NMC Standards of Proficiency

NMC Standards of Proficiency free pdf ebook was written by Hcs-staff on July 19, 2010 consist of 93 page(s). The pdf file is provided by www.practiceplacements.leeds.ac.uk and available on pdfpedia since April 01, 2012.

2010-11 edition yorkshire and the humber assessment in practice for pre-registration nursing common foundation stage 1 stage..meeting nmc proficiencies placement 1 placement details guidelines for orientation to practice setting attendance..the practice elements of the common foundation (stage 1) and should...

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NMC Standards of Proficiency pdf




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NMC Standards of Proficiency - page 1
2010-11 Edition Yorkshire and the Humber ASSESSMENT IN PRACTICE FOR PRE-REGISTRATION NURSING COMMON FOUNDATION STAGE 1 STAGE 2 STAGE 3 Common Foundation Branch (Initial Stage) Branch (Final Stage) Name: Student ID Number: Cohort/Intake/Year: Identify University University of Bradford University of Huddersfield University of Leeds Leeds Metropolitan University Identify Programme Diploma of Higher Education in Nursing Advanced Diploma in Nursing Advanced Diploma of Higher Education Nursing BSc (Hons) Nursing Postgraduate Diploma in Nursing This document forms part of the SUMMATIVE assessment requirement for registered nurses. It will be retained by the university. Data Protection: please note that the contents of this document may be photocopied and later used by those persons named within it. I confirm I have read and agreed with this statement. Signed: _________________________________ Date: _____/______/_____ Edition: 2010-11 © Yorkshire and The Humber Strategic Health Authority in conjunction with Bradford, Huddersfield, Leeds and Leeds Metropolitan Universities -1-
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NMC Standards of Proficiency - page 2
2010-11 Edition Contents Contents Record Of Completion Summary Page Introduction NMC Outcomes to be achieved Assessment advice and guidelines Evidence of achievement of meeting NMC Proficiencies PLACEMENT 1 Placement details Guidelines for orientation to practice setting Attendance Record Sheet Preliminary Interview Short Placement Record of Experience Preparation for Intermediate Interview Intermediate Interview and Ongoing Development Plan Review of development Plan Final Interview Statement of placement achievement Academic Tutor /link lecturer Contacts / Comments Placement 1 NMC Outcomes PLACEMENT 2 Placement details Guidelines for orientation to practice setting Attendance Record Sheet Preliminary Interview Short Placement Record of Experience Preparation for Intermediate Interview Intermediate Interview and Ongoing Development Plan Review of development Plan Final Interview Statement of placement achievement Academic Tutor /link lecturer Contacts / Comments Placement 2 NMC Proficiencies Reference sheets Appendix: University of Bradford 1a-c Stage 3 Grading Practice assessment tool University of Huddersfield - Learning Contract / Plan 2 3 4-5 6-8 9-10 11 13 14 15-17 18-19 20-21 22 23 24 25 26 27 28 29-48 50 51 52-54 55-56 57-58 59 60 61 62 63 64 65 66-85 86-87 88-89 90-93 © Yorkshire and The Humber Strategic Health Authority in conjunction with Bradford, Huddersfield, Leeds and Leeds Metropolitan Universities -2-
NMC Standards of Proficiency - page 3
2010-11 Edition SUMMARY Record of Completion Common Foundation This page summarises your achievement of the practice elements of the Common Foundation (Stage 1) and should be completed and signed by you and your Academic Tutor (AT)/Personal Lecturer (PL) prior to submission of this document for the Board of Examiners. Student Name:………………………………………………… Student ID: …….…………….. Cohort/Intake: ………… MET ALL NMC Outcomes [If ‘No’ state numbers NOT achieved] Yes/No Placement/ Experience Practice hours completed [Inc. Nights] Night Duty Hours completed Sick/ Absence: Hours Missed Weekend hours if appropriate Pass /Fail Confirmed by AT/PL Pass/Fail Yes/No Pass/Fail Yes/No Pass/Fail Yes/No Pass/Fail Yes/No Pass/Fail Yes/No Pass/Fail TOTALS I confirm that the student nurse named above has/has not successfully completed the practice elements of Common Foundation (Stage 1) Academic Tutor/ Personal Lecturer Name: Signature: Student Signature: Date: © Yorkshire and The Humber Strategic Health Authority in conjunction with Bradford, Huddersfield, Leeds and Leeds Metropolitan Universities -3-
NMC Standards of Proficiency - page 4
2010-11 Edition Introduction This Assessment in Practice record documents your progress towards becoming a qualified nurse. The way that this must be achieved is clearly laid out by the Nursing and Midwifery Council (NMC 2004) and addresses the Standards to Support Learning and Assessment in Practice (NMC 2008). The NMC (2004) has specified what must be achieved in order for you to enter a Branch Programme. The ‘Outcomes for Entry to Branch’ can be found on pages 6-7. This document provides you with a record to evidence your achievements and progress which will facilitate entry to Branch and ultimately you becoming a Registered Nurse NB: It is your responsibility to map Outcomes achieved within the programme You must achieve all of the “Outcomes for Entry to Branch” in order to progress to Branch. The NMC states the Common Foundation year must consist of 50% within a practice setting (the other 50% being on campus and personal study). Achievement of practice outcomes must be supervised and verified by a registered nurse who meets the standard required to be an NMC Mentor. At least 40% of your placement time must be spent working with an NMC mentor. As these documents will be used by many students from different universities and from different programmes, common agreed terminology regarding the ‘people’ involved is felt necessary. Please note these titles and roles are NOT common to all universities: Mentor or NMC Mentor: a registered nurse who has a mentorship qualification recognised by the NMC. This person supports the student in practice and oversees and signs your assessment achievements. Sign-Off Mentor: a registered nurse who has a mentorship qualification recognised by the NMC and has met additional criteria in order to supervise students in their final placement of Branch. Associate Mentor: a qualified practitioner identified by your mentor who supports you in practice Supervisor: any other appropriately qualified practitioner who supports you in practice. Academic Tutor: a member of the academic staff in the university who supports your academic development. This person may vary across programmes, but will typically be a member of the team of lecturers who are supporting your module/branch of learning. Link Lecturer: a member of the academic staff in the university who acts as a communication and support link between specific placement areas and the universities. One aspect of this role involves supporting both staff and student in the practice area. Personal Lecturer: a member of the academic staff in the university allocated to you, who will monitor your progress and provide pastoral support throughout the duration of the programme. Common Foundation and Branch The NMC (2004) defines programmes of nursing in 2 phases: Common Foundation and Branch. Common Foundation is Stage 1 and for educational purposes Branch is divided into Stage 2 & 3. This document sets the standard you are expected to achieve in Stage 1. This document contains a number of sections: A single record page which summarises your placements and performance in practice for the Stage of the programme i.e. end of Stage 1, Common Foundation. Then for EACH placement: Placement details. Mentors’ signatures and initials must be recorded on this page. Orientation and induction sheet – this must be completed for each placement area visited and this must be completed on the first day and verified by the person delivering the induction (this may not necessarily be the placement mentor). -4- © Yorkshire and The Humber Strategic Health Authority in conjunction with Bradford, Huddersfield, Leeds and Leeds Metropolitan Universities
NMC Standards of Proficiency - page 5
2010-11 Edition Attendance Record – each shift you undertake must be recorded and verified by your supervisor/mentor for the day. Your mentor then signs the completed page. Preliminary Interview/Development Plan –you agree your learning objectives for the placement with your mentor. You may also have input from an identified member of your University. This should be completed within the first week of placement. Intermediate interview - you review your progress to date and with your mentor agree learning outcomes for the remaining time on your placement. Final Interview – you and your mentor review your progress on the placement and agree an outcome. Short placement forms – you record placements of 3 weeks or less. These are integrated within your main placement i.e. visits to OPD, specialist services. Record of experience – these are one day visits to linked areas. Additional pages for you and your mentor to provide further reflections on the placement. On- going Development Plans- you and/or your mentor identify specific learning objectives and agree a plan of how you will achieve these. This can be agreed at any time within the placement. Where you are in danger of failing the placement a member of your University must be involved in the process of addressing your needs. The NMC Outcomes for Branch Entry – these are divided into four domains, each domain comprising of statements and each statement is divided into elements. Verification of the NMC Outcomes for Branch Entry (20 in total); o The OUTCOME statements are presented on separate pages and every one must be achieved on placements of more than 4 weeks. o You MUST select ONE element and record your key learning points of this element in the space (box) provided. You must not repeat an element until all have been addressed (i.e. different statements must be addressed on each placement). Self plagiarism is NOT acceptable (see university definition). You can keep a record of which ones you have done by completing the Outcome Checklist o You may use learning experiences from your short placements (less than 3 weeks) towards your overall achievement, these can be verified by the relevant supervisor/mentor NB: ‘Discussion with mentor’ should be used to facilitate achievement of the NMC outcome elements if an outcome is not achievable in the placement. o Mentors will undertake on-going reviews of your evidence and verify them at the intermediate and final interview. o You MUST HAND WRITE evidence it MUST NOT BE word processed, unless your disability contract supports this. o It is recommended that you draft your key learning points for consideration by your mentor prior to writing it into the placement document (it must be written in permanent black ink). o The ‘Grading Assessment Tool’ (Appendix 1a-c) guides both students and mentors on the level of performance expected of the student in practice. This tool is used to record the student’s level of performance at the intermediate and final stages of placement. The mentor signs and dates in the appropriate box how the student is performing. The final decision is based on the student’s performance within practice, against the completed NMC Outcome statements and their achievement of skills. The tool can be used by any mentor, but MUST be completed for University of Bradford students. Skills Development The Assessment in Practice documents must be used concurrently with the Skills Workbook. The aim is to work systematically through both, making the best use of the experiences available on each placement, in order to achieve all outcomes and skills by entry to Branch. © Yorkshire and The Humber Strategic Health Authority in conjunction with Bradford, Huddersfield, Leeds and Leeds Metropolitan Universities -5-
NMC Standards of Proficiency - page 6
2010-11 Edition NMC OUTCOMES TO BE ACHIEVED FOR ENTRY TO BRANCH – you should indicate the placement in which the WRITTEN key learning point has been completed in column A A Domain 1: Professional and ethical practice 1.1 1.1a 1.1b 1.1c 1.2 1.2a 1.2b 1.3 1.3a 1.3b 1.4 1.4 1.5 1.5a 1.5b Discuss in an informed manner the implications of professional regulation for nursing practice. Demonstrate a basic knowledge of professional regulation and self regulation Recognise and acknowledge the limitations of one’s own abilities Recognise situations which require referral to a registered practitioner Demonstrate an awareness of The NMC code of professional conduct: Standards of conduct, performance and ethics for nurses and midwives. Commit to the principle that the primary purpose of the registered nurse is to protect and serve society Accept responsibility for one’s own actions and decisions Demonstrate an awareness of, and apply ethical principles to, nursing practice. Demonstrate respect for patient and client confidentiality Identify ethical issues in day to day practice Demonstrate an awareness of legislation relevant to nursing practice. Identify key issues in relevant legislation relating to mental health, children, data protection, manual handling, and health and safety etc Demonstrate the importance of promoting equity in patient and client care by contributing to nursing care in a fair and anti-discriminatory way Demonstrate fairness and sensitivity when responding to patients, clients and groups from diverse circumstances Recognise the needs of patients and clients whose lives are affected by disability, however manifest Discuss methods of, barriers to, and the boundaries of, effective communication and interpersonal relationships. Recognise the effect of one’s own values on interactions with patients and clients and their carers, families and friends Utilise appropriate communication skills with patients and clients Acknowledge the boundaries of a professional caring relationship Demonstrate sensitivity when interacting with and providing information to patients and clients. Contribute to enhancing the health and social well-being of patients and clients by understanding how, under the supervision of a registered practitioner, to: Contribute to the assessment of health needs Identify opportunities for health promotion Identify networks of health and social care services Domain 2: Care delivery 2.1 2.1a 2.1b 2.1c 2.2 2.3 2.3a 2.3b 2.3c © Yorkshire and The Humber Strategic Health Authority in conjunction with Bradford, Huddersfield, Leeds and Leeds Metropolitan Universities -6-
NMC Standards of Proficiency - page 7
2010-11 Edition NMC OUTCOMES TO BE ACHIEVED FOR ENTRY TO BRANCH (continued) A Domain 2: Care delivery (continued) 2.4 Contribute 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 and clients. Be aware of assessment strategies to guide the collection of data for assessing patients and clients and use assessment tools under guidance Discuss the prioritisation of care needs Be aware of the need to reassess patients and clients as to their needs for nursing care Contribute to the planning of nursing care, involving patients and clients and, where possible, their carers; demonstrating an understanding of helping patients and clients to make informed decisions. Identify care needs based on the assessment of a patient or client Participate in the negotiation and agreement of the care plan with the patient or client and with their carer, family or friends, as appropriate, under the supervision of a registered nurse Inform patients and clients about intended nursing actions, respecting their right to participate in decisions about their care Contribute to the implementation of a programme of nursing care, designed and supervised by registered practitioners. Undertake activities which are consistent with the care plan and within the limits of one’s own abilities Demonstrate evidence of a developing knowledge base which underpins safe and effective nursing practice. Access and discuss research and other evidence in nursing and related disciplines Identify examples of the use of evidence in planned nursing interventions Demonstrate a range of essential nursing skills, under the supervision of a registered nurse, to meet individuals’ needs, which include: Maintaining dignity, privacy and confidentiality; Effective communication and observation skills, including listening and taking physiological measurements; Safety and health , including moving and handling and infection control; Essential first aid and emergency procedures; Administration of medicines; Emotional, physical and personal care, including meeting the need for comfort, nutrition and personal hygiene Contribute to the evaluation of the appropriateness of nursing care delivered Demonstrate an awareness of the need to assess regularly a patient’s or a client’s response to nursing interventions Provide for a supervising registered practitioner, evaluative commentary and information on nursing care based on personal observations and actions Contribute to the documentation of the outcomes of nursing interventions 2.4a 2.4b 2.4c 2.5 2.5a 2.5b 2.5c 2.6 2.6 2.7 2.7a 2.7b 2.8 2.8a 2.8b 2.8c 2.8d 2.8e 2.8f 2.9 2.9a 2.9b 2.9c © Yorkshire and The Humber Strategic Health Authority in conjunction with Bradford, Huddersfield, Leeds and Leeds Metropolitan Universities -7-
NMC Standards of Proficiency - page 8
2010-11 Edition NMC OUTCOMES TO BE ACHIEVED FOR ENTRY TO BRANCH (continued) A Domain 2: Care delivery (continued) 2.10 2.10 a 2.10 b Recognise situations in which agreed plans of nursing care no longer appear appropriate and refer these to an appropriate accountable practitioner. Demonstrate the ability to discuss and accept care decisions Accurately record observations made and communicate these to the relevant members of the health and social care team Domain 3: Care management 3.1 Contribute to the identification of actual and potential risks to patients, clients and their carers, to oneself and to others, and participate in measures to promote and ensure health and safety. Understand and implement health and safety principles and policies Recognise and report situations which are potentially unsafe for patients, clients, oneself and others Demonstrate an understanding of the role of others by participating in inter- professional working practice. Identify the roles of the members of the health and social care team Work within the health and social care team to maintain and enhance integrated care Demonstrate literacy, numeracy and computer skills needed to record, enter, store, retrieve and organise data essential for care delivery. 3.1a 3.1b 3.2 3.2a 3.2b 3.3 Domain 4: Personal and Professional Development 4.1 4.1a 4.1b 4.2 Demonstrate responsibility for one’s own learning through the development of a portfolio of practice and recognise when further learning is required. Identify specific learning needs and objectives Begin to engage with, and interpret, the evidence base which underpins nursing practice Acknowledge the importance of seeking supervision to develop safe and effective nursing practice NMC (2004) Standards of proficiency for pre-registration nursing education NMC: London © Yorkshire and The Humber Strategic Health Authority in conjunction with Bradford, Huddersfield, Leeds and Leeds Metropolitan Universities -8-
NMC Standards of Proficiency - page 9
2010-11 Edition Assessment Advice and Guidelines Practice and theory are linked throughout the programme. You will gain underpinning knowledge within the university, and an introduction to clinical skills, which you will then practise, under supervision, during placements. The assessment in practice may involve: Direct observation by your mentor Working alongside your mentor Indirect observation / working with other people in the healthcare team Discussion with your mentor Evidence of the work you have completed, e.g. reports, records To be proficient, the 3 aspects below should be demonstrated in your day-to-day practice: Affective Skills: This is the way you do something; your manner and communication, for example, the way you explain to someone how and why you are going to give them medication, the way you make the person feel safe and comfortable, treated with respect and dignity, and the way you ensure that you have their consent. Psychomotor Skills: This is how you demonstrate your ability to complete a physical task. It involves things like hand and eye coordination, dexterity and technical accuracy. For example filling a syringe safely and cleanly, and correctly injecting medication. Cognitive Skills: This is your ability to show you understand the reasons why you are doing something and the implications of doing it. For example, being able to say what the drug you are using is, how it works and the problems that could occur. Assessment Process The assessment framework is supported by discussions between you and your mentor and where possible the link lecture/academic tutor. Your opinion of your personal performance is also valued and should be documented in a spirit of self-evaluation. Assessment for Common Foundation (Stage 1) During Common Foundation you will be expected to observe/participate in practice under close supervision. The purpose of this is to enhance your knowledge and understanding of healthcare practice. This should have a multi- professional focus. You should not just be a passive observer. This assessment document, your Skills Workbook, taught modules, personal study and reflection will help you develop your own practice, understanding and skills. The statements below indicate your expected involvement in your role as student nurse at this stage of your programme: Observe practitioners within a range of settings Carry out aspects of care under the close supervision of a competent practitioner Practice to the satisfaction of your mentor(s) the skills and competencies necessary to demonstrate achievement of the outcomes for entry to Branch and Skills Workbook Discuss with practitioners the rationale for aspects of care and reflect upon your own practice Identify relevant sources/types of information and apply that knowledge to practice Show an ability to relate underpinning theory to the practice observed/undertaken Demonstrate the ability to communicate effectively Demonstrate the ability to apply ‘The Code: Standard of Performance and Ethics for Nurses and Midwives’ (NMC 2008). © Yorkshire and The Humber Strategic Health Authority in conjunction with Bradford, Huddersfield, Leeds and Leeds Metropolitan Universities -9-
NMC Standards of Proficiency - page 10
2010-11 Edition Roles and Responsibilities The Student You are expected to behave in a professional manner at all times. This means, as a minimum, you are required to: follow the policies and procedures of the placement provider follow the dress code for the placement provider communicate effectively be punctual inform BOTH your practice area AND university if you are unable to attend your placement take responsibility for the safe keeping of your assessment documentation take responsibility for the achievement of your learning outcomes, evaluating your achievement prior to your intermediate interview on completion of your placement you should complete the placement evaluation (for some programmes this is compulsory). The website address is www.healthcareplacements.co.uk You are a STUDENT therefore your mentor is responsible for your practice. However you are morally responsible and need to take your role seriously and work within The Code (NMC 2008). Work conscientiously to the best of your ability, acknowledge your limitations and politely decline to do anything that you do not feel safe to do at this stage. The Mentor You are the registered nurse responsible for the student’s practice during the placement. You should: supervise (directly or indirectly) their experience and assess their performance be sure that they are working safely and within their own level of competence. This will include complying with your organisation’s policies and procedures for medicines management, escort etc. review and verify the student’s evidence of achievement, and if a student fails to comply and/or bring in their AiP book you MUST contact the relevant University at that time, not leave it to final interview stage. complete the relevant sections in the document and specify if the student has received a ‘pass’ or ‘fail’ for this placement please inform your student’s university if they are sick or absent. The NMC says that student nurses must be supernumerary and your students cannot be counted as part of the establishment, but should work alongside you and your colleagues as part of a team. The Academic Tutor/Link Lecturer You are responsible for ensuring that o your student is prepared for the placement o you respond to requests for information or help from your student and/or their mentor. You should o o o sign the development plan (as per programme requirements) monitor the student’s progress support on-going development planning and interviews especially if your student is not reaching the required standard. - 10 - © Yorkshire and The Humber Strategic Health Authority in conjunction with Bradford, Huddersfield, Leeds and Leeds Metropolitan Universities
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