Quality Standards for Practice Placements Audit ToolSection Two: Standards for Individuals Supporting Students in the Workplace

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© NHS Education for Scotland 2011. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.

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Contents - Section Two

The Quality Standards for Practice Placements (QSPP revised in November 2008) were created so that students and those individuals and organisations who support them understand their responsibilities and expectations in relation to practice placement learning. The Standards apply to any structured placement learning in NHS Scotland that is accessed by Nurses, Midwives and the Allied Health Professions.

Quality practice placement experiences, within a positive learning environment, support the development of healthcare professionals to deliver safe and effective person centred care. Following the launch of the Quality Standards forPractice Placements, this audit tool was developed in response to feedback from stakeholders to enable auditing of the QSPP at organisational and local level with NHS Boards in Scotland. It is envisaged that this audit tool may be used alongside others developed by universities to meet professional bodies’ requirements of the Nursing and Midwifery Council (NMC) and the Health Professions Council (HPC).

As such, the tool is one of a number of resources which can help practitioners to evidence the quality of the learning environment which supports all education in practice.

Quality Standards for Practice Placements Audit Tool

Contents Back NextIntroduction

Completion of the audit tool and action plan requires placement providers to:

• Include evidence on how the standard is being met

• Agree if the evidence presented meets the standard

• Provide a description of the action required in order for the standard to be met in the future if the organisation is unable to provide evidence of that standard

• Complete the included action plan with review dates (A template for the action plan is included)

A sample of a completed audit tool with action plan is located in the Appendix.

Contents Back NextGuidance

Quality Standards for Practice Placements

Contact Information

Name

Organisation

Profession / Clinical Area

Ward / Department

Date Completed

PleasecompletethefieldsbelowandthencompletetheAuditTool.

Contents Back Next

Individuals (for example mentors, assessors and educators) supporting students in the workplace have a responsibility to:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.1 Be prepared for their role in supporting students

Access relevant educational preparation and development

2.2 Support, teach, facilitate, and supervise students according to the requirements of the programme

Students are supported to achieve learning outcomes

Section Two Contents Back Next

Individuals (for example mentors, assessors and educators) supporting students in the workplace have a responsibility to:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.3 Provide guidance and constructive feedback to the student

Constructive feedback is evident within documentation

2.4 Conduct a fair, objective and timely assessment of student performance, where assessment is required

Assessment documentation is completed in line with education institution requirements

Contents Back NextSection Two

Individuals (for example mentors, assessors and educators) supporting students in the workplace have a responsibility to:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.5 Raise concerns, in a timely manner, when a student is not achieving agreed learning outcomes

Agreed processes for raising concerns are in place and followed

2.6 Contribute to the review of the learning environment and student experience

Joint education institution/service quality process includes evaluation from individuals supporting students in the workplace

Contents Back NextSection Two

Individuals (for example mentors, assessors and educators) supporting students in the workplace have a responsibility to:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.7 Participate in self and peer evaluation to facilitate personal development and contribute to the development of others

Support network is available and accessed by individuals supporting students

Individuals (for example mentors, assessors and educators) supporting students in the workplace can expect:2.8 To be educationally

prepared to fulfiltheirroleinsupporting students

Relevant educational and continuing professional development needs are incorporated into Personal Development Plans aligned to the Knowledge and Skills Framework

Contents Back NextSection Two

Individuals (for example mentors, assessors and educators) supporting students in the workplace can expect:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.9 To receive information about the students and their learning needs provided by the education institution

Information about the students and their learning needs is available

2.10 Time to support students to achieve their learning outcomes

Workload expectations take account of students’ support

Contents Back NextSection Two

Individuals (for example mentors, assessors and educators) supporting students in the workplace can expect:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.11 A support network inclusive of service and education colleagues, managers and peers

Support networks exist and are accessible to individuals supporting students

Contents Back NextSection Two

If during the audit process it emerges that within your local area you are unable to demonstrate achievement of any of the QSPP standards please complete the following action plan with actions and resources required, persons responsible and review dates.

Standard Statement Action Required Resources Required Person Responsible

Estimated Achievement or Review Date

Action Plan

Quality Standards for Practice Placements - Audit Process Action Plan (Page 1 of 3)

Contents Back Next

Standard Statement Action Required Resources Required Person Responsible

Estimated Achievement or Review Date

Action Plan Contents Back Next

Quality Standards for Practice Placements - Audit Process Action Plan (Page 2 of 3)

Standard Statement Action Required Resources Required Person Responsible

Estimated Achievement or Review Date

Action Plan Contents Back Next

Quality Standards for Practice Placements - Audit Process Action Plan (Page 3 of 3)

Appendix - Audit Tool

Contact Information

Name Ms A Nybody

Organisation NHS Anywhere

Profession / Clinical Area Occupational Therapy, Adult learning Disabilities

Ward / Department Occupational Therapy Department (Acute Division)

Date Completed 09/04/2011

Example of a completed Audit Tool

Contents Back Next

Appendix - Section Two Contents Back Next

Individuals (for example mentors, assessors and educators) supporting students in the workplace have a responsibility to:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.1 Be prepared for their role in supporting learners

Access and undertake relevant educational training, preparation and development

• Access to module descriptor so practice educator can keep up to date with changes.

• CPD evidence of being aware of changes/ keeping up to date with new trends

• Practice educator handbooks• Having support from

experienced Practice educators.

• Practice educator database exists to record who has been prepared and who has not

• Attendance at university courses/ updates

• Althoughqualifiedpracticeeducators have access to introductory and on-going training, healthcare support workers also provide mentorship but do not currently have the opportunity for this training

To advocate access to relevant training for Healthcare Support Workers.

Appendix - Section Two Contents Back Next

Individuals (for example mentors, assessors and educators) supporting students in the workplace have a responsibility to:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.2 Support, teach, facilitate, and supervise learners according to the requirements of the programme

Learners are supported to achieve learning outcomes

• Information about the placement experience requirements are available to the team.

• Induction process ensures that learning outcomes are identifiedattheoutset.

• At midway placement if learner is underachieving then the university is alerted and an action plan is put in place. Time set aside for learner reflectionaftereachsession.

• Learning opportunities are available through a range of tutorials, visits, learning modules and shadowing. Practiceeducatorreflectivelog undertaken and learners complete their learning logs.

• Ongoing review and recording of learning outcomes achieved with regular supervision sessions.

Appendix - Section Two Contents Back Next

Individuals (for example mentors, assessors and educators) supporting students in the workplace have a responsibility to:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.3 Provide guidance and constructive feedback to the learner

Constructive feedback is evident within documentation

• Weekly reviews are documented and objectives clearly noted with feedback.

• Midway and end of placement assessments recorded and written feedback given.

• Feedback is captured within regular supervision where topics are listed and this is signed by both parties.

• College/ University documentation is undertaken .

• Written formative and summative feedback on learner performance is available.

• Informal feedback is given throughout learning opportunities.

Appendix - Section Two Contents Back Next

Individuals (for example mentors, assessors and educators) supporting students in the workplace have a responsibility to:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.4 Conduct a fair, objective and timely assessment of learner performance, where assessment is required

Assessment documentation is completed in line with Education Provider requirements

• Copy of assessment forms given to learner.

• Methods of assessment are discussed and agreed with learner.

• Midway and end of placement assessments are undertaken and written feedback provided and discussed

• Team approach to assessment. Ongoing continual assessment forms are given to the practice educator on a regular basis by all staff that have been working with the learner.

• Learner assessment completed within time scales to coincide with lecturer visits

Appendix - Section Two Contents Back Next

Individuals (for example mentors, assessors and educators) supporting students in the workplace have a responsibility to:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.5 Raise concerns, in a timely manner, when a learner is not achieving agreed learning outcomes

Agreed processes for raising concerns are in place and followed

• Agreed process for raising concerns exists and discussed at learner’s induction

• Any concerns would be raised through regular supervision

• Constructive feedback is given regularly

• Named contact at university accessible with feedback mechanisms in place to support educator and learner

• Action plans to support learner discussed and implemented

• Practice educator has access to line management for support and use of the local placement network.

2.6 Contribute to the review of the learning environment and learner experience

Joint Education Provider/ Placement Provider quality process includes evaluation from individuals supporting learners in the workplace

• Placement area reviewed by service/ university to ensure that there are opportunities available to enable learners to meet their learning needs relevant to their stage on the programme

• Education provider and practice educator meet and participate in quality assurance processes

• Practice educator personal reflectionsonexperience.

• Team meetings evaluate learner and practice educator experiences and identify action plans.

• Team able to state their definitionofagoodlearningenvironment

• Completed QSPP audit tool

Appendix - Section Two Contents Back Next

Individuals (for example mentors, assessors and educators) supporting students in the workplace have a responsibility to:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.7 Participate in self and peer evaluation to facilitate personal development and contribute to the development of others

Support network is available and accessed by individuals supporting learners

• KSF/PDPactivitiesidentifiedand undertaken for relevant staff

• Some peer support within the Board - usually includes all AHPs. Infrequent and usually not well-attended. No uni-professional network and no formal self or peer evaluation tools

• Encourage peer evaluations to learn from other’s experiences.

• Explore establishing a formal local practice educator group/ network to support and share practice and address placement issues with a collective approach

• Introduce practice educator self-assessment evaluations

• Find out from staff group what support theywouldfinduseful - source appropriate support

• Speak to university re possible evaluation tools

• Lead clinical tutor to record practice educator feedback from placement and create relevant action plans

Appendix - Section Two Contents Back Next

Individuals (for example mentors, assessors and educators) supporting students in the workplace can expect:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.8 To be educationally prepared to fulfiltheirroleinsupporting learners

Relevant educational and continuing professional development needs are incorporated into Personal Development Plans aligned to the Knowledge and Skills Framework

• Completion of relevant Practice educator training programme.

• Evidence of Practice educator CPD activity related to practice placement developments

• Educator’s personal CPD includes educational research and copies of NES standards for practice placements

• Practice educator data base• Tutors ensure own knowledge

up-to-date via CPD/ eKSF review

• For inexperienced practice educators this is outlined within their personal development plans. For experienced practice educators the ongoing allocation of learners is recorded as part of their objectives to meet their KSF. Anyneedsidentifiedarerecorded and action plans produced

Appendix - Section Two Contents Back Next

Individuals (for example mentors, assessors and educators) supporting students in the workplace can expect:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.9 To receive information about the learners and their learning needs provided by the education institution

Information about the learner and their learning needs are made available

• Workplace provided with information on learner’s personal details prior to placement commencing, highlighting special requirements where necessary.

• Access to support from education institution as required

• Placement will attempt to address all special requirements in partnership with education provider.

• Practice educators send template for completion by the learner prior to coming on placement detailing their learning needs.

• University is not able to routinely disclose information on this area, however, an opportunity is made available to learners on arrival to disclose this information if required

• As well as learning needs it would be valuable for learners to communicate any life experiences which may influencetheirperformance or experience within this type of placement.

• Add the above to educators’ checklist to ensure this item has opportunity for discussion prior to placement.

Appendix - Section Two Contents Back Next

Individuals (for example mentors, assessors and educators) supporting students in the workplace can expect:Standard number

Standard Indicator Evidence Does the evidence meet the standard?

Action Points

Please describe action requiredYes No

2.10 Time to support learners to achieve their learning outcomes

Workload expectations take account of learners’ support

• Protected CPD time allocated to supervisors, coordinators and practice educators for practice education meetings and related activities

• Practice educator is supported with caseload when supporting learner placements

• Allocated practice educator time in diary for mentoring/ tutoring/ feedback

• Amended practice educator caseloads.

• Shared mentorship of learner

2.11 A support network inclusive of service and education colleagues, managers and peers

Support networks exist and are accessible to individuals supporting learners

• Locally this would be supported within group supervision within the department. Nationally this is supported by seminars through university

• Professional body support exists. Education institution support exists. Internal departmental support among practice educators.

• Non formal multidisciplinary network exists locally.

• Regular multi professional Practice educator meetings to give opportunities for support and sharing of resources and practice between all AHP educators organised locally.

• Local, regional and national practice education networks/groups exist. Sharing of resources encouraged and supported. Resources available online

Example of a completed - audit process Action Plan

AppendixAppendix - Action Plan Contents Back Next

Standard Statement Action Required Resources Required Person Responsible

Estimated Achievement or Review Date

2.1 • To advocate access to relevant training for health care support workers

• Arrange 1:1 meetings with line manager, practice education lead in Health Board, approach university/ college about this

Practice educator for learners

Two months from audit dateDate: __/__/__

2.7 • Explore establishing a formal local practice educator group/ network to support and share practice and address placement issues with a collective approach

• Speak to university re possible evaluation tools

• Introduce practice educator self-assessment evaluations

• Find out from staff group what support they would finduseful-sourceappropriate support

• Lead clinical tutors’ to record tutors feedback from placement and create relevant action plans

• Discuss with local Practice Education Lead role for Board.

• Discuss at next team meeting and team leaders meeting

• Discuss with other departments and local university any self-assessment tools that are available for practice educators

Named Person Eight weeks from auditDate: __/__/__

2.9 • As well as learning needs it would be valuable for learners to communicate any life experiences whichmayinfluencetheir performance or experience within this type of placement.

• Add to educator’s checklist and to ensure this item has opportunity for discussion during induction placement. Ensure to adhere to equality and diversity and data protection

Chair of practice educator group and have a profession approach to this.

Meetings are quarterlyDate: __/__/__

Quality Standards for Practice Placements Audit Toolpublished Autumn 2011

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www.nes.scot.nhs.uk