ALL5 (Elective)

University of Manchester, School of Nursing, Midwifery and Social Work

and

The Greater ManchesterStrategic Health Authority

PRACTICE PLACEMENT ASSESSMENT DOCUMENT

This section to be completed by the student

Unit Title: ELECTIVE / CONSOLIDATION

Placement Dates: FromTo

Student’s Name:
Programme (Course): / University ID No:
Intended Branch: / Intake/Group:
Mentor/Assessor’s Name:
Placement Area (Unit/Ward) Name:
Placement Area (Unit/Ward) Address:
Placement Area (Unit/Ward) Tel No: / Placement Code:
Academic Teacher:
Unit Coordinators: / Julie Apps
(Adult)
0161 237 2288 / Jane Hughes
(Child)
0161 275 8708 / Steven Prymachuk
(Mental Health)
0161 237 2575
E-mail: / / /
Personal Teacher:
E-mail: / Tel No:

This Practice Placement Assessment Document issummative and must be submitted on the advertised Unit submission date and a receipt gained.

It may not be returned to you

Students are advised to make a copy of the completed document prior to submissionfor your portfolio.

It is the responsibility of the student to keep this document safe and to ensure that the document is made available during the placement so that the mentor/assessor can complete the appropriate parts of the form.

Mentors to complete this section

Evidence supplied is of a satisfactory level: Yes No

Unit Team to complete this section

Document complete: Yes No

If No – Learning Contract Issued: Yes No Reason

Learning Contract submission date:

Unit Teacher Signature:

GUIDELINES FOR STUDENTS AND MENTORS

During this placement the following sections of this document MUST be completed:

  • Placement orientation checklist (p.5) – within the first week of starting the placement.
  • Preparation for the initial meeting with the mentor (p.6) – within two or three days of starting the placement.
  • Record of initial meeting with mentor and the student action plan (p.7) – the initial meeting to be held during the first week of starting the placement.
  • Interim/mid allocation review of progress (p.8) – must be timed to allow the student the opportunity to improve if necessary by the end of the placement.

By the end of the placement the following sections of this document MUST be completed:

  • Unit practice outcomes (pp.9-11)– the student must also, where appropriate, provide evidence in the Portfolio to support achievement of the specified outcomes. Identification of strengths/learning needs whilst achieving these outcomes will help students and mentors plan for the next placement (see below).
  • End of placement review of progress and the learning needs identified by the student and mentor for the next placement (p.32).
  • The Mentor’s statement on achievement during the placement (p.33) – whether the student has met the criteria for EMERGING PRACTITIONER and whether the student’s attendance and conduct have been satisfactory.
  • Record of attendance and summary of learning at practice-based seminar days (p34).
  • Record of attendance and summary of learning at “spoke” placements (p35).

At the end of the placement the following should be completed:

  • Placement evaluation (ask your Unit leader for these forms).

Orientation

Students should have access to an introductory pack of information that will help orientate them to new and unfamiliar surroundings. An orientation programme covering the first few days in the practice area would normally address issues relating to:

  • personal safety;
  • procedures in emergency situations;
  • introduction to other members of the multi-disciplinary team;
  • confirmation of arrangements for clinical supervision (which should be weekly wherever possible).

Off Duty

Whilst on placement, students are expected to work a 37.5 hour week within the normal shift times of the placement areas. Weekends can – and should be – included in the student’s shift pattern. The supernumerary status of students implies that they should closely shadow the duty rota of their mentor or another qualified nurse who is willing to actively support the student’s learning.

Should a bank holiday occur during a placement period, it is up to the discretion of the placement area whether students work the bank holiday or whether the bank holiday is allocated as one of the student’s days off. During bank holiday weeks, students are still expected to work a 37.5 hour week.

Students are only allowed “time off” from practice hours to attend the practice-based seminar days that fall during the placement blocks in each of the branch Units. Students and mentors will be informed of the dates of these seminar days in advance. Students are not allowed time off from practice hours to write assignments, deliver examinable work to the School or to attend tutorials.

Night duty

In order to experience the 24-hour cycle of care, all students must undertake between 2 and 6 weeks night-duty at some point during the course (normally during branch studies). Some branch units are more suitable for night duty than others and students should, in the first instance, discuss the undertaking of night duty with their mentors.

Your personal teacher will periodically check whether you have fulfilled the night duty demands; it is important, therefore, that you keep records of any night duty undertaken on the form provided.

Sickness and Absence Arrangements

Students are responsible for reporting their own sickness and absence to Emma Sharp, Sickness/Absence Secretary on 0161 237 2540. Students must also contact their placement area as soon as possible. Sickness and Absence must be declared in this document (see p.13). See also the Student Handbook for specific information.

If you are outside the UK and sickness is likely to render your placement unfeasible, you (or someone acting on your behalf) must contact the School (your personal teacher) with the utmost urgency.

ROLE OF THE MENTOR

Each student will be allocated a named mentor (by the placement area) for the total duration of the placement. As some of the pre-registration allocations are lengthy it is possible that a mentor may be absent due to sickness, etc. It is desirable therefore, that students also be allocated an appropriately qualified associate mentor where possible.

Off duty rota should be planned so that mentors / associate mentors have an opportunity to work with students regularly.

Duties of the mentor include:

  • ensuring that summative assessment of practice competence is appropriately completed and recorded.
  • Undertaking ongoing observation and discussion with the student to assess his/her level of competence.
  • Identifying the student’s strengths and shortfalls. Setting agreed objectives and proposing subsequent action. Informing the academic staff when a student fails to achieve an appropriate level of competence within the target date.
  • Liaising with other members of the team to gather observations and perceptions of the student’s progress.
  • Facilitating ongoing practice teaching and experience for the student.
  • Acting as a role model for the student
  • Ensuring that the student has an adequate orientation
  • Carrying out an initial interview with the student (within 3 days of him/her starting the placement), an intermediate interview and a final interview. Making appropriate records at each stage.

We believe that summative assessment of student’s practice can be enhanced by using a team approach where the associate mentor has an opportunity to contribute to the final judgement of student achievement.

Duties of the associate mentor should include:

  • Supporting the qualified mentor in the assessment process
  • Undertaking ongoing observation and discussion with the student to assess her/his level of competence.
  • Provide feedback to the qualified mentor regarding observations and perceptions of the student’s progress, strengths and shortfalls.
  • Acting as a role model for the student
  • Facilitating practice teaching and experience for the student
  • Assisting and supporting students in learning new skills and acquiring new attitudes

All students must be assessed and have their documentation signed by a qualified mentor.

Levels of Competence explained

Year 1 (Weeks 1-52) Safe Practitioner

The student will:

  • Perform safely the practice skills detailed in the Unit outcomes
  • Act with care, avoiding undue risk
  • Act honestly and lawfully and recognise their limitations
  • Be able to draw upon appropriate nursing knowledge, interpret it and apply it to the unit outcomes being assessed.

Year 2 (Weeks 53-104) – Emerging Practitioner

The student will continue to meet the criteria for SAFE practitioner, and in addition will:

  • Actively seek to repeatedly practice the practice skills detailed in the Unit outcomes in the correct manner.
  • Demonstrate a willingness to check their practice skills development by engaging with their mentor.
  • Be able to draw upon nursing knowledge to explain their actions.

Year 3 (Weeks 105-156) – Effective Practitioner

The student will continue to meet the criteria for SAFE and EMERGING practice and in addition will:

  • Effectively perform the practice skills detailed in the Unit outcomes.
  • Demonstrate your understanding and application of practice skills in the clinical area.

Examine critically his/her nursing knowledge in given situations and explore the alternatives

Placement Orientation Checklist

Mentor/Assessor must complete this section within 2 – 3 days of starting the placement.

Aspect
/ Yes (Initial/Date) / No
  1. Fire regulations, emergency procedure.

  1. CPR: location of equipment, emergency telephone number, student’s role in CPR.

  1. Issues surrounding confidentiality discussed.

  1. Health and Safety policies.

  1. Informed of Mentor/Assessor’s name.

  1. Uniform policy/standards of dress discussed

  1. Details of orientation programme/booklet.

  1. Placement philosophy discussed.

  1. Introduced to staff and environment.

  1. Student to inform mentor/assessor of Academic/Personal Teacher’s name and contact details.

  1. Informed of Clinical Facilitator’s name and contact details.

  1. Informed of Directorate Liaison Teacher’s name and contact details (if available)

  1. Sickness and absence procedures discussed.

  1. Have you found your placement code?

Evidence of student attending Moving and Handling training/update.
(If there is no evidence available, the student MUST NOT be involved in Moving and Handling until documentary evidence is received).
When all these have been achieved / Mentor/Assessor signature:Date:
Student signature:Date:

Preparation for the initial meeting with Mentor/Assessor

The student should:

Complete this section within 2- 3- days of starting the placement

Fill in this section before you have your initial interview with your mentor assessor

If this is not your first placement, you should also use the identified strengths/ learning needs from your previous placement to help you plan.

Please use the space below to identify and write down your interests or the issues you want to explore during this practice placement. You might want to wait a day or so before you meet with your mentor/assessor so you have a chance to think about the issues and your interests. You can always firm up your ideas at the initial meeting with your mentor/assessor and, indeed, at later meetings.

The following questions may help you get started:

  • What do I want to see/do?
  • Can I build upon previously identified strengths or work on previously identified weaknesses?
  • Where do my priorities lie (bearing in mind what stage you are in your course)?
  • What help do I need to pursue my interests/the issues I’ve identified?
  • What part should I play in following up my interests/the issues I’ve identified?
  • Who should take the lead?

My interests/learning needs/priorities for this placement are:

Development of initial Student Action Planto identify learning needs and opportunities

Mentor/Assessor should complete the student action plan:

During the first 2-3 days of the placement.

Action plan to be based on the Unit Learning Outcomes and Student’s identified learning needs.

Student Action Plan

Mentor/Assessor’s signature: …………………………………… Date: ……………..

Student’s signature: ……………………………………………... Date: …..…………

Interim/Mid-Placement Review of Progress

Mentor/Assessor should:

Complete this section with the student:

Provide the student with an opportunity to discuss their progress to date and areas for improvement.

Please note that this review point must be timed so that, if necessary, the student has time to improve by the end of placement.

Mentor/Assessor’s signature: …………………………………… Date: ……………..

Student’s signature: ……………………………………………... Date: …..…………

CORE OUTCOMESTO BE ACHIEVED

Outcome

/

Related Domain

/ Achieved / Assessor
Signature / Date
C01 / Identify learning needs related to this placement, acknowledging the importance of seeking supervision to develop safe nursing practice. / Personal/Professional Development
Professional/Ethical Practice
C02 / Demonstrate fairness and sensitivity when responding to patients/clients and others; challenge negative and discriminatory attitudes towards users of child and family services. / Professional/Ethical Practice
Care Delivery
C03 / Demonstrate and apply an understanding of professional regulation, displaying an awareness of boundaries and appropriate behaviour in practice. / Professional/Ethical Practice
C04 / Apply an understanding of legal and ethical frameworks in practice. / Professional/Ethical Practice
C05 / Collaborate effectively with members of the multidisciplinary team, demonstrating understanding of the roles and contributions of others. / Care Management
C06 / Contribute positively to the assessment, planning, implementation and evaluation of nursing care, demonstrating clarity and accuracy in documentation, / Care Delivery
C07 / Demonstrate an awareness of the role of advocacy, user and carer groups. / Care Delivery

SPECIFIC OUTCOMES TO BE ACHIEVED

Outcome / Related Domain / Achieved / Assessor Signature / Date
EL1 / Identify how your chosen specialist area fits into the overall delivery of health services / Care Management
EL2 / Recognise and analyse the extent to which specialist services meet the needs of users and make suggestions about improvements wherever possible / Care Management
Professional / Ethical Practice
EL3 / Analyse legislation, policy and reports relevant to your chosen specialist area / Care Management
Professional / Ethical Practice
EL4 / Compare and contrast the specific contribution of the various health professionals involved in the provision of services in your specialist area.. / Care Management

SPECIFIC OUTCOMES TO BE ACHIEVED

Outcome / Related Domain / Achieved / Assessor Signature / Date
EL5 / Convey skill in selecting administering and interpreting a range of appropriate interventions for care provision / Care Delivery
Care Management
EL6 / Demonstrate skill in involving patients/users and where appropriate, carers in the assessment, planning, delivery and evaluation of interventions. / Care Delivery
EL7 / Identify and analyse a range of evidence based interventions and their application to users of specialist services; demonstrate knowledge of the relationship between evidence-based interventions and your own practices / Care Delivery
Care Management
Professional/ Ethical Practice
EL8 / With your clinical colleagues and mentor, demonstrate an ability to tactfully discuss – and where necessary – challenge specific interventions employed in your chosen specialist area. / Care Management
Professional/ Ethical Practice

Evidence of Achievements in Practice -

Name: / Date:
Unit of Learning: Elective / Consolidation / C01
Core Unit Outcome:
Identify learning needs related to this placement, acknowledging the importance of seeking supervision to develop safe nursing practice.
Domain:
Personal/Professional development
Professional/Ethical Practice / Type of Activity:
How have I achieved this Outcome?
Discussion with Mentor / Assessor

Mentor / Assessor signature: Date:

Student Signature: Date:

Evidence of Achievements in Practice -

Name: / Date:
Unit of Learning: Elective / Consolidative / C02
Core Unit Outcome:
Demonstrate fairness and sensitivity when responding to patients/clients and others; challenge negative and discriminatory attitudes towards users of child and family services.
Domain:
Personal/Ethical Practice
Care Delivery / Type of Activity:
How have I achieved this Outcome?
Discussion with Mentor / Assessor

Mentor / Assessor signature: Date:

Student Signature: Date:

Evidence of Achievements in Practice -

Name: / Date:
Unit of Learning: Elective / Consolidative / C03
Core Unit Outcome:
Demonstrate and apply an understanding of professional regulation, displaying an awareness of boundaries and appropriate behaviour in practice.
Domain:
Professional/Ethical Practice / Type of Activity:
How have I achieved this Outcome?
Discussion with Mentor / Assessor

Mentor / Assessor signature: Date:

Student Signature: Date:

Evidence of Achievements in Practice -

Name: / Date:
Unit of Learning: Elective / Consolidative / C04
Core Unit Outcome:
Apply an understanding of legal and ethical frameworks in practice.
Domain:
Professional /Ethical Practice / Type of Activity:
How have I achieved this Outcome?
Discussion with Mentor / Assessor

Mentor / Assessor signature: Date:

Student Signature: Date:

Evidence of Achievements in Practice -

Name: / Date:
Unit of Learning: Elective / Consolidative / C05
Core Unit Outcome:
Collaborate effectively with members of the multidisciplinary team, demonstrating understanding of the roles and contributions of others.
Domain:
Care Management / Type of Activity:
How have I achieved this Outcome?
Discussion with Mentor / Assessor

Mentor / Assessor signature: Date:

Student Signature: Date:

Evidence of Achievements in Practice -

Name: / Date:
Unit of Learning: Elective / Consolidative / C06
Core Unit Outcome:
Contribute positively to the assessment, planning, implementation and evaluation of nursing care, demonstrating clarity and accuracy in documentation
Domain:
Care Delivery / Type of Activity:
How have I achieved this Outcome?
Discussion with Mentor / Assessor

Mentor / Assessor signature: Date:

Student Signature: Date:

Evidence of Achievements in Practice -

Name: / Date:
Unit of Learning: Elective / Consolidative / C07
Core Unit Outcome:
Demonstrate an awareness of the role of advocacy, user and carer groups
Domain:
Care Delivery / Type of Activity:
How have I achieved this Outcome?
Discussion with Mentor / Assessor

Mentor / Assessor signature: Date:

Student Signature: Date:

Evidence of Achievements in Practice -

Name: / Date:
Unit of Learning: Elective / Consolidative / EL1
Specific Unit Outcome:
Identify how your chosen specialist area fits into the overall delivery of health services
Domain:
Care Management / Type of Activity:
How have I achieved this Outcome?
Discussion with Mentor / Assessor

Mentor / Assessor signature: Date: