Section Two: Learning Outcomes for Entry to the Branch Programme 18

INTRODUCTION...... 2

STRUCTURE OF PORTFOLIO...... 2

KEY STUDENT RESPONSIBILITIES...... 4

SECTION ONE: PERSONAL DATA...... 5

SECTION TWO: LEARNING OUTCOMES FOR ENTRY TO THE BRANCH PROGRAMME...... 18

SECTION THREE: COMPETENCIES FOR ENTRY TO UKCC REGISTER (UKCC 2000)...... 26

SECTION FOUR: REFLECTION AND LEARNING FROM EXPERIENCE...... 30

REFERENCES...... 33

j:\public information\about programmes and modules\pre-reg progs\curriculum documents\curriculum sept 2000 pre reg\assessment\portfolio.doc

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INTRODUCTION

PORTFOLIOS

In 1995, the completion of a personal professional portfolio as part of the assessment strategy became a requirement for pre-registration nursing programmes (ENB 1995). These were originally proposed in general education to gain more information about school leavers but have gained popularity in other areas to facilitate personal and professional development.

DEFINITION

There are a variety of definitions within the literature; an appropriate way of describing this portfolio is as:

“A collection of information concerning past and present experiences that individually and collectively influence both personal and professional development. This information can be used to review and record past performance and achievement and identify future development needs and goals”.

(Allison & Parker, 1995)

In order to achieve these aims, the portfolio needs to be dynamic and action based with flexible boundaries. There also needs to be an awareness that certain aspects of the portfolio will remain confidential to the individual.

It is thought that although there is a suggested format for documentation of areas, this is flexible enough to facilitate individual variations. It is also believed that the areas suggested are broad enough to be dynamic and that the information being documented is generally action-based.

PHILOSOPHY

The philosophy underpinning portfolios fits well with Knowles’ (1975) assumptions about adult learners.

KNOWLES’ ASSUMPTIONS / PORTFOLIO PHILOSOPHY
The student is self-directed. / The individual develops this independently.
The student’s past experiences are a rich resource for learning. / The information documented arises from the individual’s personal and professional experiences which have had some impact upon them.
The student is self-motivated to grow and achieve. / The portfolio can only be developed through the individual’s motivation to do this.
The self-directed learner can diagnose own learning needs. / Through the portfolio, future developmental needs can be identified.

STRUCTURE OF PORTFOLIO

This portfolio has been divided into four sections to facilitate documentation of your learning and achievements.

SECTION ONE - PERSONAL DATA

This section requires you to document details about qualifications, previous career history and events that occur while you are on your programme, such as assessments, tutorials and sickness. There is guidance about what needs to be documented within this section.

SECTION TWO - LEARNING OUTCOMES FOR ENTRY TO THE BRANCH PROGRAMME

At the beginning of this section the UKCC (2000) learning outcomes for entry to the branch programme are stated. In this section you need to document all activities demonstrating achievement of these with appropriate evidence. Guidance about the evidence is within this session.

SECTION THREE - COMPETENCIES FOR ENTRY TO THE UKCC REGISTER

At the beginning of this section the UKCC (2000) competencies for entry to the register are stated. In this section you need to document all activities demonstrating achievement of these with appropriate evidence. Guidance about this evidence is within this section.

SECTION FOUR - REFLECTION AND LEARNING FROM EXPERIENCE

This section is personal to you and enables you to consider your learning gained from your experiences and reflection. There is guidance about how to document these experiences and learning at the beginning of the section.

KEY STUDENT RESPONSIBILITIES

It is the student’s responsibility to read the “Guide for Students of Nursing and Midwifery” (UKCC 1992) and ensure you adhere to these responsibilities.

1.Ensure your practice is supervised by an appropriate practitioner (Clause 7.2.)

2.Ensure that those with whom you come into contact (i.e. patients/clients/colleagues), are aware of your student status and respect the wishes of those who do not wish you to participate in their care (Clauses 7.1, 7.2 & 7.3).

3.Ensure that you acknowledge any areas of limitation in your knowledge and skills to the appropriate person(s) (Clause 7.5).

4.Maintain confidentiality and respect the privacy of all clients/patients that you come into contact with (Clause 7.6).

5.Ensure that you understand your role in relation to documentation and that any record you make in relation to the care of a patient/client is countersigned by a person supervising your educational experience (Clause 7.7 - See also separate paper on “Standards of Records and Record Keeping” (UKCC, 1993).

6.Ensure that you are aware of and understand policies relating to the handling of patient’s comments, both negative and positive (Clause 7.8).

All clauses referred to are from “A Guide for Students of Nursing and Midwifery” (UKCC, 1992).

SECTION ONE: PERSONAL DATACITY UNIVERSITY, LONDON

St Bartholomew School of Nursing and Midwifery

RECORD OF INFORMATION

Some of the information to be recorded in this section of the portfolio is information that usually appears in a curriculum vitae.

PERSONAL INFORMATION

Biographical details should be recorded in this part.

ACADEMIC QUALIFICATIONS

Any academic qualifications such as GCSEs, ‘A’ Levels and degrees, should be recorded here with dates, place of course and awarding body.

PROFESSIONAL REGISTRABLE QUALIFICATIONS (Post-registration)

Any qualification that requires entry to a part of the UKCC Register should be recorded including dates and places of course.

RECORDABLE QUALIFICATIONS (Post-registration)

Any qualification that is recorded on your registration record should be listed here with dates, place of course and awarding body. These qualifications are those that do not require entry to a separate part of a register such as ENB courses.

additional qualifications/achievements

Here you should document any other qualifications and achievements you wish to note. For example First Aid Certificates.

CURRENT STATUS

Here details of your programme are documented.

POSITIONS HELD THROUGHOUT CAREER

All positions held throughout your career should be recorded here, the most recent first, including dates of employment and employer and a brief record of key tasks of each role.

RECORD OF SICKNESS AND ABSENCE

The student agreement for the Degree/Diploma in Nursing Studies (6.6.4) requires all students to keep a record of their attendance. This record must also record sickness/absence and be discussed with your personal tutor at your regular meetings.

RECORD OF TUTORIALS

Here you should document dates and details of your personal tutorials and obtain your personal tutor’s signature.

ASSESSMENT RECORD

Your assessments for the programme are listed and you should add the submission dates. You should keep a record of your final result and mark and whether this was a first or subsequent attempt.

RECORD OF PRACTICE PLACEMENTS

You should document details of each of your placements. This should include placement (e.g. ward or practice name), summary of practice area, client group’s needs, learning and length of time allocated to placement.

Personal Information

Name
Address & Telephone Number
Date of Birth

UKCC Registration Number/Student No. Renewal Date

Academic Qualifications

Qualification Subject / Grade / Dates Undertaken / Place Taken / Awarding Body

Recordable Qualifications

Qualification / Dates Undertaken / Place Undertaken and
Awarding Body

Professional Registrable Qualifications

Qualification / Date Undertaken / Place Undertaken

ADDITIONAL QUALIFICATIONS/ACHIEVEMENTS

Qualification/Achievement / Dates of Experience / Brief Summary

Current PROGRAMME

PROGRAMME TITLE
DATE OF COMMENCEMENT AND COMPLETION OF PROGRAMME AND LENGTH
LECTURER RESPONSIBLE FOR YOUR PROGRAMME AND CONTACT NO.
Personal Tutor, Contact No. and E-MAIL ADDRESS

Positions held throughout Career Prior to Nurse Education

Position / Dates Held / Employer / Key Tasks

* Please copy page if additional space is needed

RECORD OF SICKNESS AND ABSENCE

DATE AND DURATION / SICKNESS OR ABSENCE
OR COMPASSIONATE LEAVE / SCHOOL OR PLACEMENT DAYS / RUNNING TOTAL / SIGNATURE
STUDENT & TUTOR

* Please copy page if additional space is needed

PERSONAL TUTORIALS

[PLEASE PHOTOCOPY THIS PAGE AS NECESSARY]

Date and Time Spent / Brief Summary of Personal Tutorial / Initials
Student and Tutor

FOUNDATION YEAR ASSESSMENT RECORD DETAILS

Assessment
Title / Submission Date / Mark 1st Attempt / Resubmission Date / Mark 2nd Attempt
Module 1
Caring Skills Essay
Practice Based Assessment and
Skills Schedule
Module 2
Biological Perspectives Exam
Nursing Exam
Practice Based Assessment and Skills Schedule
Module 3
Client Based Essay
Practice Based Assessment and Skills Schedule
OSCE

DIPLOMA BRANCH ASSESSMENT RECORD DETAILS

Assessment Title / Submission Date / Mark 1st Attempt / Resubmission Date / Mark 2nd Attempt
Module 4
Patient Assessment Essay
Practice Based Assessment and Skills Schedule
Module 5
Professional Issues and the Nurse’s Role Essay
Practice Based
Assessment and Skills Schedule
Module 6
Electives/
Community/Forensic/Secure Environment Essay
Poster developed from Elective Experience and
1000 word Paper
Practice Based Assessment and Skills Schedule
Module 7
Nursing Care Examination
OSCE
Module 8
Research Critique
Practice Based Assessment and Skills Schedule
Module 9
PortfolioEssay
Practice Based Assessment andSkills Schedule

DEGREE BRANCH ASSESSMENT RECORD DETAILS

Assessment Title / Submission Date / Mark 1st Attempt / Resubmission Date / Mark 2nd Attempt
Module 4
Patient Assessment Essay
Practice Based Assessment
Module 5
Professional Issues and the Nurse’s Role Essay
Practice Based
Assessment and Skills Schedule
Seminar and 1000 word Paper
Module 6
Forensic/SecureEnvironment /Community/Essay
Poster developed from Elective Experience and
1000 word Paper
Practice Based Assessment and Skills Schedule
Seminar and 1000 word Paper
Module 7
Nursing Care Examination
OSCE
Project Plan
Seminar and 1000 word paper
Module 8
Critical Incident Analysis Essay
Practice Based Assessment and Skills Schedule
Module 9
PortfolioEssay
Practice Based Assessment andSkills Schedule
Integrated Module
8000 word Research Project/
Literature Review

PRACTICE PLACEMENT

Practice Area Length of Time in Placement:
Your reflection upon the practice area, the client’s and your learning gained
Practice Area Length of Time in Placement:
Your reflection upon the practice area, the client’s and your learning gained

* Please copy page as necessary

SECTION TWO

LEARNING OUTCOMES FOR ENTRY TO THE BRANCH PROGRAMME

(UKCC 2000)

LEARNING OUTCOMES FOR ENTRY TO BRANCH PROGRAMME

The following outcomes are those you need to demonstrate achievement of by the end of your foundation programme.

NURSING COMPETENCIES (United Kingdom Central Council

for Nursing, Midwifery and Health Visiting) (February 2000)

Domain / Outcomes to be achieved for Entry to the Branch Programme

1.Professional/Ethical Practice

1.1Discuss in an informed manner, implications of professional regulation for nursing practice.
1.2Demonstrate an awareness of the UKCC Code of Professional Conduct.
1.3Demonstrate an awareness of, and apply ethical principles to nursing practice.
1.4Demonstrate an awareness of legislation relevant to nursing practice.
1.5Demonstrate the importance of promoting equity in patient/client care by contributing to nursing care in a fair and anti-discriminatory way.

2.Care delivery

2.1Discuss methods of, barriers to and boundaries of effective communication and interpersonal relationships.
2.2Demonstrate sensitivity in interaction with and provision of information to patients/clients.
2.3Contribute to enhancing the health and social well being of patients/clients by understanding how to:
Assess health needs
Promote health; and
Access appropriate health and social care services
2.4Contribute to the development and documentation of nursing assessments by participating in comprehensive and systematic nursing assessment of the physical, psychological, social and spiritual needs of patients/clients.
2.5Contribute to the planning of nursing care, involving patients/clients and where possible their carers, demonstrating an understanding of helping patients/clients to make informed decisions.
2.6Contribute to the implementation of a programme of nursing care, designed and supervised by registered practitioners.
2.7Demonstrate evidence of a developing knowledge base that underpins safe nursing practice.
2.8Demonstrate a range of essential nursing skills to meet individuals’ needs, which include: maintaining dignity, privacy and confidentiality; effective observational and communication skills, including listening; safety and health, including moving and handling; essential first aid and emergency procedures; administration of medicines; emotional physical and personal care.
2.9Contribute to the evaluation of the appropriateness of nursing care delivered;
2.10 Recognise situations in which agreed plans of nursing care no longer appear appropriate and refer these to an appropriate accountable practitioner.

3.Care management

3.1Contribute to the identification of actual and potential risks to patients/clients and their carers, to self and others and participate in measures to promote and ensure health and safety.
3.2Demonstrate an understanding of the role of others by participating in interprofessional working practice.
3.3Demonstrate literacy, numeracy and computer skills needed to record, enter, store, retrieve and organise data essential for care delivery.
4.Personal/Professional development
4.1Demonstrate responsibility for one’s own learning through the development of a portfolio of practice and recognise when further learning may be required.
4.2Acknowledge the importance of seeking supervision to develop safe nursing practice.

In order to demonstrate achievement of these outcomes you can include a variety of examples of evidence. For example:

Assessments

Your essays/exams will provide some examples of your having achieved the outcomes through writing about certain activities with patients as well as demonstrate your ability to search for information and to write legibly, with rationale for your care.

Your practice based assessments and the Skills Schedule also enable you to demonstrate achievement of practical skills. A photocopy of your learning outcomes and practice assessor’s reports should be kept here so you have them to refer to. The reflections you also do as part of this assessment could be used to support achievement.

Additional Evidence

There are a variety of things that you might use as additional evidence. Some examples are given below but this list is not exhaustive.

Reference List
Assessment forms e.g. Pain, Pressure areas/risk assessment, Client Admissions, Nutrition
Care Plans
Communication Sheets
Minutes of Meetings
Discharge Forms
Health Education Literature

Any examples of paperwork from practice areas must demonstrate your knowledge of their use, and not contain client details, in order to maintain confidentiality.

School Activities

During your School activities you will take notes, undertake guided studies and literature searches and other related activities. You may wish to include some of these in this section to provide evidence of achievement of outcomes.

Reflection

In the section about reflection and learning from experience you are reminded that this section is personal to you, but you may choose to share it with others. This is to maintain confidentiality and your personal thoughts. You may, however, feel that specific areas you have reflected upon provide good evidence of what you have learnt related to specific learning outcomes. If this is the case, you might wish to include these in this section.

There is no formal layout of pages to complete about aspects of the programme. This is intentional, giving you the freedom to document the areas you feel demonstrate your learning. This is less prescriptive and is compatible with the principle of adult learning. However, it is acknowledged that at first you might feel overwhelmed by this so do seek your personal tutor’s guidance.

During the Foundation Programme all students must gain insight into all branches of nursing in order to understand the role of nurses within those branches and the clients’ needs. In addition to this, students will gain insight into midwifery. Although Module 2 provides some exposure in all areas and associated theory, students should have opportunities to gain exposure to these issues throughout the Foundation Programme. In order to aid the students in recognising the relevance of these experiences to their individual branches, some overall learning outcomes for these experiences have been developed for the Foundation Programme. These are identified in the portfolio with guidance about documenting these experiences and achievement of the learning outcomes.

In order to demonstrate achievement of the learning outcomes related to other branches of nursing and midwifery you need to document activities in these areas on the page following the outcomes. The following is advice about the activities you can document:

Discuss the nurse’s/midwife’s role and the skills, attitudes and knowledge you have observed in these areas
Describe patients met during these experiences and their needs
Outline the role of other professionals involved in care in these areas
Discuss situations where patients are cared for in alternative care settings to those where their care would normally be provided
Outline theory sessions related to patients from these areas and how these relate to practice
Discuss case studies/enquiry based learning scenarios where patients from these situations are involved
Analyse the nurse’s role in caring for these patients

LEARNING OUTCOMES FOR ADULT BRANCH STUDENTS

Children’s Nursing

On completion of the Foundation Programme the student will be able to:

List situations where an adult nurse might meet children during their professional role.
Describe how an adult nurse’s knowledge of children can enhance any situation where children are met during daily professional activities.
Describe the adult nurse’s role with respect to any children’s nursing needs and reasons for liaison with a children’s nurse.
Outline the adult nurse’s role when transferring any child who has been in their care in providing information to a children’s nurse.

Learning Disability Nursing