery-odp-paramedic-student-hours-in-practice

STUDENT NAME: NAMED PRACTICE EDUCATOR/ASSESSOR:

STUDENT NO: LINK LECTURER:

PLACEMENT PROVIDER: LOCATION: SPECIALITY:

RECORD OF SICKNESS/ ABSENCE (N.B. these hours DO NOT count as practice)

Total Hours of Sickness

No. of occasions

Other occasions of Absence

Comment:-

Have you recorded your absence on PEMS? Y/N

SIGNED:- Link Lecturer

Date:

NB: See PEH How do I record and submit my practice hours? ODP Practice Hours Record Sheets (section 1.11)

HOURS FOR U42104 (Year 1 Semester 1)

HOURS FOR U42105 (Year 1 Semester 1&2)









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Dates of planned

shifts Shift Pattern

(tick as appropriate) HOURS RUNNING TOTAL SPOKE PLACEMENT

NAME OF PERSON SUPERVISING FOR EACH SHIFT (please print)

NAMED PRACTICE EDUCATOR/ASSESSOR’S

SIGNATURE D N W S LOD

D Day Shift N Night Shift W Weekend shift LOD Late arriving on duty [LOD] S Sick

Named Practice Educator/Assessor’s signature: Date:

Student’s signature: Date:


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APPENDIX 2 CLINICAL SKILLS FOR OPERATING DEPARTMENT PRACTICE STUDENTS This list does not preclude students from performing other skills not included here. All skills must comply with Trust Policy

Skill Students May Perform in Practice (Yes/No)

Conditions/Comments

General Assist with Moving and Handling Yes Students may not attend their clinical

placement until after they have completed the first Moving & Handling Session (Year 1, Semester 1), and students must have an annual update.

Refer to Policy/Guideline Document

Aseptic technique/dressings Yes Blood glucose monitoring Yes Students must be under direct supervision. They

will have attended a training session / skills lab session

CPR and use of pocket mask for ventilation Yes Student must attend an annual update Defibrillate No – to manual

Yes – to the AED Students may observe/assist the Practice Educator/Assessor. They may be able to articulate any related theory to the manual defibrillator

Monitor temperature, pulse, respirations, blood pressure, oxygen saturations (pulse oximetry), perform urinalysis and test for faecal occult blood

Yes

Monitor neurological observations Yes Peak flow measurements Yes Insert, remove, check and administer fluids through enteral feeding tubes

Yes Students must be under direct supervision

Perform ECG recordings Yes Students must be under direct supervision Insert, empty, remove, check and perform bladder washouts - female urinary catheters Collect catheter specimens of urine

Yes Both male and female students may perform this under supervision

Insert male urinary catheters No This is an extended role and is not to be performed by either male or female students

Remove, empty, check and perform bladder washouts - male urinary catheters

Yes


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Collect catheter specimens of urine

Remove drains including intercostal catheters Yes Students must be under direct supervision Change and empty stoma bags Yes Remove IV cannula Yes Students must be under direct supervision Remove arterial lines No – at Year 1

Yes – at Year 2 and 3 Stage two students must be under direct supervision

Venepuncture No Anaesthetic Use airway adjuncts - insert nasopharyngeal/ oropharyngeal airways

Yes Only under direct supervision

CVP measurements Yes Students must be under direct supervision Attach patient to continuous cardiac monitoring Yes Suction oropharyngeal, nasopharyngeal, endotracheal and tracheostomy tubes


Cannulate No Insert LMA or iGel airway Yes Students must be under direct supervision by the

anaesthetist Intubate using laryngoscope and ET tube Yes Students must be under direct supervision by the

anaesthetist Carry out Cricoid Pressure technique Yes – but with 2 hands as taught within OBU Students must be under direct supervision Administer IV anaesthetic agents Yes Only under direct supervision by the anaesthetist Administer Block anaesthetic agents Yes Only under direct supervision by the anaesthetist Surgical Intraoperative skin preparation Yes

No – solo Students must be under direct supervision of personnel who have been assessed as competent

Surgical draping Yes No – solo

Students must be under direct supervision of personnel who have been assessed as competent

Remove sutures/staples Yes Students must be under direct supervision Insert sutures / staples No Cutting sutures at skin level only Yes Students must be under direct supervision of the

surgeon Cutting sutures below skin level No Assist in manual retraction Yes – minor cases/surface level

No – deep/intra-abdominal Students must be under direct supervision of the surgeon and personnel who have been assessed as competent


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Holding any laparoscopic instrument Yes Students must be under direct supervision of the surgeon

Using diathermy directly onto patient No Using suction in the patient Yes – minor cases/surface level

No – deep/intra-abdominal

Manipulating any laparoscopic instrument No Swab, needle, instrument and disposable surgical sundries count

Yes Students must be under direct supervision of registered personnel who have been assessed as competent and in line with the trust policy

Medicines management

Drawing up local anaesthetics when scrubbed Yes Students must be under direct supervision and adhere to local Trust policy

Check, calculate dosage and administer inhalers and nebulisers


Check, calculate dosage and administer (non-controlled) drugs through the following routes: PO, PR, PV, Topical, eyes, ears, enteral feeding tubes, IM injections and SC injections


Check, calculate dosage and administer IV bolus injections (including controlled drugs) and IV flushes

No – at Year 1 Yes – at Year 2 & 3

Only after successful completion of safe medicate test and alongside a registered practitioner under direct supervision

Administer oxygen Yes On a medical prescription only. Student must be supervised

Check, calculate dosage and administer controlled drugs through the following routes: PO, PR, enteral feeding tubes, IM injections and SC injections

Yes In accordance with the policy of the clinical placement

Check, calculate dosage, set up PCA/other IV infusion pumps (including priming/changing giving sets/lines, and setting rates on pumps, etc.)

No Students may observe/assist the Practice Educator/Assessor. They may be able to articulate any related theory

Check, calculate rate and administer IV fluid infusions (including priming and changing IV giving sets/lines)


Check, calculate dosage and add drugs to IV bags or IV burettes

No Students may observe/assist the Practice Educator/Assessor. They may be able to articulate any related theory


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Check and administer emergency drugs No Students may observe/assist the Practice Educator/Assessor. They may be able to articulate any related theory

Check, calculate rate and administer blood transfusions and blood products

Yes Students must be in their final year of the course, and must be under direct supervision

Blood glucose monitoring Yes Students must be under direct supervision of personnel who have been assessed as competent

Count Controlled Drugs No – at Year 1 Yes – at Years 2 & 3


Add controlled drug information to the controlled drugs book

No – at Year 1 Yes – at Years 2 & 3


Order controlled drugs from the pharmacy No Stock the non-controlled drugs cabinets and fridges


Hold the controlled drug keys No The keys are only held by a registered practitioner at all times

Key to Abbreviations:

IM - Intramuscular CPR - Cardio-Pulmonary Resuscitation ECG - Electrocardiograph ET - Endotracheal tube IV - Intravenous CVP - Central Venous Pressure SC - Subcutaneous PO - Per Orally PR - Per Rectum PV - Per Vagina PCA - Patient Controlled Analgesia Direct Supervision requires that the Registered Nurse/ODP responsible for the student must remain in constant attendance with the student for the entire duration of the procedure/skill/competency.

Updated JM/KF 2016


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APPENDIX 3 SHORT PLACEMENT VISITS RECORD SHEETS Short placement (less than 10 days)/clinical visits

Year of study: Semester:

Placement/clinical visit:

Practice Educator/Assessor name:

Link Lecturer name:

Student self-assessment Goals and action plans for this placement/clinical visit: (Remember to set SMART goals)

Self-assessment: (Have you met your goals? What else did you achieve/learn during this placement/clinical visit? How will this experience help you meet your competencies and overall goals for this practice learning experience. Consider providing evidence through reflective accounts.)


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Practice Educator/Assessor feedback Assessment of student progress: (Have the goals/action plans been achieved? Report on the student’s specific strengths and offer suggestions for further development. Provide feedback on specific competencies as appropriate. Identify any areas for discussion/clarification with the Link Lecturer.)

Practice Educator/Assessor signature: Date: Student signature: Date:

Link Lecturer comments

Link Lecturer signature: Date:


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APPENDIX 4: Guidance for practice educator / assessor and pre-registration Nursing, Midwifery, ODP, Paramedic and FdSc in Health and Social Care students in the event of the student failing competencies in practice This paper provides guidance for Practice Educator/Assessor/supervisors and students when a student's performance is causing concern. To place this in context: it is recognised that students have individual learning styles and learn at different rates. Guidance for Practice Educator/Assessor/supervisors and students on supporting learning and on assessing competence is given within the student portfolio/practice assessment document and the practice education handbook/supervisor handbook. Practice Educator/Assessor/supervisor preparation and updates also address these areas.

Principles The assessment process for practice placement is dependent on successful communication between the Practice Educator/Assessor/supervisor and the student. The process should be transparent at all times but particularly when the Practice Educator/Assessor/supervisor has concerns about a student's performance. Consequently, a student who is considered to be failing should be aware of this at the earliest possible time, so as to have opportunities to improve their performance by reflecting on their performance and developing strategies (with the support of the Practice Educator/Assessor/supervisor) to overcome the difficulties they are experiencing.

A student may continue to fail in the same competencies if they do not respond to feedback given or are unable to change their behaviour sufficiently. Competencies should not normally be signed beyond the date of the examination board at which the practice module is being considered and examined.

If a student is absent at a planned final placement meeting, a formal record will be documented of the meeting between link lecturer/work based learning team and Practice Educator/Assessor/supervisor as to the student progress in the placement. This will be sent to the student’s Academic Advisor/personal tutor for discussion with the student.

Process - Year 1 Potential failing of competence

1. Any concerns about the student's performance should be raised with the student informally initially and discussed.

2. The student should discuss issues that might be impacting on their performance with the Practice Educator/Assessor/supervisor. The student does not have to disclose personal details but is encouraged to reveal sufficient information for the Practice Educator/Assessor/supervisor to assess any potential impact on the student's performance. The student is advised to disclose health issues that affect health and safety in practice.

3. The Practice Educator/Assessor/supervisor is advised to contact their link lecturer/work based learning team for advice at this early Year. The link lecturer/ work based learning team will negotiate a plan of action for providing support and guidance for the student and Practice Educator/Assessor/supervisor.

4. The Practice Educator/Assessor/supervisor should record specific examples of weak performance in the student portfolio.

5. The Practice Educator/Assessor/supervisor and student should identify the required change in the student's performance, identifying specific competencies in which there are difficulties. Clear, measurable objectives should be agreed; to clarify when sufficient change in performance will be reached, agreeing timescales for review. This may be repeated on more than one occasion providing ongoing support.


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At this Year of the placement, it is hoped the student will make the required adjustments to their performance. N.B. If at any time the Practice Educator/Assessor/supervisor has serious concerns about the student's performance they should contact the link lecturer/ work based learning team as soon as possible. Year 2 and 3- Formal failing assessment of competence

1. When a student fails a competence assessment, the link lecturer/ work based learning team, student and Practice Educator/Assessor/supervisor should identify:

• Reasons for the student failing

• Areas of strength

• Clear objectives for improvement in areas of weak performance

• A time to review progress

2. Resit of competencies may be offered (at Exam Board). These may be undertaken in the

placement area, with appropriate support/agreement from the Practice Educator/Assessor/supervisor and link lecturer/ work based learning team. Deadlines for resit of competencies are defined by the University/College Examination rules and regulations.

3. If a resit is not offered by Exam Board, students may be required to retake the module and all the related competencies.

4. The Practice Educator/Assessor/supervisor must inform the link lecturer/ work based learning team if the student's safety in practice is in question. This becomes a standards of conduct issue, and the link lecturer/ work based learning team will invoke the relevant Standards of Conduct for Students


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APPENDIX 5: SKILLS REQUIRED FOR REFLECTION

Adapted from Atkins, S. (2004) Developing Underlying Skills in the Move Towards Reflective Practice In: Bulman, C. & Schutz, S. (eds.) Reflective Practice in Nursing. 3rd edition. Oxford: Blackwell Science, pp. 25-44

SELF-AWARENESS

To be self-aware is to be conscious of one’s character, including beliefs, values, qualities, strengths and limitations. It is about knowing oneself.

Adult learners need to be self-aware to enable them to take responsibility for identifying and responding to their learning needs. Self-awareness helps adult learners to develop greater independence in initiating, planning, conducting and communicating work, whether in relation to formal study, or professional lifelong learning.

Self-awareness is necessary, not only for reflective learning, but also for skilled professional practice. Knowledge of one’s own beliefs, values and behaviour and how they affect others is essential for developing therapeutic relationships and developing good interpersonal skills.

DESCRIPTION

To describe something, a person, object, abstract concept or idea, is to state its characteristics or appearance without expressing judgement.

In reflection, description is the skill with which you recollect the important events and features of a situation. Good description is about giving a clear, accurate, comprehensive and concise account of a situation. The account will often include:

• The significant background features (the context) • The events as they unfold • What you were thinking at the time • How you were feeling at the time • The outcome of the situation

It should reconstruct the situation so that someone who was not there could understand the situation from your position. You should try to present a clear, vivid and colourful picture which then allows you and/or others to review the situation.

Try to use a full vocabulary, avoid jargon and discriminate between relevant and irrelevant information.

CRITICAL ANALYSIS

Critical analysis is a key skill for both professional practice and academic work.

Analysis involves the separation of a whole into its component parts. To analyse something is to undertake a detailed examination of the structure or constituent parts or elements and ask questions about them, in order to more fully understand their nature and how the parts relate to and influence each other.

The term critical introduces another element, i.e. judgements should be made about the parts as well as the whole (positive and constructive, not just negative – identifying strengths as well as weaknesses).

The skill of critical analysis involves the following activities:


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• Identifying and illuminating existing knowledge of relevance to the subject: In order to shed light on a particular situation, you may need to search for and examine the ideas, theories and research of others.

• Exploring feelings about the situation and the influence of these: Important to focus on positive feelings as well as trying to deal with negative feelings, to ensure the process is constructive. Analysis of one’s own feelings should not become a self-indulgent activity but a process which illuminates and enhances learning.

• Identifying and challenging assumptions: Try recognising when information is taken for granted and presented as fact without evidence. Ask questions like “How do I know? What am I assuming? What is being taken for granted?” Asking awkward questions can be uncomfortable, it is therefore important to raise awareness, prompt, nurture and encourage the process without making people feel threatened or patronised.

• Imagining and exploring alternative courses of action: Constantly look for new ways of thinking and doing things. Look at perspectives other than your own. Do you do things in the same way all the time? Is it appropriate?

SYNTHESIS

Synthesis is the process of building up separate elements, especially ideas, into a connected and coherent whole. It could be described as the opposite of analysis. Synthesis is about being creative, and sometimes may involve original thinking.

In reflection, synthesis is the ability to integrate new knowledge, feelings or attitudes with previous knowledge, feelings or attitudes. This is necessary in order to develop a fresh insight or a new perspective on a situation and therefore to learn from it.

Synthesis is necessary to achieve a satisfactory outcome from reflection. This may be:

• The clarification of an issue

• Development of a new attitude or way of thinking • The resolution of a problem

• A change in behaviour

• A decision • New knowledge may be generated

• Fresh ways of approaching problems or answering questions may be developed. EVALUATION

Evaluation is the ability to make a judgement about the value of something. It entails looking back. Judgements are often made with reference to pre-determined criteria or standards.

Evaluation is a high level skill in both reflective practice and academic work. It can often make people feel uncomfortable.

Self-assessment or evaluation is a personal process in which we examine ourselves. This is an important component of reflective practice and professional education. It should not be self-torture but should be future orientated.


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APPENDIX 6: FRAMEWORKS FOR REFLECTION

A REFLECTIVE FRAMEWORK (STEPHENSON, 2000)

Choose a situation from your placement; ask yourself…

• What was my role in this situation?

• Did I feel comfortable or uncomfortable? Why?

• What actions did I take?

• How did I and others act?

• Was it appropriate?

• How could I have improved the situation for myself, the patient, my Practice Educator/Assessor?

• What can I change in the future?

• Do I feel as if I have learnt anything new about myself?

• Did I expect anything different to happen? What and why?

• Has it changed my way of thinking in any way?

• What knowledge from theory and research can I apply to this situation?

• What broader issues, for example, ethical, political or social, arise from this situation?

• What do I think about these broader issues?

Cited in Bulman C & Schutz S (2013) Reflective Practice in Nursing (5th Ed) Oxford: Blackwell Publishing Ltd, 168


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A MODEL OF STRUCTURED REFLECTION (JOHNS, 2000) Looking in Find a space to focus on self Pay attention to your thoughts and emotions Write down those thoughts and emotions that seen significant in realising desirable work

Looking out Write a description of the situation surrounding your thoughts and feelings What issues seem significant?

Aesthetics: What was I trying to achieve?

Why did I respond as I did? What were the consequences of that for the patient, others, myself? How were others feeling? How did I know this?

Personal: Why did I feel the way I did in this situation?

Ethics: Did I act for the best?

What factors were influencing me (within me or in the environment?)?

Empirics: What knowledge did or should have informed me?

Reflexivity: Does this connect with previous experiences?

How could I handle this situation better? What would be the consequences of alternative actions for the patient/others/myself? How do I now feel about this experience? Can I support myself and others better as a consequence? How available am I to work with patients/families and staff to help them meet their needs?

Johns, C. (1995) Becoming a Reflective Practitioner. A reflective and holistic approach to clinical nursing, practice development and clinical supervision. Oxford: Blackwell Science


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THE REFLECTIVE CYCLE (GIBBS, 1988)

Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic, Oxford.


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STRUCTURED REFLECTION (Driscoll, 2007)

Having an experience in clinical practice:

Purposefully reflecting on selected aspects of that experience:

WHAT?

A description of

the event

SO WHAT?

An analysis of the event

Discovering what learning arises from the process of reflection:

NOW WHAT?

Proposed actions following the event

Actioning the new learning from that experience in clinical practice. Driscoll, J. (ed) (2007) Practising Clinical Supervision: A Reflective Approach for Healthcare Professionals. Bailliere Tindall/Elsevier, Edinburgh


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APPENDIX 7: TIPS FOR PRACTICE EDUCATOR/ASSESSOR ON GIVING MEANINGFUL MIDWAY AND FINAL WRITTEN FEEDBACK

• Make an overview comment and address it to the student “Phillippa as we have discussed…you have…”

• Refer to learners self-assessment • Draw on what you have previously discussed highlighting learner achievements (how well

and at what level) personal strengths and qualities • Offer areas for development with suggestions on how to achieve that development.

Providing the evidence How often? How well? How?

You need to judge how well they demonstrate their skills, knowledge and attitude and their personal qualities NOT where they have been and what they have done (unless you say how well they did it or that they demonstrated some learning)

Use the criteria you have been given (competency statements to judge against)

Don’t be afraid of using your professional judgement (i.e. what you would expect), if in doubt check out with other Practice Educator/Assessor

Frequency (how often?)

Consistently/always/constantly without fail,

Generally/usually/normally,

Sometimes/occasionally

Rarely/inconsistently/begins to, once, seldom, infrequently,

Never/ has not demonstrated /does not demonstrate/fails to demonstrate

Level (how well?)

Excellent/really well/ exemplary/superb/outstanding/exceptional

Well developed/capable/ proficient/skilful/expert/adept

Very good/well

Good

Satisfactory/adequate acceptable/barely meets required standard/reasonable,

Unsatisfactory /poor/fails to meet required standard


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How? (use ‘doing’ or ‘being’ words -adverbs) Calmly, correctly, regularly, deliberately, easily, quickly, enthusiastically, expertly, perfectly,

promptly, punctually, quickly, quietly, rapidly, regularly, reliably, steadily, repeatedly,

successfully, skilfully, thoughtfully, well, easily, concisely, accurately, sensitively,

responsibly, professionally, precisely, reliably, appropriately, safely, legibly, intuitively,

empathically, effectively etc. Other qualities to consider:

Caring, considerate, compassionate, team worker, independent, proactive, kind, self-aware,

recognise own limitations, trustworthy, honest, articulate, capable, supportive, enthusiastic,

motivated, warm, alert, questioning, observant, astute, reflective, committed, responsible,

reliable, responsive, able to anticipate, analytical, evaluative, empowering, shows insight,

non-judgemental, flexible etc.